Tag Archives: Social Media

Tweeting the Lesson: Social Media Curation and the Cultivation of the Imagination

This is a presentation I gave in a lightning session in Madison, WI at 28th Annual Teaching and Learning Conference in August 2012. Since a lightning session could only be 10 minutes long, I gave myself the constraint of making my points in 10 slides only. Each slide lasted for exactly one minute (yet another constraint, coming out of my interest in the Oulipo and my earlier practices around Pecha Kucha presentations). I also wanted the visuals in each slide to carry the point as much as my spoken text, so I did spend a good deal of time thinking about how to design the visual portion of this talk. In the end, I focused on how many different ways I could use the twitter logo (that little blue bird) to make the underlying points that the goal in using Twitter in higher education was to help students “cultivate their imagination.”

I am glad I waited to post this talk, because my experience using social media in my MOOC, Investigating Film Noir, which I taught from March-April 2013 has helped me confirm my basic thesis here. Using Twitter, Storify, and Pinterest in my MOOC, I do believe I started to reach some of the goals that I articulate in this talk. My MOOC cultivates outside subject matter experts, and involved the synthesis and application of learning outcomes. In my MOOC, students would twit-pic some of the images from the films we were studying and other students would re-tweet or comment on those images. We would ask questions on Twitter, opening up answers to our questions to experts beyond those enrolled in the course. And many of the tweets exchanged among students engaged in a metacognitive awareness of what it means to analyze film.

Here are the ten slides. Each slide is followed by my spoken commentary: Image Since I only have 10 minutes in a lightning session, so I will focus on a single, main learning outcome for those of you interested in building social media in your course designs. Throughout this talk, I will return again and again to “cultivating the imagination” of our students. That phrase intentionally recalls the work of John Seely Brown and Doug Thomas in their wonderful book, A New Culture of Learning. 

To achieve this “cultivation of the imagination” we will need innovation at 3 levels:

  • we will need trained and innovative instructors
  • we will need new and innovative assignments
  • we will need to encourage students to want to be innovative

I see “cultivation of the imagination” as the major learning outcome for higher education. Regardless of your favorite learning theory, whether you are a constructivist, a clicktivist, a connectivist, or subscriber to any other learning theories, creating imaginative and self-efficacious thinkers rates highly all of them. If we cultivate our student’s imaginations, we will have the lifelong learners we desire.

Social media is one area to explore along that path. Image Social media tools intrigue me, because they have the capacity to be tools to encourage and support lifelong learning, and they foreground their very informality. Twitter was not designed with a college accreditation standards or assessment techniques in mind. It is a commercial tool that can be used for learning from others through the open and global Web, but it takes some design and purposefulness to make that happen. Currently, when we bring social media into the classroom, we tend to kill what makes it such a great learning tool to begin with. We tend (in my experience as an instructional designer) to enclose it within the confines of the formal course objectives and that frequently short-circuits its engagement with larger online networks. In these instances, students start to wonder why they are using Twitter in the first place. Seldom if ever will a course hashtag trend worldwide.

An Integrated learning approach tries to have it both ways--to balance and transfer the formal and the informal learning. The course “walls” of a socially mediated learning experience need to be more porous than solid. I see Twitter (to just pick one social media tool out of the many) as a way to support student-centered learning. But I want students on Twitter in all its informal messiness. That way, Twitter can bring in expert voices in your classroom. Twitter can be medium for your students share their passions and curiosity with a large number of followers and thereby build new connections and new relationships through the classroom and beyond the classroom. Image And that brings me to curation.

Twitter is frequently seen as a curatorial site. But I would make a critical distinction between three modes of curation. 

Twitter is built with informal curation tools. It is a way for any user of Twitter to receive and assess the constant flow of tweets. We can favorite a tweet and keep it for future reference. We can retweet to show our interest in another person’s tweet. But informal curation is mostly about receiving new messages, and giving them an initial assessment.

A step up on the curatorial ladder is a more formal personal curation. Using tools such as Storify, paper.li, or scoop.it, social media stories can be assembled and recalled later when one wants to review or better still, apply that information.

But finally, curation can be crowd-sourced and shared. It can be the basis of a networked curation. Students can produce new knowledge from an archive of aggregated tweets. They can add new information to others tweets by providing new contexts, new explanations, new insights using a host of social media aggregators. This is the key goal for my talk today. How do we design our projects and use our learning outcomes to encourage these practices? When students engage in networked curation, they will get closer to the goal of cultivating the imagination.

Slide04

But as long as social media is locked within the confines of an online course, we will likely experience something closer to #TwitterFail. Students will feel that the exercise of social media is basically hollow. It becomes just another task to complete versus a new kind of digital and informational literacy. To reach that higher learning outcome, we need more learning experiments involving social media curation and cultivation. We are at an early phase of social media integration into the online curriculum. What we don’t know is much greater than what we do know at this point.

How curation will continue to develop in the future is an open question in my mind, but now is the time for experimentation. And if the experiments are focused on generating more powerful learning outcomes through social media, we will find ourselves on the right track, even if some of those experiments fizzle.

Slide05 That brings me back to Twitter in its specific form. I see Twitter as having multiple layers and where those layers reside is telling to me.

The top portion of an expanded tweet is the message and the person who sent the message – what we will call the “content.” There are some basic curatorial tools that require little effort on the part of the person who reads the message – one can retweet the message or favorite it. I will return to “reply” function in a moment.

The next layer down is the crowd sourcing information. You can find out if others have found this tweet interesting. How many times has it been retweeted? Favorited? Who did this? And should I follow some of these people since they might share some of my interests?

Twitter also gives you a “timestamp” that will be useful when you start to aggregate multiple tweets.

But the bottom layer of a tweet is its cultivation layer. Retweeting and favoriting are good, but replying builds new connections and adds to the original knowledge object. It is in replying that the message is extended, and the learner can express new information. But this is the bottom layer of a tweet. Slide06

Compare this to a tool like Storify. Storify is one aggregator among many on the open Web, but it will stand in for other ways of cultivating social media knowledge.

In Storify, the connection and cultivation layer is the top layer. To engage in Spotify is to be both a curator and a cultivator.

As I will argue throughout this talk, you need both. You need to sort through the massive information network and make choices (curation) and have a means for adding new information and new syntheses in a structured way (cultivation). Or as I prefer to state it: we achieve cultivation through curation. We see critical thinking at both the level of the assemblage and its new context, and like cultivation in agriculture, bring forth an entirely new ecology of knowledge.  I particularly like Spotify because it foregrounds its role as a knowledge cultivator through its trope of “stories.” To tell a story is an act that brings together many different learning outcomes. Image Which brings us back to cultivating the imagination. How does this approach to social media apply to online course design?

I would argue that “cultivation through curation” touches on almost all the key learning outcomes we might seek in our course designs. Spotify can support the evaluation of information, as student learners evaluate their aggregated tweets. Spotify can support the synthesis of knowledge, and we can assess how well students bring together tweets to show their engagement with disciplinary knowledge. Spotify can aid in comprehension as students have to sort through and make sense of information that can be crowd-sourced and supplemented by subject matter experts from beyond the course. Image  And this brings us back to the concept of “networked curation.” If one tweets to connect, then one of the major connections we are making through social media is a connection to participatory learning.

Social media rewards active participation in ways that make it valuable for online learners and online learning communities. One thing that I do like is how Twitter, or even tools like Storify and Pinterest, are only “parts of the story.” These social mediated communication streams and tools only come to life when learners engage with them, and complete the story. Storify allows students to not only aggregrate their tweets, but comment on the “new story” that emerges from the act of aggregration. As tweets are built into stories, and as students share and reflect on those new stories, new possiblities for curation and the cultivation of the imagination emerge. Slide09

And these are four of the major takeaways when we focus on social media curation. As is always important in instructional design, you need to consider what social media adds to your discipline. This is going to be different for an Art History course, or a Sociology course, or a Business course. But in each case, the art of communication and the science of connection and curation can come together to transform student learning and engagement. Part of what is fun about social media curation is how visible the learning is. You can follow alongside your students as they create these new knowledge connections and these new archives. Slide10

Which brings me to my final point. If we take the cultivation metaphor to its logical end, we start to recognize that far too frequently in our efforts to connect our students to disciplinary knowledge, we inadvertently bracket off the wealth of networks, the flow of information, collaborative energies, and networked data. We tend, even when we intend the opposite, to encourage our students to construct their information as personal, as if they are building old-fashioned knowledge cabinets. They might be able to collect our “disciplinary specimens” and arrange them in their own self-contained cabinets of curiosity that harken back to the early days of the Enlightenment and the desire for encyclopedic knowledge. But I want to leave this talk by offering another vision, one not of information contained and walled-off, but of information set free and shared. In this final maneuver then, social media curation of disciplinary knowledge might lead towards opening up new fields of knowledge, new areas of engagement and collaboration. Information can be powerful when it is shared. Let’s see what kinds of information fields might open up in the social media age.

The Greying of the Internet: The Grey Album and the Rise of the Mashup (Part 1 of 2)

I give Terry Gross and Jay-Z credit for the timing of this blog entry.

On November 16, 2010, Jay-Z appeared NPR’s “Fresh Air” with Terry Gross. Jay-Z was on a media blitz surrounding his new book that was released that day, Decoded–part autobiography, part analysis and discussion of his most provocative songs. As I was listening my ears perked up when Terry Gross asked him what he thought about The Grey Album, an unauthorized remix-mashup of his Black Album done in 2002 by DJ Danger Mouse. For fans familiar with previous comments on The Grey Album, Jay-Z’s response to Terry Gross was not surprising:

“I think it was a really strong album. I champion any form of creativity. And that was a genius idea to do, and it sparked so many others like it. It’s really good. … I was honored someone took the time to mash those records up with Beatles records. I was honored to be on quote-unquote the same song with The Beatles.”

DJ Danger Mouse’s “genius idea” is something I’ve been thinking about since I first learned about The Grey Album back on Grey Tuesday (Feb. 24, 2004). This is a paper in which I address The Grey Album as a critical moment in the cultural reception and popularity of the mashup in the digital age. As Jay-Z notes, “it sparked so many others like it.” In fact since 2004, the influence and the legacies of the Grey Album have come into sharper relief. What started out as an underground project is now fully mainstream. And as Jay-Z’s comments reminded me, The Grey Album is still a very relevant topic, one that continues to be brought up in discussions of culture, digital and otherwise. Moreover, there is a tendency in writing about digital culture–as a kind of history of the present–to focus on the latest phenomenon, the newest tech wrinkle, this day’s RSS feed. Today’s blog entry desires to fight against that tendency and I am curious to explore if time has given me any new perspectives on The Grey Album.

Today’s blog entry traces its roots back to 2006. This is a slightly revised version of a paper I presented twice in 2006, but never published. As always, I welcome feedback on these ideas. In revising this paper I realize that it bears many of the marks and quirks of digital culture circa 2006. It’s amazing how fast things have been changing lately. The earliest version of this paper was written prior to rise of Facebook, and while Youtube was still a fairly new phenomenon. But I am leaving in many of my original thoughts and potentially dated references in this time period since it is a kind of snapshot: a moment of early adoption of a nascent cultural practice.

Due to its length, I will publish it in two separate blog entries, but it is intended as one paper.

The Greying of the Internet: The Grey Album and the Rise of the Mashup


“Now can I get an encore? Do you want more?”

–Jay-Z, from the song “Encore”

1. Yesterday and Today

At the 2006 Grammys, rap artist Jay-Z and the nu-metal band Linkin Park won an award for Best Rap/Sung Collaboration for their hit single, “Numb/Encore,” which took Linkin Park’s musical riffs from their song “Numb” and combined it with Jay-Z’s lyrics for his song “Encore.” In essence, the collaboration amounted to something that DJs have been doing for a long time; namely, it was a mash-up, a musical remix genre that operates according to recombinatory logic. The mash-up takes the vocal tracks from one song and combines it with the instrumental tracks of a different song. As Jay-Z and the multiple members of Linkin Park crowded around the podium to accept their 2006 Grammy award, the first persons mentioned in the “thank you” speeches were not record companies, family members, friends, fellow musicians or even agents; rather Chester Benington of Linkin Park thanked the lawyers who made this mash-up possible. Welcome to the world of remixes and mashups, where this type of collaboration, even when pursued by the original copyright holders themselves, runs into a gamut of legal obstacles, and successfully navigating the labyrinth of the copyright industries is as important an artistic challenge as creating new music from the loops and samples of pre-existing lyrics, beats and rhythms.

However, that was all prologue to the moment when things got really strange at the 2006 Grammys. After winning the award, Jay-Z and Chester Benington gave a live performance of “Numb/Encore,” and towards the end of the song they where joined live on stage by Sir Paul McCartney who started to sing the classic Beatles song “Yesterday.” While it might have been just the usual superstar pairing of famous artists, which frequently occurs at these types of award shows, this appearance was different. There was clearly an intention behind the performance, even if that ostensible purpose was not being publicly declared in the moment.

Jay-Z, Sir Paul McCartney, Chester Benington (Grammys 2006)

Why did Paul McCartney perform with a rapper and a nu-metal band, and what in any case did “Numb/Encore” have to do with a classic Beatle tune? This live performance provoked strong reactions. It led more than one online fan to exclaim that it “might be a sign of the apocalypse,” and Tom Breihan of The Village Voice deemed it a “truly inexplicable cultural moment.” But even in less dramatic terms, “Yesterday”‘s appearance within the musical context of “Numb/Encore” probably left many members of the viewing audience simply scratching their heads. While it may have resembled something like a pop music Rorschach test, it really was a litmus test.

For anyone familiar with 2004’s Internet-based smash-hit The Grey Album, Paul McCartney singing alongside Jay-Z and Benington was an acknowledgement of a maturing and powerful cultural logic. But one’s reaction to the performance was contingent on one’s relation to remix culture. Record company executives had to be upset by the performance, which on some level, validated copyright violators and a post-Napster peer-to-peer music sharing mentality that many of them find anathema. It reminded many consumers who legally purchased Jay-Z and Linkin Park’s song that it came out of “free” or “folk” remix gestures, and moreover this was not the first time that Jay-Z’s lyrics were associated with the music of the Beatles. For the performers themselves, musical legacies were at stake: Paul McCartney continued to assert the importance of his Beatles’ work in the age of hip-hop, and Jay-Z publicly demonstrated his role as a risk-taking rapper and pop music mogul. However if one was completely unfamiliar with remix culture, it was likely that the performance sounded like a cacophonous confusion of rap, metal and pop–a failed supergroup moment that was much less than the sum of its parts.

And while it would be hard to quantify how many members of the audience knew about its connection to remix culture, for those who had listened to The Grey Album–especially millenials or net-gens brought up on mp3 downloads, hip-hop and iPods–the irony of the song’s title “Yesterday” would not have been completely lost on them, even though they were not even born when Beatlemania burst forth on American television screens on the Ed Sullivan Show. What ultimately brought Jay-Z, Linkin Park, and Paul McCartney together that night in March 2006 was something fiercely contemporary–an experiment just two years earlier by Brian Burton, better known as a British DJ who goes by the psuedonym of Danger Mouse.

2. DJ Danger Mouse and The Grey Album

“It was my intent to create an art project.”

–Brian Burton aka DJ Danger Mouse

Danger Mouse

DJ Danger Mouse got his name from his favorite cartoon, a 1980s British animated mouse of the same name, and Danger Mouse’s relationship to animated characters occurs throughout his creative output. In addition to a cartoon character supplying his DJ persona, Danger Mouse has worked with alt-rapper MF Doom on the 2004 release “The Mouse and The Mask,” which contains guest appearances from Cartoon Network’s Adult Swim cartoon characters like Brak from Space Ghost Coast to Coast. Also, in 2005, he worked as a producer with the Gorillaz on their album, Demon Days, and the Gorillaz are an “animated band” that does not really exist. When asked to describe his style in 2004, Danger Mouse called it “bastard pop” along the lines of his commercial successes like his early work with Jemini on the album Ghetto Pop Life. For his hit, “Crazy,” he collaborated with singer Cell-Lo Green as part of Gnarls Barkley. “Crazy” in April 2006 set a record in the UK for being the first single ever to reach the top of the British pop charts on the strength of Internet downloads alone.

Danger Mouse (Brian Burton) on set of TRL in 2008

For DJ Danger Mouse, it seems as if his contention that the “art is more important than the artist” is ringing true. His work spans multiple and ever-changing personas, including his recent involvement in Broken Bells, his collaboration with Shins lead vocalist and guitarist James Mercer.[1] While he has worked successfully for several years now in commercial music circles, a large measure of his acclaim comes from projects like “Crazy” and The Grey Album that begin their lives as Internet phenomena.

In early 2004, DJ Danger Mouse created The Grey Album, a mash-up of tracks from Jay-Z’s The Black Album with musical samples from the Beatles’ White Album. It was a high concept project. The blending of the high modernism of the Beatles’ White Album with the postmodernism of Jay-Z’s a cappela vocals from The Black Album has a wonderful dialectical ring to it, and in practice, the melding of these two musical artifacts–which might have seemed very incompatible–is a successful and groundbreaking effort. For example, in the song, “99 Problems” Jay-Z’s hard-core raps are matched by the sonic debris of the raging guitar riffs from Helter Skelter. For Jay-Z’s “Encore,” Danger Mouse sampled the vocal hook “Oh Yeah” and the guitar lead from the song “Glass Onion” with the infectious pop instrumentality of George Harrison’s “Savory Truffle.” In many ways, the samples turned the original Beatles songs inside out. Danger Mouse’s skillful mashups and the overall concept captivated fans of remix culture. Many of the tracks were considered “better” than the originally released version on The Black Album.

Originally, DJ Danger Mouse had planned on making only a few copies of his remix experiment (according to published reports, he planned on a limited run of 3,000 copies), so he did not bother at all with attempting to get rights clearances to the Beatles’ tunes he was sampling. And prior to digital music on the Internet, Danger Mouse’s remix would most likely have been released as a 12″ specialty vinyl EP, restricted to being played in a few dance clubs, sold in a few record stores in the import remix bins, and never moved beyond the bounds of its sub-cultural and/or underground origins and circulation. However, The Grey Album received widespread notoriety when EMI (one of the copyright owners of the Beatles’ musical catalog) sued DJ Danger Mouse for copyright infringement. This action had the opposite effect than EMI intended. As Mike D. of the Beastie Boys has said, “What can be cooler than being sued by the Beatles?”[2] Downhill Battle, a music activism group, took up Danger Mouse’s cause, and the resulting event was Grey Tuesday, where Downhill Battle lined up websites to host the digital files of The Grey Album to distribute the tracks as widely as possible on the Internet. On the protest’s biggest day–Tuesday, February 24, 2004–the tracks of The Grey Album had at least one million downloads, making it the number one album in the United States that day, outperforming such commercial artists like Norah Jones and Kanye West.

Subsequently, spurred on by DJ Danger Mouse’s “success,” other mainstream artists were remixed with Jay-Z’s a cappela tracks, resulting in similar projects with the music of Weezer, Pavement, Prince, and Metallica. One video project also emerged from this moment, Ramon and Pedro’s The Grey Video, which was a video mash-up of film clips from the Beatles’ Hard Day’s Night with concert footage of Jay-Z, and some original green screen effects and additional motion graphics. However, the project probably had its most interesting outcome when Jay-Z himself decided to release remixes of tracks from the Black Album. Lining up the nu metal band Linkin Park, Jay-Z embarked upon a project under the auspices of  “MTV’s Ultimate Mash-Ups.” Released in November 2004, the mash-up track “Numb/Encore” garnered a Grammy nomination, and the rest, as they say, is history.

The many lives of the Grey Album and its influence on remix culture in an age of social media is the focus of this paper. I believe that the “grey” in the title of Danger Mouse’s project is a useful metaphor for understanding changes now underway on computer-mediated networks. There has been a “greying” of the Internet in two senses.

First, embodied by the logic of a mashup, a “grey” Internet is emerging as people, laws, codes, corporations, governments and technology remix the very foundations of the Internet, and blur the boundaries between utopian and dystopian possibilities for the medium. Emergent online realities are neither the “white” cyberspace frontier fantasy of the pre-Dotcom era nor the “black” Big Brother corporate enclosure model. The Internet is more “grey” than ever, especially in its privileging of individual agency in the network architecture (participatory culture), in the tensions between social networking and privacy concerns, and in encouraging remix aesthetics in a legal and corporate system diametrically opposed to it.

Secondly, the Internet is “greying” as it ages. In this sense, it is a “living web,” a network of sites that learned from the youthful indiscretions, a network that grew up in the aftermath of the Dotcom era. This “greying” Internet is being bombarded by problems generated  by growth and necessity: questions of net neutrality, battles among Internet giants such as Google and Amazon, the rise of the mobile web, and the enclosures created by social networks such as Facebook. It is not surprising to me that Tim Berners-Lee has just come out to defend the youthful vision of his Web in a Scientific American article. 1989 seems so long ago in digital time. Intriguing, in the sense of “greying” that I am advancing here, Berners-Lee states in his article:

“Yet people seem to think the Web is some sort of piece of nature, and if it starts to wither, well, that’s just one of those unfortunate things we can’t help. Not so. We create the Web, by designing computer protocols and software; this process is completely under our control. We choose what properties we want it to have and not have. It is by no means finished (and it’s certainly not dead).” (Scientific American, Nov. 22, 2010)

The Grey Album is an intriguing cultural experiment to follow: it moved from relative obscurity to mainstream visibility, from a DJ-based subculture to mainstream commercial television, from a singular remix to a plurality of remixes, from an audio-only project into a host of creative enterprises. The Grey Album is not a monolithic story of alternative media production. Following traces of the project through the cores and peripheries of folk and commercial cultures, The Grey Album resembles not so much an object as a “net of nets,” a blurred and blurring cultural meme, moving rhizomatically through the “meshworks” of an increasingly distributed Internet platform.

3. DJs, Remix Culture and Social Media

“We need to think of music as information, not simply as rhythms, but as codes for aesthetic transformation between blurred categories that have slowly become more and more obsolete. For me, the DJ metaphor is about thinking around the concept of collage and its place in the everyday world of information, computational modeling, and conceptual art.”

–DJ Spooky

This paper is predicated on two premises. First, remix culture has become a dominant mode of cultural production, a nexus of activities through which we can better understand what is happening in today’s global, computer-mediated networks. Second, the Internet, as a site of cultural production, is in a period of change, most commonly referred to today as Web 2.0, but also known as social computing. Social computing finds its greatest examples in new forms of online collaboration and media sharing such as blogging, podcasting, wikis, photo-sharing services like Flickr, video sharing services as Youtube, online communities like Facebook and Second Life, and online merchants such as Amazon.com, Netflix and iTunes.

As a mode of production, remix activities continue to grow in popularity. I like Bernard Schutze’s observation that “in remixing, one acts upon existing cultural materials pilfered from the vast landfills of the already mixed and mediated landscape.”[3] Remix artists foreground social interaction and cultural communication, and remixes blur boundaries and privilege polysemy. But this is far from a new phenomenon. It has a long history. Contemporary remix culture connects to many aesthetic movements in the 20th century, especially certain privileged moments of modernist art. It comes out of an artistic continuum that contains a wide array of visual and audio precursors: Sergei Eisenstein’s montage, Marcel Duchamp’s readymades, Andre Breton’s surrealist games, William Burrough’s cut-ups, Joseph Cornell’s assemblages, Roy Lichtenstein’s and Andy Warhol’s pop art, Joseph Beuys’ performance art, James Tenney’s avant-garde music, Grand Master Flash’s scratching, and John Oswald’s plunderphonics, to just begin to scratch the surface. But it has been in the realm of digital media, that remix culture has truly flourished and moved from a mostly high art aesthetic into a practice of everyday life.

PCs and Macs now come equipped, right out of the box, with basic creativity programs that allow even the least artistic computer users to engage in some forms of remix. There are many available online tools that encourage remix practices. Plugging into remix culture has never been easier. End-users on millions of computers can be nonchalant about the “aura” of the artist, and decenter the “author function” to the very margins of the mode of production. Users of Adobe Photoshop can create image-collages that required sophisticated knowledge of photographic emulsion just a generation before. Apple Computer’s and its suite of iLife programs, including Garageband, iPhoto and iMovie, encourage remix aesthetics in their very programming and pre-set templates such as iMovie’s new trailer remix tool. Garageband comes pre-loaded with thousands of musical samples, and users are encouraged to make their own “original” compositions out of these pre-recorded musical bits. Articles in Wired Magazine actively promote this as an “age of remix,” where this is a dominant mode of cultural production. Never before have amateur media producers had such professional tools at their disposal as they do in the current moment. We are witnessing the rise of the “pro-amateur class” in media production.

The pro-amateur is not only a key authorial presence in remix culture, but in digital media culture and on digital networks generally. In many ways, the pro-amateur is also important in educational circles, where digital creativity is increasingly finding its way into the curriculum and is considered an important skill for productive labor in the 21st century. According to scientist John Seely Brown,

“Most of what we learn we learn with and from each other [involves] doing things, things that matter to us. For example, the capability of today’s more participatory web starts to enable us to form communities of interest and to build and share things together. The remix movements are an obvious example…what I see unfolding is an organic culture of learning for us all…. from sports fanatics to geeks to authors, artists and amateur astronomers. Let’s just call it the rise of the pro-amateur class–serious explorations and creations we do for the love of doing it. Remember the term amateur comes from the Latin ‘amatour’ meaning for love. This more learner-centric, socially based learning, will enable us to keep up with the pace of change and enable us to feel comfortable with having multiple careers as both we and the world unfold at a challenging pace.” [4]

In this sense, many DJs are pro-amateurs, as we will see in the case of DJ Danger Mouse. But bloggers, podcasters, and alternative news services like Indymedia.org, the Daily Kos, or Moveon.org are other great examples of the pro-amateur. It is not amateur as in the words most negative senses–“inferior,” “unprofessional” or “naïve”–but amateur as operating outside of the imperatives of industrial culture. Avant–garde filmmaker Maya Deren, among others, has persuasively shown that the amateur might in fact have certain advantages over paid professionals in the culture industries. In most cases, there are no or limited commercial imperatives behind blogging or podcasting or alternative news services. We are witnessing an explosion of amateur producers who are creating what Yochai Benkler would deem a “wealth of networks” that is revolutionizing the way we locate information, obtain our news, and participate in shared cultural activity. This has spawned a large diversity of creative productions that challenges existing notions of mass media and traditional communication apparatuses.

But these changes are not happening in a cultural or technological vacuum. We are in the era of social media. In 2006, this new term has had its “coming out” party in major periodicals like Newsweek, which calls social computing the “new wisdom of the web” or “the living web.”[5] Tim O’Reilly, of O’Reilly Media, is one of the major thinkers behind a new conception of “design patterns and business models” for software development involving online networks.[6] It is useful to remind ourselves of the initial expectations surrounding social media. Before the term had widespread currency, O’Reilly said that:

“Web 2.0 is the network as platform, spanning all connected devices; Web 2.0 applications are those that make the most of the intrinsic advantages of that platform: delivering software as a continually-updated service that gets better the more people use it, consuming and remixing data from multiple sources, including individual users, while providing their own data and services in a form that allows remixing by others, creating network effects through an “architecture of participation,” and going beyond the page metaphor of Web 1.0 to deliver rich user experiences.” [7] (emphasis added)

As this quote ably demonstrates, remixing was always already seen as a central activity in Web 2.0 culture. Lev Manovich, building on the work of Richard MacManus and Joshua Porter, argues that remixing will be abetted by another change: the web is going to be dominated by microcontent. MacManus and Porter see it this way: “Enter Web 2.0, a vision of the Web in which information is broken up into “microcontent” units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. Now we’re looking to a new set of tools to aggregrate and remix microcontent in new and useful ways.[8] Importantly, as Manovich suggests, “…it is much 
easier to ‘aggregate and remix microcontent’ if it is not locked by a 
design. Strait ASCII file, a JPEG, a map, a sound or video file can move
around the Web and enter into user-defined remixes such as a set of RSS 
feeds; cultural objects where the parts are locked together (such as Flash 
interface) can’t. In short, in the era of Web 2.0 and social media, ‘information wants to be
 ASCII.”[9] In this sense, when Jay-Z released an a capella version of The Black Album, he turned his vocals into microcontent. His rap lyrics have been remixed frequently because his vocal tracks are not trapped within the sonic packaging of The Black Album. By transforming his vocals into microcontent he gave voice to hundreds of remix artists, and in doing so, also amplified the reach of his voice–a lesson that is difficult for some contemporary record companies to understand. Microcontent brings up the issue of niche, narrow, splinter or sub-cultural communities, and one could argue that by definition, microcontent supports the potential for a greater diversity of content than witnessed in Web 1.0 culture.

But the idea of ever-greater amounts of diverse microcontent might portend more problems than solutions in arenas of cultural production. If the audience continues to splinter into very small units, what will happen over the long term to the “mass audience?” In this sense, I am not arguing that microcontent alone will usher in a new period of “free culture” on the Internet. Given the history of co-optation of folk cultures by mass media industries, corporate media conglomerates benefit from a splintered folk culture and can take advantage of a network of pro-sumers that diffuses their collective bargaining power across a global network. Trends, like Apple’s Garageband and iMovie, shows that certain segments in the culture industries welcome microcontent which they repackage as “free” content, while users still have to pay for software, access, storage space and network bandwidth.

Here the notion of the “long tail” is useful. Chris Anderson first used the term in a 2004 Wired Magazine article, and in a subsequent book.[10] In an analysis of blogging, Anderson argues that only a handful of blogs have large readerships, while most blogs have very few readers. Even so, the total readership of the blogosphere is distributed across all of the blogs and that the aggregrate audience for the less-read blogs is larger than the audience size for popular blogs. Frequently, this insight is understood in terms of business models: it is used to explain the success of Amazon.com or Netflix, where their very structure of revenue-generation benefits from the distributed nature of this effect. When competing with “brick and mortar” stores, such as Borders or Barnes and Noble, Amazon can afford to stock books that have almost no large readership because there is no “limit” to how many books Amazon can afford to stock in its online “store.” Alternatively, Netflix claims that “unpopular” films create more revenue than all of the popular new releases.

But what does this have to do with DJs, remix culture, digital entertainment and social media? It matters because the long tail model suggests that cultural productions do not have to appeal to the largest potential audiences. This is in distinction to the traditional world of mass broadcasting, i.e. the way that a film has to recoup its hundreds of millions of dollars of investments in its opening weekend, or the way that TV shows have to have large audiences to generate sizable advertising revenues. In the aggregate of the “long tail,” niche tastes can be catered to, and folk, avant-garde or non-commercial productions can succeed with rather small audience sizes. In this regard, remix culture can be successful even when it is narrowcast or splintercast on the Internet.

As narrowcasting takes hold, what will be the dominant model of cultural production? Can alternative or non-commercial productions in this sense really compete with corporate media culture? As the work of Henry Jenkins suggests, we are more involved than ever before in remix activities, but is this really posing a threat to the interests of media corporation? It is far too easy to envision the corporate re-appropriation of much of the collaborative work behind remix culture. While the medium might be the message, we are still willing to pay for messages in certain media, such as the fees attached to text messaging on cell phones. Furthermore, while many musical remix projects do not require much capital, other media forms, such as Hollywood films and major label music releases, are dependent upon expensive and time-consuming production processes including access to large teams of personnel, high-end equipment, professional guilds and talented performers.

Remix culture is symbiotic with popular culture. The best known mash-ups require recognizable and popular entertainment sources to succeed. Part of the genius behind the Grey Album is that the Beatles music is culturally ubiquitous. It would have been a very different project, if DJ Danger Mouse mashed up Jay-Z to the music of John Cage. That would have also drawn a lawsuit–John Cage’s estate is notoriously litigious–but such a project would not have become a cause celebre. The popularity of the referent in a mash-up matters. And if there is vanguardism in remix culture, it does not strike me as avant-garde in the traditional sense. It is not so much about “shocking the bourgeoisie” as media-savvy work aimed directly at youth culture, a culture that has always explored the worlds of bricolage, fantasy, and sub-culture.

UP NEXT:
The Greying of the Internet, Part 2: Grey Tuesday, Copyright Activism, and The Grey Video


Footnotes:

[1] See for example the Wikipedia entry on The Grey Album for Brian Burton’s take on the artistic freedom of remix culture

[2] Quote from http://en.wikipedia.org/wiki/Paul’s_Boutique

[3] Schutze, Bernard. “Samples from the Heap: Notes on Recycling the Detritus of a Remixed Culture.” inHorizon Zero: Issue 8. Remix: Generate, Regenerate, Transform.  http://www.horizonzero.ca/textsite/remix.php?is=8&file=5&tlang=0