What is remediation in hypertextuality?

Bolter argues that digital hypertext is the remediation of the printed book.

Published between the first and second editions of Writing Space, Remediation: Understanding New Media (coauthored by Richard Grusin, MIT Press, 1999) focuses on the relationship between visual digital expressions (such as computer games and the World Wide Web) and earlier media forms (such as film and television). Bolter argues that digital forms both borrow from and seeks to surpass earlier forms, and he gives this process the name “remediation.”

With Blair MacIntyre, Maribeth Gandy, and Petra Schweitzer, bolter is also reexamining Benjamin's concept of aura. He wants to see how aura (or the decay of aura) manifests itself in new media forms, such as augmented and mixed reality. His current paper is entitled: “New Media and the Permanent Crisis of Aura.”

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PHONEREADER Library - - Jean-Philippe Pastor

Linearity

Roy Christopher: What have you found when comparing levels of metacognition in linear texts versus hypertext situations?

JDBolter: On the question of linearity vs. hypertextuality as modes of thinking and learning, I’m an agnostic. I don’t know how we could decide whether associative (hypertextual) or linear thinking is more “natural.” Both hypertexts and linear texts are highly artificial forms of writing. Both have to be learned. The idea that hypertext is natural can be refuted simply by browsing through a random sample of Web sites. We see that people do not find it easy or natural to create good sites — either of the hierarchical or associative kind.RC: Who do you admire writing about media and/or hypertext these days?JDB: I always admire the work of my collaborator, Michael Joyce, and in particular the second volume of his collected essays, Othermindedness. I admire George Landow’s Hypertext 2.0, which remains the standard work on the subject. Meanwhile, there is a great deal of exciting work being done in new media studies. I’ll just mention two: Janet Murray’s Hamlet on the Holodeck and a new book by Lev Manovich, The Language of New Media.
Among electronic works, I admire M. D. Coverly’s Califia. I’m also impressed by work that does not follow the now traditional hypertextual paradigm. I mean, for example, the kinetic poetry of John Calley and the digital installations and creations of Mark Amerika. My colleague Diane Gromala, a digital artist and theorist, is doing fascinating work in with biosensing equipment to create a kind of animated writing that she calls ‘biomorphic typography.

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Education and Hypertext to JD Bolter

Roy Christopher: Hypertext will greatly influence/wholly form the next paradigm of education. Do you agree?

JDBolter: The influence of hypertext on education will come about because of and through the World Wide Web. It is amazing to me how quickly and easily the computer, the Internet, and the Web are being accepted into American education. Compare the reception of the other ‘new media’ of the nineteenth and twentieth centuries: photography, film, radio, and television. American education has given only a marginal place to these media, and, at least in the case of television, it has been openly hostile. None of these media forms has seriously challenged the textbook as our main educational resource. On the other hand, there is a near consensus that computers belong in schools, that schools should be hooked to the Internet, and that students should be given (censored) access to the Web and in many cases should learn to create their own Web pages. This ‘networking’ of American education may result in a hypertextual style of writing. I think the principal effect, however, will be more emphasis on visual communication: using images in addition to or in place of words. This could be significant, when we remember that American education has been principally verbal for centuries. Learning to read and write (words) has been the center of the educational process. I’m not predicting that verbal literacy will cease to be important, but I do think that visual literacy may began to claim a place in our educational programs.

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