Van Ittersum (2008) provides a clear explanation of Actor Network Theory (ANT) which helps draw together several of Latour’s works. Van Ittersum says that ANT is a process of "mapping," including both humans and non-humans, and focusing on "acts of translation" (p. 145). He also explains, following from Latour, that ANT investigates mediators and intermediaries as types of actions possible for actors. Mediators invoke some sort of translation or transforming, whereas intermediaries act as a conduit.
The style of Latour’s Aramis (2006) was engaging, and the content certainly thought-provoking, but simultaneously, the theoretical implications were wide-ranging and at times a bit overwhelming. Consequently, I found Van Ittersum’s article helpful as a means of pulling together several of the important terms and strands from Latour’s work, many of which also appear in other works we've read so far.
Several of the key points, many which seem to carry across the other readings we’ve done this semester so far, include:
* A rejection of retrospective, Whiggish accounts (e.g. Van Ittersum, p. 146). STS, at least in my exposure so far, seems to consistently resist the Progress motif.
* Symmetry- Latour identifies the importance of symmetry by noting the meaningless of calling something a success or failure (p. 78). He suggests in place of such useless categories, we employ a “relationism” (p. 79). Relationism recognizes the interconnections between actors, including both humans and non-humans, and the ever-multiplying (?) interpretations possible. This is further suggested late in the text when Latour suggests the RATP itself had identified Aramis as both success and failure (p. 263) and as the engineering/sociology student struggles to compose a report about Aramis.
* Follow the actors. Latour explains, “Since every study has to limit its scope, why not encompass it within the boundaries proposed by the interviewees themselves?” (p. 19) and “We just follow the players” (p. 10). This also resonates with Bijker’s justification of his snowball sampling technique.
* Allowance for flexibility/indeterminancy. Latour explains the necessity of “respect for indeterminancy” (p. 30) and Van Ittersum observes, “ANT argues against accounts that attempt to produce a singular, definitive analysis of a project” (p. 148).
I’ve also found several entirely new (to me) ways of thinking/speaking/writing about technology within this coupling of texts. Probably the most striking one is the treatment of the technologies themselves as “characters.” I didn’t find this happening overtly in the earlier texts this semester. When Latour discussed the lack of depth in his characters (p. 55), it felt like some of the critiques we give and receive in creative writing classes. Initially, likely due to this association, I read it as a self-imposed critique of his human characters, e.g. the engineer turned sociology student. However, as I continued reading, it became clearer to me that the technology of Aramis and all its literal and potential component parts were also being depicted as potential characters. This takes personification to a whole new extreme. Upon a re-reading of the introduction, I identified this 'machines as characters' approach as stemming from Latour’s concern with acknowledging the density and context of the machines in order to encourage greater respect for machines as “cultural objects” (p. viii).
3 comments:
I agree that Van Ittersum's work really helped clear up some muddy water and tie together lots of looses ends--especially in terms of practice in---Writing Technologies--why we're all here. I was glad for the convention within our discipline of stating the frame of our work and how its fits into the larger discussion. I found myself thinking that Derek's piece should be titled: What Does Hardware/Software Want?"
VI explained that the "computer" as we "know" it obfuscates "the complex and contentious pasts of the multiple technologies and practices assembled under that label" (143). This is true; not only does the term obfusctae the contested histories and connection, it masks the technologies themselves--as well as their potentials. I have to say that I am just now beginning to understand the computer as a tool of writing....I have always assumed that writing went on in my head and that a computer or typewriter or pen/paper configuration were simply the tools to record the writing. For some reason, I have disconnected the act of recording--which always has seemed to me the last instantiation of the writing--from the product as well as from the act. Not sure why. Van Ittersum argues that the essentializing of the computer as such obscures the range of literate activity among users.
I am still a bit stumped about the term "black box." Does this simply mean a technology that is sealed, mystified, fait accompli, to the users' eyes? Is there some reference here to Pandora's box?I know that technology is implicated in the story of Pandora's box. I wonder about the "black box" metaphor.
I appreciate VI's explication that design influences--and I would argue often dictates, or at least constrains--how we write. I have been wondering recently just why many folks are now turning to Macs. I know that once they were THE tool for desktop publishing--but what is the draw now? What affordance and constrints does the Mac have in writing--we've seen some compatability constraints in the classroom, but I'd like to know more abt the Macs. This is important pedagogically if we are to encourage students to produce and experiment with multimodal compositions--hence we should be part of university decisions when choice of hardware is a question. How long will it be before Macs are standard in the classroom? Or will they be, and why or why not?
Lots more to say, too little time.
BP
I'll respond to BP's discussion of Macs. It's interesting to me that you bring up the possibility of them taking on a more prominent role in the classroom. I recall that as one of their earlier marketing attempts. Mac was the company that would often provide free and/or highly reduced cost technology to the primary/secondary schools. It seemed to be part of their marketing plan that students would become acclimated to the Mac as a more natural approach to computing, and then become committed consumers. I don't think though, that it has carried out quite in the way they'd hoped, as this initiative started quite awhile back, and Mac still hasn't taken over the market.
It's still a commonplace to hear that Macs aren't 'real world.' However, that seems to depend in part on how you define real world.
If you mean arts/creative/design fields, then yes, Mac is very much real world. However, if you mean traditional industry, (and much of our culture does seem to define real world strictly within this sense-- that artsy stuff is just play, right?), then no, Macs are not 'real world.'
Anyway, it seems to me that newer Mac marketing approaches, such as the Mac lifestyle displayed in the Mac vs. PC ads, may exert a new tug for the younger market. This approach may be one means of constituting a 'different world' as opposed to 'real world' mentality that embraces Macs.
We'll see.
By the way, here's an article about a school district dropping Macs for more 'appropriate technology': http://www.macobserver.com/article/2006/12/18.4.shtml
Here's another article that provides a different explanation of Mac's ubiquitous historical presence in schools-- they cite the user-friendly nature of the technology, as opposed to the old DOS machines.
http://mdecinternational.com/html/school_computers.html
BP's discussion of using computers for writing, and Beth's comment on Mac vs. PC reminded me of a question I consider off and on again: Why do we use the word processing programs that we use?
For example: I'm assuming the most widely-used word-processing program is Microsoft Word. Mac introduced Pages not a long time ago, and from my brief encounter with it, the basic plain document format is quite similar to that in Word.
These programs, essentially, only allow you to look at one page of one document at a time while you write. (Obviously there are exceptions to all of my assumptions here, but I'm trying to do a general analysis, so bear with me.) There is no separate window for notes or prewriting, and the pages are only minimally interactive with the Internet and other programs.
Check out these alternatives:
Scrivener
http://www.literatureandlatte.com/scrivener.html
Writeroom
http://hogbaysoftware.com/products/writeroom
CopyWrite
http://www.bartastechnologies.com/products/copywrite/
Newnovelist
http://www.newnovelist.com/
StoryView
http://www.screenplay.com/p-32-storyview.aspx
Liquid Story Binder
http://www.blackobelisksoftware.com/
I think an analysis (ANT, anyone?) of Word or Pages in comparison to these other word processing programs would be interesting. What assumptions do the programmers make about the people using these programs? What assumptions do they have about writing and technology?
Interesting article from NYT Sunday Magazine:
http://www.nytimes.com/2008/01/06/magazine/06wwln-medium-t.html
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