When we ask what books do, we see they fill many functions. Books preserve and transmit knowledge; signal (via their covers, their numbers and placement on our shelves, their heft, etc.) our relationships to texts and their authors; center religious or ideological loyalty, social bonds, class activities and theories; provide space for annotation; project authority; fix knowledge or expression as a temporal, historical artifact; direct attention away from prior drafts, editions, other books; and make complex webs of knowledge into linear streams of prose — just to list a small sampling of examples.
Books are far more than simple containers for content. And when we realize this, we see how the digital, by giving us new book-ish forms, has the potential to transform our texts and what they do in the world. Digital books give us new ways to transmit knowledge to new audiences, new ways to signal (or to avoid signaling), new modes of social interaction, new ways to annotate, new ways to reinforce (or distribute) authority, new ways to preserve historical knowledge — and to enable future “readers” to keep writing that history, new ways to interact with multiple versions of the same text, and the freedom not to distill complex webs of information into simple linear streams.
At Hybrid Pedagogy Publishing, then, we aren’t asking how to make digital books that can best preserve the functionality of the printed codex. We want to ask what can books become in the digital age?
Digital publishing is (can be . . . should be) about so much more than fidelity to the printed word. #DigiWriMo— HybridPed Publishing (@HybridPub) November 13, 2014
As we explore possible answers to this question, Hybrid Pedagogy Publishing will develop and share long-form, digital-born works like textbooks, “monographs,” anthologies, and collaboratively authored and/or multimodal texts that leave themselves open to questions, corrections, and commentary. We will explore alternative commercial models that provide for fair compensation, as well as open distribution and access.
Hybrid Pedagogy Publishing seeks to encourage active public discourse by publishing works that are born out of, or facilitate, community (inter)action — works that are crowdsourced or collaboratively authored, openly accessible, encourage remixing and republishing, and/or blur the lines between author and reader.
Hybrid Pedagogy Publishing is part of Hybrid Pedagogy, Inc. and is affiliated with the journal, Hybrid Pedagogy. For more information on Hybrid Pedagogy Publishing as this project develops, contact editors Kris Shaffer and Robin S. Wharton at firstname.lastname@example.org.
The Critical Textbook, by Kris Shaffer
Hybridity and Form in Generative Literature: A #GenLit Discussion, by Michelle Kassorla and Robin Wharton
Humanists and our Books, Pt. 1: The Work of Humanism, by Robin Wharton
Humanists and our Books, Pt. 2: Becoming Books, by Robin Wharton
Martian Codicology, or How to Think About Books: A #digped Discussion, by Kris Shaffer & Robin Wharton
#digped Storify: How to Think about Books, by Kris Shaffer
eBook as Ecosystem of Scholarly Communication, by Chris Long
Editorial Pedagogy, by Cheryl Ball
The Four Noble Virtues of Digital Media Citation, by Pete Rorabaugh and Jesse Stommel
From Reading to Social Computing, by Alan Liu
Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, ed. by Daniel J. Cohen and Tom Scheinfeldt
Hybrid Pedagogy, Digital Humanities, and the Future of Academic Publishing, by Sean Michael Morris and Jesse Stommel
New Media Conventions and Digital Citation: a #digped Discussion, by Jesse Stommel and Robin Wharton
Open-Source Scholarship, by Kris Shaffer
Push, Pull, Fork: GitHub for Academics, by Kris Shaffer
Pedagogy as Publishing, by Charlotte Frost
Planned Obsolescence: Publishing, Technology, and the Future of the Academy, by Kathleen Fitzpatrick
Collaborative Peer Review: Gathering the Academy’s Orphans, by Sean Michael Morris
In Search of the “Peer” in Peer Review, by Pete Rorabaugh and Jesse Stommel
Love in the Time of Peer Review, by Marisol Brito, Alexander Fink, Chris Friend, Adam Heidebrink-Bruno, Rolin Moe, Valerie Robin, Kris Shaffer, and Robin Wharton