Yesterday Dan Cohen, the director of the Center for History and New Media and my colleague at George Mason University, posted a thoughtful piece describing a major problem of scholarly publishing (and of book publishing more generally). Dan suggests that while the “supply” of written work has changed with the advent of digital collaborations, academic blogging, and interactive projects, the “demand” side—what readers, publishers, and rank and promotion committees expect—remains stubbornly resistant to change. To illustrate the dominant attitude of “most humanities scholars and tenure committees” toward digital work, Dan quotes a fantastic quip from John Updike:
The printed, bound and paid-for book was—still is, for the moment—more exacting, more demanding, of its producer and consumer both. It is the site of an encounter, in silence, of two minds, one following in the other’s steps but invited to imagine, to argue, to concur on a level of reflection beyond that of personal encounter, with all its merely social conventions, its merciful padding of blather and mutual forgiveness.
I love this Updike passage. It’s so perfectly stated that I find myself nodding in agreement even as I recoil on the inside. We need go no further than the second sentence to see some of most pernicious misconceptions influencing what Dan calls the demand side of the publishing. Continue reading “Loud, Crowded, and Out of Control: A New Model for Scholarly Publishing”
One of my friends from grad school, Tim Carmody, blogged a nice response to my recent posts on critical thinking and writing, and it got me thinking that I need to clarify one thing: I am not anti-writing.
As I wrote in my comment on Tim’s blog (and am copying here), I want to emphasize that I don’t think I’m any less committed to writing than anybody else in the humanities. After all, I do study literature, and somebody had to write that literature.
In fact, I would argue that writing should take precedent over reading. Don DeLillo, who is a touchstone for me in most areas of culture, has said that he writes to “learn how to think.” DeLillo goes on to say that “writing is a concentrated form of thinking. I don’t know what I think about certain subjects, even today, until I sit down and try to write about them” (Paris Review 128, Fall 1993, p. 277).
Writing comes before reading, and it even comes before critical thinking.
Cognitively, developmentally, artistically, this is true: we learn to write before we learn to read. I want to recover that dynamic in my teaching. I’m simply advocating that we broaden what counts as “writing.”