Journal articles on the topic 'Digital reading aloud'

ABSTRACT The researcher aims to investigate whether the Digital Fairy Tale Book effective in teaching reading comprehension. Theories used to support this research are from Patel and Jain (2008) about the audio visual media and reading. Audio visual media involves more than one sensory organs of the learner which improves retentiveness and makes learning permanent also seeing and hearing go together which play ordinary roles in learning. Meanwhile, reading is very important for the teacher to carry out, to know, and to check the students’ pronunciation, information, stress, paused, and rhythm and their ability in various short of punctuation marks. The researchers used experimental research of method, and took two classes consisting of 30 students each class as sample in SMP Al Washliyah Sumber. The data for this experimental study were students’ reading scores, and the reading scores were analyzed of using McMillan and Schumacher’s formula. The research found that the reading scores of the experimental group is higher than the control group. The result of t account is 0.75, t table is 1,672 for α = 5% it means that t account is higher than t table (t account > t table). Therefore, the conclusion is Digital Fairy Tale Book is effective in teaching reading comprehension. It makes the students enthusiastic to learn the fairy tale text and help them produce correct intonation or tunes and notice how English is spoken differently from the way they are written and listen very well. It is suggested to use of Digital Fairy Tale Book in Teaching Reading as an alternative media in order to students’ ability in Reading Aloud other genres of texts or to improve students’ listening skill. Keywords : Digital Fairy Tale Talking Book, Reading Aloud, Fairy Tale Text

This exploratory study examined 16 participants’ reasons for relating representations when reading online information that presented weather forecasts comprising a variety of representations. They were told to advise a friend, who was planning to paint the exterior of his house, based on the online information. The participants’ multimodal reading was tracked with a SMI RED (50 Hz) eye-tracker, and their reasons for relating representations were investigated through a retrospective think-aloud protocol cued by the recording of the individual’s reading behaviour and a stand-alone interview. In line with expected behaviour, results suggest that decision-making processes influenced the construction of reading paths. More interestingly, results showed that the participants’ reasons for making transitions between representations were to control and compare information. The discussion focuses on this study’s unique contribution in terms of new conjectures for future research.

As people who love and admire Yeats, we need to reckon with the fact that digital technology is profoundly transforming the ways that readers encounter and thus experience his poetry. I’ll begin on a mostly pessimistic note, arguing that digital media tends to encourage a mode of reading that is oriented toward the acquisition of practical knowledge and, in so doing, works to undercut the type of aesthetic experience that many of us traditionally associate with reading poetry. Next, I’ll briefly mention the lessons that we can learn from Yeats’s own efforts to use a new mass communication technology, radio, to encourage the public to see poetry as a living and communal form of art—which for him meant teaching people to appreciate those aural aesthetic qualities that are most apparent when a poem is chanted, sung, or read aloud. Finally, I’ll return to the relationship between Yeats’s poetry and digital technology in the present, offering a more hopeful take in which I’ll sketch out some of the ways that teachers can use digital tools to foster a mode of reading that, instead of fixating on practical knowledge, opens students up to the types of profound questions that this art form can evoke. Building on Marjorie Perloff’s work, this is a form of aesthetically-engaged reading that begins with the recognition “that a poem …is a made thing—contrived, constructed, chosen—and that its reading is also a construction on the part of the audience.”1

This paper aims at presenting an overview of recent studies on students’ strategic behavior while reading online texts in English as a second/foreign language. As the digital environment has unique features that may influence reading comprehension, it is necessary that readers develop strategies to better cope with the online demands (Leu et al., 2014; Cho & Afflerbach, 2017). The studies here described made use of a wide range of data collection procedures, approaching qualitative and quantitative methods, by using surveys, observations, interviews and think-aloud protocols. Their findings collaborate to the understanding that Internet/hyperlinked reading is a complex cognitive process, involving not only the transfer of paper-based strategies but also mastering computer and multimedia skills

AbstractParticipation in interactive reading activities can help children with language delays and disorders build important early language and literacy skills. Digital texts (i.e., books presented on tablets and computers) provide new opportunities for learning and supporting communication. Recently, researchers have investigated the use of digital texts that include visual scene displays (VSDs). In this approach, pictures on a tablet are programmed with “hotspots”; when the picture is touched, a word is spoken aloud. In addition, transition to literacy (T2L) features, including dynamic presentation of the text when a hotspot is activated, can be implemented with VSDs. This article provides a review of interactive reading interventions with children with language delays and disorders, and a discussion of the impact of using digital texts. We also describe the results of a pilot study intervention using digital texts including VSDs and T2L features with children with language delays in an inclusive preschool setting.

The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.

The digital image creativity, with its rhapsody and music, favors the pleasure reader of text sin verse and the reading comprehension of Tempestat de flama de Bartomeu Rosselló Pòrcel, catalan (2014) poetchosenforPAU-2015. The scanned images of the elements of poetic nature, centered in its context, breaks the barriers of formal text. While the young works the reading aloud internalized, this learns to be a good bard, shows an interest in his reading and he per forms best the deep analysis of content each poem. The video editing helps them to understand the poetic content and to understand better the view of world, of the author's life and of his work. ICTs bring us a didactic poetry very rewarding and creative for the ESO and the bachelor's degree.

In this paper, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher's theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player.

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. 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Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. 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Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). 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This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.

Graphic novels in the K-12 classroom are most often used to motivate marginalized readers because of the lower text load and assumption of easy reading. This assumption has thus far been unexplored by reading research. This qualitative multiple-case study utilized think-aloud protocols in a new attention-mapping activity to better understand how expert readers use intentional attention shifts to make meaning in graphic novels. Four expert graphic novel readers, and four expert print-dominant readers, between ages 16 and 20 were asked to trace their attention across the opening pages of five graphic novels and to predict what the story was about. Utilizing digital video recordings as the primary data source, analysis included creating a visual representation of each reader’s attention patterns, time used, as well as the complexity and accuracy of his or her predicted stories. Findings indicate that the expert graphic novel readers initially attended to visual elements to gain an understanding of genre, character, and possible plot points. Only after attending to the illustrations did they decode the written text, and finally synthesized the two. The expert print-dominant readers predominantly attended to written text effectively but did not use illustrations to support or extend their understanding or meaning making in the text. This study complicates current assumptions about the ease of reading graphic novels by observing expert-print dominant readers and expert graphic novel readers negotiate written text and illustrations.

Like a Letter, You is a collaborative investigation focused on the concept of ‘conversation as an object’. Originally recorded as part of a larger self-produced project titled hEar Pixels, this track manifests as an experimental soundbased reconfiguration of an original essay about handwritten correspondence: How might an analog essay be performed as a digital assemblage of sound? In what ways are the methods of a DJ tied to speech, literature, and dialog? The track is composed using a cut-and-paste process of ‘utterances’, which may be described as units of speech distinct from language that may be oral or written and are inevitably completed by a response[1] which inevitably forms a dialog. Further, these speech units may manifest through gestures associated with digital tools as a form of cultural production[2]. Like a Letter, You includes a reading of the essay aloud, snippets of informal spoken conversations between the authors, and musical bits generated with a touch-based audio mixing platform. In effect, Like a Letter, You embodies the concepts of writing, dialog, and gesture within the genre of sound literature, and it also speaks to the unpredictable nature of collaboration and human interaction. [1] BAKHTIN, Mikhail (1986). Speech Genres and Other Late Essays. Austin: University of Texas Press.[2] NOLAND, Carrie (2009). Agency and Embodiment: Performing Gestures/Producing Culture. Cambridge, MA: Harvard University Press.

The world today is now in the era of Information Technology. The development of ICT-based processes specifically in the area of assessment in school is now visible. Project LISTEN (Literacy Innovation that Speech Technology ENables) is an interdisciplinary research project at Carnegie Mellon University to develop a novel tool to improve literacy – an automated Reading Tutor that displays stories on a computer screen, and listens to children read aloud. This study does not provide right or wrong answers for they let the user evaluate the answer. The main objective of this study is to develop an Alternative Math Assessment Tool for Preschoolers using Speech Recognition. This software aims to assist teachers in the review of Math lessons for preschoolers using speech recognition. The development of the system utilizes the System Development Cycle approach that includes data gathering to identify system’s expected functionalities, designing the system using Use-Case Diagram, integration of JSAPI for Voice Recognition, using Synthesizer software for reading the questions out loud, a graphical display of teacher representation and a graphical display for every question in the review. Along in the development of this assessment tool is the implementation of the system. The system was developed using the Java Programming language. It also uses a MySql database to store data for preschoolers, review questions and text answers. In the conduct of the review digital microphone and a speaker is needed. The developed system is capable of creating questions for a particular review, activating a review for the preschooler to take and record the preschooler’s scores at every end of the review. The system also includes a graphical display of questions. In the conduct of the review, the system was able to read out loud the questions, and a 5-second time span for the pupil to answer the review questions. The system will listen and the feedback from the study will display the correctly uttered answer. User testing results indicate an 83% correct response of the system against the correct uttered answer of the preschooler.

AbstractBackground and purposePsychophysiological factors may contribute to the development of temporomandibular disorders (TMD). Both local orofacial and systemic responses have been investigated. However, most studies have concentrated on physiological responding during cognitive challenges, while responses during painful tasks may be highly relevant for the development of chronic pain conditions. Moreover, the relationship between experimental challenges and physiological responding may be influenced by affective responses during the experimental tasks, an issue not often considered in the literature.MethodsThis study compared electromyography (EMG) of the left masseter and left trapezius muscles, orofacial and digital skin blood-flow (SBF), mean arterial pressure (MAP), and heart rate (HR) at rest, during orofacial isometric contraction, electrocutaneous pain stimulation of the left hand, pressure pain stimulation of the masseter muscle and the sternum, and three cognitive tasks (reading aloud, a simulated job interview, and visuomotoric tracking). The participants were 25 TMD patients and 25 matched pain-free controls, all females. Affective responses were assessed with the State part of the State-Trait Personality Inventory and with Visual Analogue Scales.ResultsMasseter EMG levels were significantly lower in the TMD group relative to the control group during jaw contraction, pressure pain stimulation, the relaxation periods, and cognitive tasks. SBF, MAP, and HR responses were largely similar in the two groups, with SBF responses to pain stimulation evident at lower levels of stimulation than previously found. The TMD patients reported significantly higher levels of negative affect during the experiment.Conclusions and implicationsThe low EMG responses in the TMD group may be taken in support of the Pain Adaptation Model of musculoskeletal pain, in which reduced muscular activity serves to protect a painful area. However, it may also be supportive of the Integrated Pain Adaptation Model, where higher central nervous structures influence local muscular output. The group similarities in systemic physiological responding in combination with the elevated levels of negative state affect in the TMD patients confirm previous reports of psychosocial differences being more reliable indicators of TMD than generalized physiological responding.

Background The number of people receiving antidepressants has increased in the past 3 decades, mainly because of people staying on them longer. However, in many cases long-term treatment is not evidence based and risks increasing side effects. Additionally, prompting general practitioners (GPs) to review medication does not improve the rate of appropriate discontinuation. Therefore, GPs and other health professionals may need help to support patients discontinuing antidepressants in primary care. Objective This study aims to develop a digital intervention to support practitioners in helping patients discontinue inappropriate long-term antidepressants (as part of a wider intervention package including a patient digital intervention and patient telephone support). Methods A prototype digital intervention called Advisor for Health Professionals (ADvisor HP) was planned and developed using theory, evidence, and a person-based approach. The following elements informed development: a literature review and qualitative synthesis, an in-depth qualitative study, the development of guiding principles for design elements, and theoretical behavioral analyses. The intervention was then optimized through think-aloud qualitative interviews with health professionals while they were using the prototype intervention. Results Think-aloud qualitative interviews with 19 health professionals suggested that the digital intervention contained useful information and was readily accessible to practitioners. The development work highlighted a need for further guidance on drug tapering schedules for practitioners and clarity about who is responsible for broaching the subject of discontinuation. Practitioners highlighted the need to have information in easily and quickly accessible formats because of time constraints in day-to-day practice. Some GPs felt that some information was already known to them but understood why this was included. Practitioners differed in their ideas about how they would use ADvisor HP in practice, with some preferring to read the resource in its entirety and others wanting to dip in and out as needed. Changes were made to the wording and structure of the intervention in response to the feedback provided. Conclusions ADvisor HP is a digital intervention that has been developed using theory, evidence, and a person-based approach. The optimization work suggests that practitioners may find this tool to be useful in supporting the reduction of long-term antidepressant use. Further quantitative and qualitative evaluation through a randomized controlled trial is needed to examine the feasibility, effectiveness, and cost-effectiveness of the intervention.

Many studies that examine parent–child interactions while reading digital texts focus on the reading of e-books. Rather less is known about parent–child interactions and reading aloud of other screen texts that occur during young children’s everyday use of digital technologies at home. This article presents the findings from a conversation analytic study of a collection of 36 sequences of interaction between young children and their parents where the words ‘says’ or ‘say’ were used to refer to print on the screen. The collection involved interactions between seven parent–child dyads. Sequences were identified through repeated viewing of 29 hours of video-recordings made by parents. Analysis enabled systematic identification and description of two distinctive practices in talk that led to reading aloud from the screen. Reading aloud of the text was provided by either a speaker using a preface, such as ‘it says’, or solicited using a question. Discussion establishes how young children and their parents orient to and produce reading aloud practices, how reading aloud meets the instrumental purposes of children and the ways that young children competently enable reading aloud. It is concluded that reading aloud from the screen is an important information source for young children, enabled through parent–child interactions.

It can be useful to return to some fundamentals when thinking about what gives gossip its power, whether words spoken aloud or words that spread and leave their indelible traces throughout the digital realm. As a novelist and storyteller, I’d like to employ some lines of thought about what we do when we read fiction in order to consider gossip as an act of creative reading. Gossip, like a gift, depends on being received by someone, is defined by the intention to be received. Current fMRI studies have shown the empathetic capacities generated in individuals after reading works of fiction. I want to consider what happens when we imagine something about someone else, and how the engaged creativity of the recipient is essential to the act of gossiping.

PurposeThe purpose of this paper is to clarify issues related to the contemporary study of audiobook practices, in order to aid subsequent research on topics related to reading, digital audiobooks and streaming subscription services.Design/methodology/approachUsing the concept of remediation, this paper covers four messy issues for audiobook researchers, primarily by developing the concept of reading by listening and then exploring the different remediations of the audiobook, clarifying the audiobook as a book and exploring the context of streaming subscription services.FindingsReading is here conceptualised according to the human sense used when making meaning from text, with reading by listening suggested for reading done with the help of the ears. Three different forms of remediation can be seen in subscription-based audiobooks, related to format, content and sense. Audiobooks simultaneously follow traditions of reading aloud, remediates the printed book and previous audiobook formats. It is suggested that the content is what makes an audiobook a book. The concepts library model and bookshop model are introduced to understand different audiobook subscription service models.Originality/valueThis is a research area on the rise with several messy issues and the concepts and clarifications in this paper may benefit future research.

Keywords: children’s poetry, public engagement, reading aloud, recording of poetry, Veidenbaums The development of public engagement technologies has provided new ways of ensuring societal participation. Public engagement events developed by various institutions provide ways to combine learning about cultural heritage with individual participants. Poetry readings serve as one of the ways the sound of Latvian literature and particularly Latvian classical poetry can be updated. The authors of this article analyse the first two public engagement actions (“Skandē Veidenbaumu” and “Lasīsim dzejiņas” of the series “Lasi skaļi” (Read Aloud) launched by the Institute of Literature, Folklore, and Art of the University of Latvia. During these events, participants were given the opportunity to record thematically-selected poems in the audio recording booth of the Latvian National Library or, as an alternative, to record a poem on their computer or mobile device and upload them to the action site. The events combined the creation of a recorded body of poetry readings with related educational content and represent one of the newer educational methods for reaching the general public and some of its subgroups (children, pupils, students, etc.). Through these events, the public was given the opportunity to become acquainted with Latvian cultural heritage while simultaneously creating new cultural artifacts. The participants creatively used different approaches of performance, recording the poems in a variety of voices, singing, or even incorporating digital sound processing programmes. They actively seized on the opportunity to create new versions of poems that had already been set to music. The main reasons for rejecting any particular recording were buffoonery or cursing during the recording process, or having left the recording unfinished. Both events resulted in more than 4,500 audio recordings which were then stored in the digital archive of the Institute. The set of recordings could be of interest to researchers in the fields of linguistics, sociolinguistics and computer linguistics, as it provides a unique representation of pronunciation during a specific period of time performed by people of different ages, genders, and nationalities.

Assistive technology uses assistive, adaptive and rehabilitative devices for people with disabilities. It’s assessed there are about 36 million people with visual impairment in the world and a further 216 million who lead life with moderate to severe visual impairments. Leveraging technology has helped the visually challenged in carrying out tasks on par with the people blessed with vision particularly in the activities of reading and writing. In the proposed work, an image scanning device attached to a microcontroller is designed. This device is designed in the form of hand gloves for ease of usage. The glove with the camera at the fingertip, when rolled over lines of text, scans the information and converts it into digital text with Optical Character Recognition (OCR). The converted digital text is finally read aloud using Text-to-speech synthesis. The results obtained were accurate and met the standards of operability.

Assistive technology uses assistive, adaptive and rehabilitative devices for people with disabilities. It’s assessed there are about 36 million people with visual impairment in the world and a further 216 million who lead life with moderate to severe visual impairments. Leveraging technology has helped the visually challenged in carrying out tasks on par with the people blessed with vision particularly in the activities of reading and writing. In the proposed work, an image scanning device attached to a microcontroller is designed. This device is designed in the form of hand gloves for ease of usage. The glove with the camera at the fingertip, when rolled over lines of text, scans the information and converts it into digital text with Optical Character Recognition (OCR). The converted digital text is finally read aloud using Text-to-speech synthesis. The results obtained were accurate and met the standards of operability.

Bitskoff, Aleksei. Icky Mr. Fox and the Missing Friend. IckyPen Ltd, 2017. Vers. 19.0.1. Apple App Store, https://itunes.apple.com/us/app/missing-friend/id1236379583?mt=8. Age range: 0-5Price: $2.79.Also available in a Lite version with ads at no cost. This simple, quirky digital text takes children on a journey to rescue Mr. Mole from Icky Mr. Fox and builds early digital navigation and vocabulary skills. Children experience the story read aloud, with the text displayed on the screen along with charming illustrations. The app features some interactive elements. Many objects on the screen are clickable and the name of the object appears in writing and is spoken aloud. Other interactive elements include the ability to make the sun rise, turn lights on and off in a room, or move characters in one direction or another. The interactions are intuitive and young children should easily be able to identify the interactive features and navigate the interface. The app somewhat replicates the experience of reading a book, moving from screen to screen with the touch of an arrow. The illustrations are highly appealing, with adorable characters, painterly background illustrations and harmonious colour schemes. The tone of the illustrations and sounds is gentle and pleasing, and would not stretch the tolerance of parents for annoying levels of noise. The language and storyline are simple and lack creativity, but keep the interest of a child with a certain level of suspense. The app enables children to follow a story in sequence, to recognize the relationship between sound and text, and encourages them to build fine motor skills and touch-screen computer skills. Children touch the screen to make text and sound appear and swipe to make characters move. Children in the higher end of the age range may build early reading or text decoding skills through seeing and hearing words. The stated age range for the app is 0-5; children aged 2-5 would benefit most. This app is fun for both adults and children and is an engaging way for children to learn digital skills. Children can find more adventures featuring Icky Mr. Fox created by the same developers. Recommended: 3 out of 4 starsReviewer: Merran Carr-Wiggin Merran Carr-Wiggin’s experience at Edmonton Public Library includes positions as a Summer Programmer, in the Children’s Department, and at the Strathcona Branch. She is a candidate in the Master of Library and Information Studies program at the University of Alberta, and her work as an actor includes theatre for young audiences.

Warning: This film may be especially unsatisfying for those who dislike having others read over their shoulders So Is This (1982) is a 43-minute silent film composed entirely of type-set words that appear on the screen one at a time, gradually forming sentences and paragraphs as the viewer pieces the individual frames together. This strange process of reading words on moving celluloid frames is distinct from the self-regulated steady reading of words on the page and, in most cases, words on electronic screens. So Is This shows how film as a critical practice can engage with the writing that surrounds it. Film reviews, film theory, and a range of other texts interact with the ideas and methods of filmmaking. In So Is This, Michael Snow, who is most well known for films such as Wavelength (1967) and La Region Centrale (1971), uses the ‘material’ of film critics – the written word – and the moving image, to raise questions about the specific practices of looking and reading. This exploration of film and writing has been explored in a wealth of conceptual films from the 1960s and 1970s. Lis Rhodes’ Light Reading (1978) uses collage and text, and is possibly referred to in So Is This, which states “this is light reading”, a pun on the two meanings of ‘light’ – as physical brightness, or shallowness (a light read). Mike Dunford’s Tautology (1973) employs single words contrasted with images. Paul Sharits’ Word Movie (1972) explores the relationship between spoken language via the soundtrack and written text on the screen, and comes closest to So Is This in its focus on text as imagery. So Is This stands out among these explorations because of its singular and sustained focus. Snow’s film is composed entirely of text without the inclusion of any pictorial imagery and, unlike Sharits’ film, doesn’t rely on sound. On film and writing/About film and writing . The distinction Morris makes between texts which write on and texts which write about – a choice, she suggests, “made for reasons as well as rhythms” (151) – may seem trivial, but it is a useful place to start thinking about methodological and stylistic tendencies in film criticism. Morris reminds us of the literal meaning of ‘on’ – one writes or scribbles on a surface (151). Film criticism typically contains both Abouts and Ons, with a stronger dose of the former. A writing practice based on ‘abouts’ is one which deciphers texts, ‘cuts’ into them. “Clairvoyant reading tears through” (152), as Morris describes, in order to interpret. The term ‘clairvoyant’ is used to describe a practice which penetrates the surface of a text to find meaning. When Morris reminds her reader that “Ons . . . are the smooth swirls which are not straight lines which bind the pieces [of ideas] together” (151), she gives a warning about the critical ellipses that can occur when a reading practice emphasises the Abouts at the expense of the Ons. The vagueness of ‘smooth swirls’ and ‘straight lines’ is made less opaque when reading Morris’ own particularly likable ‘patterns’, but another way of thinking about the difference between writing on and writing about, is to think about writing on as a method of writing with. Snow, like Morris, pays attention to the small words which cradle the meaning of more complex sentences. The individual words that make up the frames of So Is This are all set to the same margins. This results in the small words taking up a larger portion of the screen, while the longer ones are shrunk to fit the margins. As the title indicates, this process inevitably places more emphasis on the small words. The word which is emphasised the most is ‘this’, which Snow describes as “the most present tense word there is” (‘Comments’ 24). Light Reading . The letters maintain the characteristic imperfections of manual typesetting. They are sometimes cracked, or slightly fraying at the edges. Similarly, Snow uses out-of-date colour film stock to make this ‘black and white’ film, which one soon realises is not black and white, but a range of dark and light colours. Snow continually reminds his viewers that although they are ‘reading’ words, the words are created by light, creating a practice of ‘light reading’. “[I]n this film writing is lighting” So Is This cheekily proclaims. To further emphasise that we are viewing a film, Hillier notes that, “Snow leaves in the end-of-roll flaring – normally simply junked as unusable – during which ‘image’ (here, written text) is progressively unable to be registered” (85). Some words have a flicker effect, and at times the ‘white’ text bleeds into a yellow tone, while the ‘black’ background moves toward a dark green. Although minimal in its use of ‘imagery’, So Is This maintains a particular beauty in the simplicity of shapes and colours and the unpredictable nature of out-of-date film. The duration of each word on the screen varies greatly, as does the darkness in the pauses between words. This rhythmic pacing of words and darkness is amusing and at times infuriating. Unlike other textual forms, where you can scan through sentences and paragraphs to make meaning, So Is This allows you to read one word at a time, at a pace controlled by the filmmaker. These nuances of timing create a ‘tone’ of address – Snow acknowledges that at times he structures the rhythm to make it conversational (‘Comments’ 28) – while also highlighting the ability of the film medium to structure time. This supervised reading in which the audience engages is frustrating – some words are held on the screen for nearly a minute, causing all kinds of bodily aches and irritations – and also very entertaining, although not in the sense that the film promises when it claims that “[i]t's going to get into some real human stuff that will make you laugh and cry and change society”. When watching the film I am reminded of being read aloud to by primary-school teachers, who would hold the book with the text facing the class, allowing students to follow the words while she or he read aloud. The sensation of staring at the teacher’s hands, willing them to turn the page a little faster, resurfaces during So Is This. The film coyly reminds us that; Everybody of course is equal and capable of reading at the same speed. But really some prefer it slow and some prefer it fast and you can't please everybody. So Is This refers to itself as both “script” and “score”. This musical analogy is important, considering Snow’s career as a jazz musician. So Is This is not a film about sound, yet it shares the concerns of rhythm, pace and ‘tone’ that are explored in his musical works. Jim Hillier’s connection between Snow’s description of the concerns of Rameau’s Nephew and the explorations he makes in So Is This, carefully highlights this point. Snow explains; To use spoken language to any deeper effect in film, I think one ought to be involved in provoking differences of hearing and listening counterpointed with those of seeing, watching, looking and making possible raw or concrete understandings. Meaning is a constituent not only of the words used but, even more than in real speech, of qualities possible only with film sound: a conscious use of the differences between actual speech and recorded speech (Snow in Hillier 80). Communal reading In a discussion of Snow’s film works, Thierry de Duve uses the word ‘hostage’ to describe the process of being ‘forced’ to literally ‘read’ an entire film (23). Although joking, de Duve hits on a salient point about the type of reading practice that Snow’s film demands you undertake. It is impossible to skim through the text of So Is This, or to read ahead; a more dedicated and active reader is required. To watch So Is This requires a level of involvement that films - even most experimental films – don’t typically demand. Towards the beginning of the film So Is This informs the audience that it “will consist of single words presented one after another to construct sentences and hopefully (this is where you come in) to convey meanings”. The construction of sentences, into paragraphs, a word at a time, means that the film slyly entices reflection and deliberation, through the necessity of holding onto the previous words, in order to understand the meaning Snow is conveying with subsequent words. This enduring involvement creates a closeness/intimacy with the text. In an interview with Snow, Mike Hoolboom describes So Is This as having a “friendly, warm feeling” (18). This is produced partly by the rhythm and tone of the words but also because the film doesn’t fail to remind its viewers that language is a relationship between people. The sociality of language – written and spoken – is referenced in So Is This when the film flippantly consoles its viewers for watching a film composed solely of text; But look at the bright side of it: Sharing! When was the last time you and your neighbour read together? This is communal reading, it's Group Lit! We could even read aloud but let's not. Is there anybody reading this right now? Secondly, Snow responds to the criticism in his typically humorous manner, by making a film containing nothing but words, which could be read as a direct response to the practices of reading films into theory. When So Is This muses, “a good thing about reading words like this and not hearing a voice is that you can't accuse it of being male or female”, the film responds to the disapproval aimed at Presents. So Is This also responds to the censoring of Snow’s earlier film Rameau’s Nephew by Diderot, (Thanx to Dennis Young) by Wilma Schoen (1974). Rameau’s Nephew, a four-and-a-half hour film which contains graphic sexual imagery, was censored by The Ontario Board of Censors. In a hilarious ‘paragraph’ of So Is This, Snow inserts single-frame – and hence subliminal – ‘offensive’ words amongst the slower paced text; Since this film was tits originally composed ass The Ontario Board of Censors has started to inspect so-called Experimental Films eg This. It's difficult to cock understand why but it seems as if their purpose is to protect you from this. To protect you from people like cunt the author discussing their sexual lives or fantasies on this screen. So Is This goes as far as to directly address the then-Ontario film censor, Mary Brown, who banned Rameau’s Nephew, with a cheery ‘Hi Mary’. These jibes at the practice of film censorship work to highlight the difference between reading a word and seeing a picture. Although the film mocks ideas about semiotics and film, it also, as Hillier argues, engages with semiological concepts much less opaquely than many theorists describe them in books (85). A whole discussion about critical writing practices seems to vibrate within the humorous and ‘light’ text of So Is This. It could be read as a film on film criticism, or at least a response to the methods of film writing, but it is about a lot of other things as well. Scott MacDonald writes that So Is This “turns film onto language in the way that language is normally turned loose on film (20 ‘Interview’). This is certainly true in the sense that language is forced to succumb to the limitations of the celluloid frame, just as the filmic image is typically paraphrased into linguistic descriptions. Works Cited Duve, Thierry de. ‘Here I Am’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. Hillier, Jim. ‘Writing, Cinema and the Avant-garde: Michael Snow and So Is This’. Writing and Cinema. Ed. Jonathon Bignell. Edinburgh: Longman, 1999. 74-87. Hoolbloom, Mike. Inside the Pleasure Dome: Fringe Film in Canada. Toronto: Coach House, 2001. Lauretis, Teresa de. Alice Doesn’t: Feminism, Semiotics, Cinema. Bloomington: Indiana U P, 1984. MacDonald, Scott. ‘So Is This’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. Morris, Meaghan. The Pirate’s Fiancée: Feminism, Reading, Postmodernism. London: Verso, 1988. Sitney, P. Adams. Modernist Montage: The Obscurity of Vision In Cinema and Literature. New York: Columbia U P, 1990. Snow, Michael. Rameau’s Nephew by Diderot, (Thanx to Dennis Young) by Wilma Schoen, 1974. ---. Presents, 1981. ---. So Is This, 1982. ---. ‘Present Tense Situation: Michael Snow Comments on So Is This’. Words and Moving Images: Essays on Verbal and Visual Expression in Film and Television. Ed. William C. Wees and Michael Dorland. Montréal: Mediatexte, 1984. 19-32. Testa, Bart. ‘An Axiomatic Cinema: Michael Snow’s Films’. Michael Snow, Digital Snow DVD-ROM. Ed. Anne-Marie Duguet. Paris: Pompidou, 2002. For more information on Michael Snow and several links to sites about his work visit http://www.digitalsnow.org Editors’ Note At the author’s request, and in keeping with Michael Snow’s font choice for So Is This, this article is presented in Helvetica, rather than M/C’s usual font, Verdana. If, however, your browser does not support Helvetica, this article will most likely appear in Arial, a version of Helvetica. Links http://www.ms-studio.com/articles.html Citation reference for this article MLA Style Simon, Jane. "Reading in the Dark" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0401/05-simon.php>. APA Style Simon, J. (2004, Jan 12). Reading in the Dark. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0401/05-simon.php>

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Many years ago, while studying in Paris as a novice postgraduate, I was invited to accompany a friend to a seminar with Jacques Derrida. I leapt at the chance even though I was only just learning French. Although I tried hard to follow the discussion, the extent of my participation was probably signing the attendance sheet. Afterwards, caught up on the edges of a small crowd of acolytes in the foyer as we waited out a sudden rainstorm, Derrida turned to me and charmingly complimented me on my forethought in predicting rain, pointing to my umbrella. Flustered, I garbled something in broken French about how I never forgot my umbrella, how desolated I was that he had mislaid his, and would he perhaps desire mine? After a small silence, where he and the other students side-eyed me warily, he declined. For years I dined on this story of meeting a celebrity academic, cheerfully re-enacting my linguistic ineptitude. Nearly a decade later I was taken aback when I overheard a lecturer in philosophy at the University of Sydney re-telling my encounter as a witty anecdote, where an early career academic teased Derrida with a masterful quip, quoting back to him his own attention to someone else’s quote. It turned out that Spurs, one of Derrida’s more obscure early essays, employs an extended riff on an inexplicable citation found in inverted commas in the margins of Nietzsche’s papers: “J’ai oublié mon parapluie” (“I have forgotten my umbrella”). My clumsy response to a polite enquiry was recast in a process of Chinese whispers in my academic community as a snappy spur-of-the-moment witticism. This re-telling didn’t just selectively edit my encounter, but remixed it with a meta-narrative that I had myself referenced, albeit unknowingly. My ongoing interest in the more playful breaches of scholarly conventions of quotation and attribution can be traced back to this incident, where my own presentation of an academic self was appropriated and remixed from fumbler to quipster. I’ve also been struck throughout my teaching career by the seeming disconnect between the stringent academic rules for referencing and citation and the everyday strategies of appropriation that are inherent to popular remix culture. I’m taking the opportunity in this paper to reflect on the practice of scholarly quotation itself, before examining some recent creative provocations to the academic ‘author’ situated inventively at the crossroad between scholarly convention and remix culture. Early in his own teaching career at Oxford University Lewis Carroll, wrote to his younger siblings describing the importance of maintaining his dignity as a new tutor. He outlines the distance his college was at pains to maintain between teachers and their students: “otherwise, you know, they are not humble enough”. Carroll playfully describes the set-up of a tutor sitting at his desk, behind closed doors and without access to today’s communication technologies, relying on a series of college ‘scouts’ to convey information down corridors and staircases to the confused student waiting for instruction below. The lectures, according to Carroll, went something like this: Tutor: What is twice three?Scout: What’s a rice-tree?Sub-scout: When is ice free?Sub-sub-scout: What’s a nice fee??Student (timidly): Half a guinea.Sub-sub-scout: Can’t forge any!Sub-scout: Ho for jinny!Scout: Don’t be a ninny!Tutor (looking offended, tries another question): Divide a hundred by twelve.Scout: Provide wonderful bells!Sub-scout: Go ride under it yourself!Sub-sub-scout: Deride the dunderhead elf!Pupil (surprised): What do you mean?Sub-sub-scout: Doings between!Sub-scout: Blue is the screen!Scout: Soup tureen! And so the lecture proceeds… Carroll’s parody of academic miscommunication and misquoting was reproduced by Pierre Bourdieu at the opening of the book Academic Discourse to illustrate the failures of pedagogical practice in higher education in the mid 1960s, when he found scholarly language relied on codes that were “destined to dazzle rather than to enlighten” (3). Bourdieu et al found that students struggled to reproduce appropriately scholarly discourse and were constrained to write in a badly understood and poorly mastered language, finding reassurance in what he called a ‘rhetoric of despair’: “through a kind of incantatory or sacrificial rite, they try to call up and reinstate the tropes, schemas or words which to them distinguish professorial language” (4). The result was bad writing that karaoke-ed a pseudo academic discourse, accompanied by a habit of thoughtlessly patching together other peoples’ words and phrases. Such sloppy quoting activities of course invite the scholarly taboo of plagiarism or its extreme opposite, hypercitation. Elsewhere, Jacques Derrida developed an important theory of citationality and language, but it is intriguing to note his own considerable unease with conventional acknowledgement practices, of quoting and being quoted: I would like to spare you the tedium, the waste of time, and the subservience that always accompany the classic pedagogical procedures of forging links, referring back to past premises or arguments, justifying one’s own trajectory, method, system, and more or less skilful transitions, re-establishing continuity, and so on. These are but some of the imperatives of classical pedagogy with which, to be sure, one can never break once and for all. Yet, if you were to submit to them rigorously, they would very soon reduce you to silence, tautology and tiresome repetition. (The Ear of the Other, 3) This weariness with a procedural hyper-focus on referencing conventions underlines Derrida’s disquiet with the self-protecting, self-promoting and self-justifying practices that bolster pedagogical tradition and yet inhibit real scholarly work, and risk silencing the authorial voice. Today, remix offers new life to quoting. Media theorist Lev Manovich resisted the notion that the practice of ‘quotation’ was the historical precedent for remixing, aligning it instead to the authorship practice of music ‘sampling’ made possible by new electronic and digital technology. Eduardo Navas agrees that sampling is the key element that makes the act of remixing possible, but links its principles not just to music but to the preoccupation with reading and writing as an extended cultural practice beyond textual writing onto all forms of media (8). A crucial point for Navas is that while remix appropriates and reworks its source material, it relies on the practice of citation to work properly: too close to the original means the remix risks being dismissed as derivative, but at the same time the remixer can’t rely on a source always being known or recognised (7). In other words, the conceptual strategies of remix must rely on some form of referencing or citation of the ideas it sources. It is inarguable that advances in digital technologies have expanded the capacity of scholars to search, cut/copy & paste, collate and link to their research sources. New theoretical and methodological frameworks are being developed to take account of these changing conditions of academic work. For instance, Annette Markham proposes a ‘remix methodology’ for qualitative enquiry, arguing that remix is a powerful tool for thinking about an interpretive and adaptive research practice that takes account of the complexity of contemporary cultural contexts. In a similar vein Cheré Harden Blair has used remix as a theoretical framework to grapple with the issue of plagiarism in the postmodern classroom. If, following Roland Barthes, all writing is “a tissue of quotations drawn from innumerable centers of culture” (146), and if all writing is therefore rewriting, then punishing students for plagiarism becomes problematic. Blair argues that since scholarly writing has become a mosaic of digital and textual productions, then teaching must follow suit, especially since teaching, as a dynamic, shifting and intertextual enterprise, is more suited to the digital revolution than traditional, fixed writing (175). She proposes that teachers provide a space in which remixing, appropriation, patch-writing and even piracy could be allowable, even useful and productive: “a space in which the line is blurry not because students are ignorant of what is right or appropriate, or because digital text somehow contains inherent temptations to plagiarise, but because digital media has, in fact, blurred the line” (183). The clashes between remix and scholarly rules of attribution are directly addressed by the pedagogical provocations of conceptual poet Kenneth Goldsmith, who has developed a program of ‘uncreative writing’ at the University of Pennsylvania, where, among other plagiaristic tasks, he forces students to transcribe whole passages from books, or to download essays from online paper mills and defend them as their own, marking down students who show a ‘shred of originality’. In his own writing and performances, which depend almost exclusively on strategies of appropriation, plagiarism and recontextualisation of often banal sources like traffic reports, Goldsmith says that he is working to de-familiarise normative structures of language. For Goldsmith, reframing language into another context allows it to become new again, so that “we don’t need the new sentence, the old sentence re-framed is good enough”. Goldsmith argues for the role of the contemporary academic and creative writer as an intelligent agent in the management of masses of information. He describes his changing perception of his own work: “I used to be an artist, then I became a poet; then a writer. Now when asked, I simply refer to myself as a word processor” (Perloff 147). For him, what is of interest to the twenty-first century is not so much the quote that ‘rips’ or tears words out of their original context, but finding ways to make new ‘wholes’ out of the accumulations, filterings and remixing of existing words and sentences. Another extraordinary example of the blurring of lines between text, author and the discursive peculiarities of digital media can be found in Jonathan Lethem’s essay ‘An Ecstasy of Influence: A Plagiarism’, which first appeared in Harpers Magazine in 2007. While this essay is about the topic of plagiarism, it is itself plagiarized, composed of quotes that have been woven seamlessly together into a composite whole. Although Lethem provides a key at the end with a list of his sources, he has removed in-text citations and quotation marks, even while directly discussing the practices of mis-quotation and mis-attribution throughout the essay itself. Towards the end of the essay can be found the paragraph: Any text is woven entirely with citations, references, echoes, cultural languages, which cut across it through and through in a vast stereophony. The citations that go to make up a text are anonymous, untraceable, and yet already read; they are quotations without inverted commas. The kernel, the soul — let us go further and say the substance, the bulk, the actual and valuable material of all human utterances — is plagiarism. …By necessity, by proclivity, and by delight, we all quote. Neurological study has lately shown that memory, imagination, and consciousness itself is stitched, quilted, pastiched. If we cut-and-paste ourselves, might we not forgive it of our artworks? (68) Overall, Lethem’s self-reflexive pro-plagiarism essay reminds the reader not only of how ideas in literature have been continuously recycled, quoted, appropriated and remixed, but of how open-source cultures are vital for the creation of new works. Lethem (re)produces rather than authors a body of text that is haunted by ever present/absent quotation marks and references. Zara Dinnen suggests that Lethem’s essay, like almost all contemporary texts produced on a computer, is a provocation to once again re-theorise the notion of the author, as not a rigid point of origin but instead “a relay of alternative and composite modes of production” (212), extending Manovich’s notion of the role of author in the digital age of being perhaps closest to that of a DJ. But Lethem’s essay, however surprising and masterfully intertextual, was produced and disseminated as a linear ‘static’ text. On the other hand, Mark Amerika’s remixthebook project first started out as a series of theoretical performances on his Professor VJ blog and was then extended into a multitrack composition of “applied remixology” that features sampled phrases and ideas from a range of artistic, literary, musical, theoretical and philosophical sources. Wanting his project to be received not as a book but as a hybridised publication and performance art project that appears in both print and digital forms, remixthebook was simultaneously published in a prestigious university press and a website that works as an online hub and teaching tool to test out the theories. In this way, Amerika expands the concept of writing to include multimedia forms composed for both networked environments and also experiments with what he terms “creative risk management” where the artist, also a scholar and a teacher, is “willing to drop all intellectual pretence and turn his theoretical agenda into (a) speculative play” (xi). He explains his process halfway through the print book: Other times we who create innovative works of remix artare fully self-conscious of the rival lineagewe spring forth fromand knowingly take on other remixological styles just to seewhat happens when we move insideother writers’ bodies (of work)This is when remixologically inhabitingthe spirit of another writer’s stylistic tendenciesor at least the subconsciously imagined writerly gesturesthat illuminate his or her live spontaneous performancefeels more like an embodied praxis In some ways this all seems so obvious to me:I mean what is a writer anyway buta simultaneous and continuous fusion ofremixologically inhabited bodies of work? (109) Amerika mashes up the jargon of academic writing with avant-pop forms of digital rhetoric in order to “move inside other writers’ bodies (of work)” in order to test out his theoretical agenda in an “embodied praxis” at the same time that he shakes up the way that contemporary scholarship itself is performed. The remixthebook project inevitably recalls one of the great early-twentieth century plays with scholarly quotation, Walter Benjamin’s The Arcades Project. Instead of avoiding conventional quoting, footnoting and referencing, these are the very fabric of Benjamin’s sprawling project, composed entirely of quotes drawn from nineteenth century philosophy and literature. This early scholarly ‘remixing’ project has been described as bewildering and oppressive, but which others still find relevant and inspirational. Marjorie Perloff, for instance, finds the ‘passages’ in Benjamin’s arcades have “become the digital passages we take through websites and YouTube videos, navigating our way from one Google link to another and over the bridges provided by our favourite search engines and web pages" (49). For Benjamin, the process of collecting quotes was addictive. Hannah Arendt describes his habit of carrying little black notebooks in which "he tirelessly entered in the form of quotations what daily living and reading netted him in the way of 'pearls' and 'coral'. On occasion he read from them aloud, showed them around like items from a choice and precious collection" (45). A similar practice of everyday hypercitation can be found in the contemporary Australian performance artist Danielle Freakley’s project, The Quote Generator. For what was intended in 2006 to be a three year project, but which is still ongoing, Freakley takes the delirious pleasure of finding and fitting the perfect quote to fit an occasion to an extreme. Unlike Benjamin, Freakley didn’t collect and collate quotes, she then relied on them to navigate her way through her daily interactions. As The Quote Generator, Freakley spoke only in quotations drawn from film, literature and popular culture, immediately following each quote with its correct in-text reference, familiar to academic writers as the ‘author/date’ citation system. The awkwardness and seeming artificiality of even short exchanges with someone who responds only in quotes might be bewildering enough, but the inclusion of the citation after the quote maddeningly interrupts and, at the same time, adds another metalevel to a conversation where even the simple platitude ‘thank you’ might be followed by an attribution to ‘Deep Throat 1972’. Longer exchanges become increasingly overwhelming, as Freakley’s piling of quote on quote, and sometimes repeating quotes, demands an attentive listener, as is evident in a 2008 interview with Andrew Denton on the ABC’s Enough Rope: Andrew Denton’s Enough Rope (2008) Denton: So, you’ve been doing this for three years??Freakley: Yes, Optus 1991Denton: How do people respond to you speaking in such an unnatural way?Freakley: It changes, David Bowie 1991. On the streets AKA Breakdance 1984, most people that I know think that I am crazy, Billy Thorpe 1972, a nigger like me is going insane, Cyprus Hill 1979, making as much sense as a Japanese instruction manual, Red Dwarf 1993. Video documentation of Freakley’s encounters with unsuspecting members of the public reveal how frustrating the inclusion of ‘spoken’ references can be, let alone how taken aback people are on realising they never get Freakley’s own words, but are instead receiving layers of quotations. The frustration can quickly turn hostile (Denton at one point tells Freakley to “shut up”) or can prove contaminatory, as people attempt to match or one-up her quotes (see Cook's interview 8). Apparently, when Freakley continued her commitment to the performance at a Perth Centerlink, the staff sent her to a psychiatrist and she was diagnosed with an obsessive-compulsive disorder, then prescribed medication (Schwartzkoff 4). While Benjamin's The Arcades Project invites the reader to scroll through its pages as a kind of textual flaneur, Freakley herself becomes a walking and talking word processor, extending the possibilities of Amerika’s “embodied praxis” in an inescapable remix of other people’s words and phrases. At the beginning of the project, Freakley organised a card collection of quotes categorised into possible conversation topics, and devised a ‘harness’ for easy access. Image: Danielle Freakley’s The Quote Generator harness Eventually, however, Freakley was able to rely on her own memory of an astounding number of quotations, becoming a “near mechanical vessel” (Gottlieb 2009), or, according to her own manifesto, a “regurgitation library to live by”: The Quote Generator reads, and researches as it speaks. The Quote Generator is both the reader and composer/editor. The Quote Generator is not an actor spouting lines on a stage. The Quote Generator assimilates others lines into everyday social life … The Quote Generator, tries to find its own voice, an understanding through throbbing collations of others, constantly gluttonously referencing. Much academic writing quotes/references ravenously. New things cannot be said without constant referral, acknowledgement to what has been already, the intricate detective work in the barking of the academic dog. By her unrelenting appropriation and regurgitating of quotations, Freakley uses sampling as a technique for an extended performance that draws attention to the remixology of everyday life. By replacing conversation with a hyper-insistence on quotes and their simultaneous citation, she draws attention to the artificiality and inescapability of the ‘codes’ that make up not just ordinary conversations, but also conventional academic discourse, what she calls the “barking of the academic dog”. Freakley’s performance has pushed the scholarly conventions of quoting and referencing to their furthest extreme, in what has been described by Daine Singer as a kind of “endurance art” that relies, in large part, on an antagonistic relationship to its audience. In his now legendary 1969 “Double Session” seminar, Derrida, too, experimented with the pedagogical performance of the (re)producing author, teasing his earnest academic audience. It is reported that the seminar began in a dimly lit room lined with blackboards covered with quotations that Derrida, for a while, simply “pointed to in silence” (177). In this seminar, Derrida put into play notions that can be understood to inform remix practices just as much as they do deconstruction: the author, originality, mimesis, imitation, representation and reference. Scholarly conventions, perhaps particularly the quotation practices that insist on the circulation of rigid codes of attribution, and are defended by increasingly out-of-date understandings of contemporary research, writing and teaching practices, are ripe to be played with. Remix offers an expanded discursive framework to do this in creative and entertaining ways. References Amerika, Mark. remixthebook. Minneapolis: University of Minnesota Press, 2011. 29 July 2013 http://www.remixthebook.com/. Arendt, Hannah. “Walter Benjamin: 1892-1940.” In Illuminations. New York, NY: Shocken, 1969: 1-55. Barthes, Roland. “The Death of the Author.” Image Music Text. Trans Stephen Heath. New York: Hill and Wang, 1977: 142-148. Benjamin, Walter. The Arcades Project. Ed. Rolf Tiedemann, trans. Howard Eiland & Kevin McLaughlin. Cambridge, MA: Harvard University Press, 1999. Blaire, Cheré Harden. “Panic and Plagiarism: Authorship and Academic Dishonesty in a Remix Culture.” Media Tropes 2.1 (2009): 159-192. Bourdieu, Pierre, Jean-Claude Passeron, and Monique de Saint Martin. Academic Discourse: Linguistic Misunderstanding and Professorial Power. Trans. Richard Teese. Stanford California: Stanford University Press, 1965. Carroll, Lewis (Charles Dodgson). “Letter to Henrietta and Edwin Dodgson 31 Jan 1855”. 15 July 2013 http://en.wikiquote.org/wiki/Letters_of_Lewis_Carroll. Cook, Richard. “Don’t Quote Me on That.” Time Out Sydney (2008): 8. http://rgcooke.wordpress.com/2008/02/13/interview-danielle-freakley.Denton, Andrew. “Interview: The Quote Generator.” Enough Rope. 29 Feb. 2008. ABC TV. 15 July 2013 http://www.youtube.com/watch?v=AsrGvwXsenE. Derrida, Jacques. Spurs, Nietzsche’s Styles. Trans. Barbara Harlow. London: University of Chicago Press, 1978. Derrida, Jacques. The Ear of the Other: Otobiography, Text, Transference. Trans Peggy Kampf. New York: Shocken Books, 1985. Derrida, Jacques. “The Double Session”. Dissemination. Trans Alan Bass, Chicago, University of Chicago Press, 1981. Dinnen, Zara. "In the Mix: The Potential Convergence of Literature and New Media in Jonathan Letham's 'The Ecstasy of Influence'". Journal of Narrative Theory 42.2 (2012). Freakley, Danielle. The Quote Generator. 2006 to present. 10 July 2013 http://www.thequotegenerator.com/. Goldsmith, Kenneth. Uncreative Writing. New York: University of Colombia Press 2011. Gottlieb, Benjamin. "You Shall Worship No Other Artist God." Art & Culture (2009). 15 July 2013 http://www.artandculture.com/feature/999. Lethem, Jonathan. “The Ecstasy of Influence: A Plagiarism.” Harper’s Magazine, Feb. 2007: 59-71. http://harpers.org/archive/2007/02/the-ecstasy-of-influence/. Manovich, Lev. "What Comes after Remix?" 2007. 15 July 2013 http://manovich.net/LNM/index.html. Markham, Annette. “Remix Methodology.” 2013. 9 July 2013 http://www.markham.internetinquiry.org/category/remix/.Morris, Simon (dir.). Sucking on Words: Kenneth Goldsmith. 2007. http://www.ubu.com/film/goldsmith_sucking.html.Navas, Eduardo. Remix Theory: The Aesthetics of Sampling. New York: Springer Wein, 2012. Perloff, Marjorie. Unoriginal Genius: Poetry by Other Means in the New Century. Chicago: University of Chicago Press, 2010. Schwartzkoff, Louise. “Art Forms Spring into Life at Prima Vera.” Sydney Morning Herald 19 Sep. 2008: Entertainment, 4. http://www.smh.com.au/news/entertainment/arts/art-forms-spring-into-life-at-primavera/2008/09/18/1221331045404.html.Singer, Daine (cur.). “Pains in the Artists: Endurance and Suffering.” Blindside Exhibition. 2007. 2 June 2013 http://www.blindside.org.au/2007/pains-in-the-artists.shtml.

Things would never be the same again. As sales went through the roof, with some breathless estimates in the region of a 200% increase overnight, marketers practically wet their pants at the phenomenal success of the chocolate bar seen by millions in ET: the Extraterrestrial. That was back in 1982. Though not the first instance of product placement ‘at the movies’, the strategic placement of Reese’s Pieces in ET is often hailed as the triumphant marketing moment heralding the onset of the era of embedded advertising in popular media. Today, much media consumption is characterised by aggressive branding strategies. We’ve all seen ostentatious product wrangling – the unnatural handling of items (especially chocolate bars and bottled drinks) to best display their logo (regardless of considerations of verisimilitude, or even common sense), and ungainly product mentions in dialogue (who can forget the early Jude Law shocker Shopping?) that have passed into the realm of satire. In television and feature filmmaking, props bearing corporate trademarks not only supplement, but often sustain production budgets. Some programs appear to be entirely contrived around such sponsors. Australian commercial television makes no secret of the increasingly non-existent line between ‘entertainment’ and ‘advertising’, though it still purports to describe ‘lifestyle’ shows as ‘reality’ television. With the introduction of technologies like TiVO which enable consumers to skip over ads, the move is from ‘interruptive’ style advertising between programs or segments, to products insinuated in the décor – and increasingly scripts – of programs themselves, with correspondent online shopping opportunities for digital consumers. An entire industry of middle-people – sometimes euphemistically self-described as ‘prop houses’ – has sprung up to service the lucrative product placement industry, orchestrating the insertion of branded products into television and films. The industry has grown to such an extent that it holds an annual backpatting event, the Product Placement Awards, “to commemorate and celebrate product placement” in movies, television shows, music etc. But ‘advertising by stealth’ is not necessarily passively accepted by media consumers – nor media makers. The shoe-horning of brands and their logos into the products of popular culture not only defines the culture industry today, but also characterises much of the resistance to it. ‘Logo-backlash’ is seen as an inevitable response to the incursion of brands into public life, an explicit rejection of the practice of securing consumer mindshare, and subvertisements and billboard liberation activities have been mainstays of culture jamming for decades now. However, criticism of product placement remains highly problematic: when the Center for the Study of Commercialism argued that movies have become “dangerously” saturated with products and suggested that full disclosure in the form of a list, in a film’s credits, of paid product appearances, many noted the counterproductivity of such an approach, arguing that it would only result in further registration – and hence promotion – of the brand. Not everyone subscribes to advertising’s ‘any news is good news’ thesis, however. Peter Conheim and Steve Seidler decided to respond to the behemoth of product placement with a ‘catalogue of sins’. Their new documentary Value Added Cinema meticulously chronicles the appearance of placed products in Hollywood cinema. Here they discuss the film, which is continuing to receive rave reviews in the US and Europe. Danni Zuvela: Can you tell me a little about yourselves? Peter: I’m a musician and filmmaker living in the San Francisco Bay Area who wears too many hats. I play in three performing and recording groups (Mono Pause, Wet Gate, Negativland) and somehow found the time to sit in front of a Mac for six weeks to edit and mix VALUE-ADDED CINEMA. Because Steve is a persuasive salesperson. Steve: I’ve been a curator for the past decade and a half, showing experimental works week after week, month after month, year after year, at the Pacific Film Archive. It was about time to make a tape of my own and Peter was crazy enough to indulge me. DZ: Why product placement? Why do you think it’s important? Where did this documentary come from? S: Steven Spielberg released Minority Report last year and it just raised my hackles. The film actually encourages the world it seems to critique by stressing the inter-relationship of his alleged art with consumerism in the present day and then extending that into a vision of the future within the film itself. In other words, he has already realized the by-product of an alarming dystopia of surveillance, monolithic policing, and capital. That by-product is his film. The rumor mill says that he was reimbursed to the tune of $25 million for the placements. So not only can he not see a constructive path out of dystopia, a path leading toward a more liberating future, he makes millions from his exhausted imagination. What could be more cynical? But Spielberg isn’t alone within the accelerating subsumption of mainstream cinema into the spectacle of pure consumption. He’s just more visible than most. But to consider product placements more directly for a moment: during the past few years, mainstream cinema has been little more than an empty exercise in consumerist viewership. The market-driven incentives that shape films, determining story-lines, exaggerating cultural norms, striving toward particular demographics, whatever, have nothing to do with art or social change and everything to do with profit, pandering, and promulgation. Movies are product placements, the product is a world view of limitless consumption. Value-Added Cinema is about the product-that-announces-itself, the one we recognize as a crystallization of the more encompassing worldview, the sole commodity, spot-lit, adored, assimilated. So why Value-Added Cinema? You’ve got to start somewhere. DZ: Can you tell me a bit about the production process – how did you go about getting the examples you use in the film? Were there any copyright hassles? P: Steve did nearly all of the legwork in that he spent weeks and weeks researching the subject, both on-line and in speaking to people about their recollections of product placement sequences in films they’d seen. He then suffered through close to a hundred films on VHS and DVD, using the fast-forward and cue controls as often as possible, to locate said sequences. We then sat down and started cutting, based at first on groupings Steve had made (a bunch of fast food references, etc.). Using these as a springboard, we quickly realized the narrative potential inherent in all these “narrative film” clips , and before long we were linking sequences and making them refer to one another, sort of allowing a “plot” to evolve. And copyright hassles? Not yet! I say... bring ‘em on! I would be more than happy to fight for the existence of this project, and one of the groups I am in, Negativland, has a rather colourful history of “fair use” battles in the music arena (the most nefarious case, where the band was sued by U2 and their big-label music lawyers over a parody we made happened before I came on board, but there’s been some skirmishes since). We have folks who would be happy to help defend this sort of work in a court of law should the occasion arise. DZ: Can you talk to me about the cultural shift that’s occurred, where the old ‘Acme’ propmaster has been replaced by ‘product peddler’? What is this symptomatic of, and what’s its significance now? S: In the past, privacy existed because there were areas of experience and information that were considered off limits to exploitation. A kind of tacit social contract assumed certain boundaries were in place to keep corporate (and State) meddling at bay and to allow an uncontaminated space for disengaging from culture. Nowadays the violation of boundaries is so egregious it’s hard to be sure that those boundaries in fact exist. Part of that violation has been the encroachment, at every conceivable level, of daily experience by all manner of corporate messages—urinal strainers with logos, coffee jackets with adverts, decals on supermarket floors, temporary tattoos on random pedestrians. Engagement with corporate predation is now foisted on us 24 hours a day. It’s the GPS generation. The corporations want to know where we “are” at all times. Again: in the past there was a certain level of decorum about the sales pitch. That decorum has vanished and in its place is the inter-penetration of all our waking moments by the foghorn of capital. If that foghorn gets loud enough, we’ll never get any sleep. DZ: How do you think product placement affects the integrity of the film? P: Well, that’s definitely a question of the moment, as far as audience reactions to our screenings have been thus far. It really depends on the work itself, doesn’t it? I think we would be highly judgmental, and perhaps quite out of line, if we dismissed out of hand the idea of using actual products in films as some sort of rule. The value of using an actual product to the narrative of a film can’t be discounted automatically because we all know that there are stories to be told in actual, marketed products. Characterizations can develop. If a flustered James Cagney had held up a bottle of Fred’s Cola instead of Pepsi in the climactic shot of One, Two, Three (Billy Wilder’s 1963 Coke-executive comedy), it wouldn’t have resonated very well. And it’s an incredibly memorable moment (and, some might say, a little dig at both cola companies). But when you get into something like i am sam, where Sean Penn’s character not only works inside a Starbucks, and is shown on the job, in uniform and reading their various actual coffee product names aloud, over and over again, but also rides a bus with a huge Nike ad on the side (and the camera tracks along on the ad instead of the bus itself), plus the fact that he got onto that bus underneath an enormous Apple billboard (not shown in our work, actually), or that his lawyer has a can of Tab sitting on an entirely austere, empty table in front of a blank wall and the camera tracks downward for no other discernable purpose than to highlight the Tab can… you can see where I’m going with this. The battle lines are drawn in my mind. PROVE to me the value of any of those product plugs on Penn’s character, or Michelle Pfeiffer’s (his lawyer). DZ: What do you make of the arguments for product placement as necessary to, even enhancing, the verisimilitude of films? Is there a case to be made for brands appearing in a production design because they’re what a character would choose? S: It’s who makes the argument for product placements that’s troublesome. Art that I value is a sort of problem solving machine. It assumes that the culture we currently find ourselves strapped with is flawed and should be altered. Within that context, the “verisimilitude” you speak of would be erected only as a means for critique--not to endorse, venerate, or fortify the status quo. Most Hollywood features are little more than moving catalogs. P: And in the case of Jurassic Park that couldn’t be more explicit – the “fake” products shown in the amusement park gift shop in the film are the actual tie-in products available in stores and in Burger King at that time! Another film I could mention for a totally different reason is The Dark Backward (1991). Apparently due to a particular obsession of the director, the film is riddled with placements, but of totally fake and hilarious products (i.e. Blump’s Squeezable Bacon). Everyone who has seen the film remembers the absurdist products… couldn’t Josie and the Pussycats have followed this format, instead of loading the film with “funny” references to literally every megacorporation imaginable, and have been memorable for it? DZ: What do you think of the retroactive insertion of products into syndicated reruns of programs and films (using digital editing techniques)? Is this a troubling precedent? P: Again, to me the line is totally crossed. There’s no longer any justification to be made because the time and space of the original television show is lost at that point, so any possibility of “commentary” on the times, or development of the character, goes right out the window. Of course I find it a troubling precedent. It’s perhaps somewhat less troubling, but still distressing, to know that billboards on the walls of sports stadiums are being digitally altered, live, during broadcast, so that the products can be subtly switched around. And perhaps most disturbingly, at least here in the states, certain networks and programs have begun cross-dissolving to advertisements from program content, and vice-versa. In other words, since the advertisers are aware that the long-established “blackout” which precedes the start of advertising breaks on TV causes people to tune out, or turn the volume off, or have their newfangled sensing devices “zap” the commercial… so they’re literally integrating the start of the ad with the final frames of the program instead of going black, literally becoming part of the program. And we have heard about more reliance of products WITHIN the programs, but this just takes us right back to TV’s past, where game show contestants sat behind enormous “Pepsodent” adverts pasted right there on the set. History will eat itself… DZ: Could you imagine a way advertisers could work product placement into films where modern products just don’t fit, like set in the past or in alternate universes (Star Wars, LOTR etc)? P: Can’t you? In fact, it’s already happening. Someone told us about the use of products in a recent set-in-the-past epic… but the name of the film is escaping me. S: And if you can’t find a way to insert a product placement in a film than maybe the film won’t get made. The problem is completely solved with films like Star Wars and Lord of the Rings—most of the characters are available in the store as action figures making them de facto placements. In Small Soldiers just about every toy-sized character was, in fact, nicely packaged by Hasbro. DZ: What is the role of the logo in product placement? S: There are the stars, and there are the many supporting roles—the logo is just one of them. We’re hoping to see this category at the next Oscars. P: And categories like “Best Song” are essentially product placement categories already… DZ: I’ve heard about the future of product placement being branding in computer games, interactive shop-at-home television – what other visions of the (branded) future can you imagine? P: The future is now. If you can’t watch a documentary on so-called public television in this country without having text boxes pop up on screen to suggest “related” web sites which “might be of interest” to the viewer, you’re already well on the way to being part of a branded environment. Computer games already have ads built-in, and shop-at-home already seems plenty interactive (and isn’t internet shopping, also?). I think if the various mega-corporations can not only convince people to wear clothing emblazoned with their logo and product name, but so successfully convince us to pay for the privilege of advertising them, then we are already living in a totally branded future. Where else can it go? It may seem a trite statement but, to my mind, wearing an entire Nike outfit is the ultimate. At least the British ad company called Cunning Stunts actually PAYS their human billboards… but those folks have to agree to have the company logo temporarily tattooed onto their foreheads for three hours as they mingle in public. I’m not joking about this. DZ: Is there any response to product placement? How can audiences manage their interactions with these texts? S: Films have been boycotted for culturally heinous content, such as racist and homophobic characters. Why not boycott films because of their commodity content? Or better yet boycott the product for colluding with the filmmakers to invade your peace of mind? What I hope Value-Added Cinema does is sensitize us to the insinuation of the products, so that we critically detect them, rather than passively allow them to pass before us. When that happens, when we’re just insensate recipients of those advertising ploys, we’re lost. DZ: Do you have anything to add to contemporary debates on culture jamming, especially the charge that culture jamming’s political power is limited by its use of logos and signs? Anne Moore has written that detourning ads ends up just re-iterating the logo - “because corporate lifeblood is profit, and profit comes from name recognition”, culture jammers are “trafficking in the same currency as the corporations” – what do you think of this? P: It’s an interesting assertion. But the best culture jams I’ve seen make total mincemeat of the product being parodied; just as you can’t simply discount the use of actual products in films in the context of a narrative, you can’t NOT try to reclaim the use of a brand-name. Maybe it’s a dangerous comparison because “reclaiming” use of the word Coke is not like reclaiming the use of the word “queer”, but there’s something to it, I think. Also, I wear t-shirts with the names of bands I like sometimes (almost always my friends’ bands, but I suppose that’s beside the point). Am I buying into the advertising concept? Yes, to a certain extent, I am. I guess to me it’s about just what you choose to advertise. Or what you choose to parody. DZ: Do you have any other points you’d like to make about product placement, advertising by stealth, branding, mindshare or logos? P: I think what Steve said, that above all we hope with our video to help make people aware of how much they are advertised to, beyond accepting it as a mere annoyance, sums it up. So far, we’ve had some comments at screenings which indicate a willingness of people to want to combat this in their lives, to want to “do something” about the onslaught of product placement surrounding them, in films and elsewhere. Works Cited ET: The Extraterrestrial. Dir. Steven Spielberg. Prod. Kathleen Kennedy & Steven Spielberg, M. Universal Pictures 1982. Shopping. Dir. Paul Anderson. Prod. Jeremy Bolt , M. Concorde Pictures,1993. http://www.cspinet.org/ http://www.productplacementawards.com/ Links http://www.cspinet.org/ http://www.productplacementawards.com/ Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Zuvela, Danni. "An Interview with the Makers of Value-Added Cinema" M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0306/03-valueadded.php>. APA Style Zuvela, D. (2003, Jun 19). An Interview with the Makers of Value-Added Cinema. M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0306/03-valueadded.php>

At a time when a trip abroad was out of the reach of most women, even if they could not make the journey, Australian women could imagine “abroad” just by reading popular women’s magazines such as Woman (later Woman’s Day and Home then Woman’s Day) and The Australian Women’s Weekly, and journals, such as The Progressive Woman and The Housewife. Increasingly in the post-war period, these magazines and journals contained advertisements for holidaying abroad, recipes for international foods and articles on overseas fashions. It was not unusual for local manufacturers, to use the lure of travel and exotic places as a way of marketing their goods. Healing Bicycles, for example, used the slogan “In Venice men go to work on Gondolas: In Australia it’s a Healing” (“Healing Cycles” 40), and Exotiq cosmetics featured landscapes of countries where Exotiq products had “captured the hearts of women who treasured their loveliness: Cincinnati, Milan, New York, Paris, Geneva and Budapest” (“Exotiq Cosmetics” 36).Unlike Homer’s Penelope, who stayed at home for twenty years waiting for Odysseus to return from the Trojan wars, women have always been on the move to the same extent as men. Their rich travel stories (Riggal, Haysom, Lancaster)—mostly written as letters and diaries—remain largely unpublished and their experiences are not part of the public record to the same extent as the travel stories of men. Ros Pesman argues that the women traveller’s voice was one of privilege and authority full of excitement and disbelief (Pesman 26). She notes that until well into the second part of the twentieth century, “the journey for Australian women to Europe was much more than a return to the sources of family identity and history” (19). It was also:a pilgrimage to the centres and sites of culture, literature and history and an encounter with “the real world.”Europe, and particularly London,was also the place of authority and reference for all those seeking accreditation and recognition, whether as real writers, real ladies or real politicians and statesmen. (19)This article is about two Australian writers; Helen Seager, a journalist employed by The Argus, a daily newspaper in Melbourne Australia, and Gwen Hughes, a graduate of Emily McPherson College of Domestic Economy in Melbourne, working in England as a lecturer, demonstrator and cookbook writer for Parkinsons’ Stove Company. Helen Seager travelled to England on an assignment for The Argus in 1950 and sent articles each day for publication in the women’s section of the newspaper. Gwen Hughes travelled extensively in the Balkans in the 1930s recording her impressions, observations, and recipes for traditional foods whilst working for Parkinsons in England. These women were neither returning to the homeland for an encounter with the real world, nor were they there as cultural tourists in the Cook’s Tour sense of the word. They were professional writers and their observations about the places they visited offer fresh and lively versions of England and Europe, its people, places, and customs.Helen SeagerAustralian Journalist Helen Seager (1901–1981) wrote a daily column, Good Morning Ma’am in the women’s pages of The Argus, from 1947 until shortly after her return from abroad in 1950. Seager wrote human interest stories, often about people of note (Golding), but with a twist; a Baroness who finds knitting exciting (Seager, “Baroness” 9) and ballet dancers backstage (Seager, “Ballet” 10). Much-loved by her mainly female readership, in May 1950 The Argus sent her to England where she would file a daily report of her travels. Whilst now we take travel for granted, Seager was sent abroad with letters of introduction from The Argus, stating that she was travelling on a special editorial assignment which included: a certificate signed by the Lord Mayor of The City of Melbourne, seeking that any courtesies be extended on her trip to England, the Continent, and America; a recommendation from the Consul General of France in Australia; and introductions from the Premier’s Department, the Premier of Victoria, and Austria’s representative in Australia. All noted the nature of her trip, her status as an esteemed reporter for a Melbourne newspaper, and requested that any courtesy possible to be made to her.This assignment was an indication that The Argus valued its women readers. Her expenses, and those of her ten-year-old daughter Harriet, who accompanied her, were covered by the newspaper. Her popularity with her readership is apparent by the enthusiastic tone of the editorial article covering her departure. Accompanied with a photograph of Seager and Harriet boarding the aeroplane, her many women readers were treated to their first ever picture of what she looked like:THOUSANDS of "Argus" readers, particularly those in the country, have wanted to know what Helen Seager looks like. Here she is, waving good-bye as she left on the first stage of a trip to England yesterday. She will be writing her bright “Good Morning, Ma'am” feature as she travels—giving her commentary on life abroad. (The Argus, “Goodbye” 1)Figure 1. Helen Seager and her daughter Harriet board their flight for EnglandThe first article “From Helen in London” read,our Helen Seager, after busy days spent exploring England with her 10-year-old daughter, Harriet, today cabled her first “Good Morning, Ma’am” column from abroad. Each day from now on she will report from London her lively impressions in an old land, which is delightfully new to her. (Seager, “From Helen” 3)Whilst some of her dispatches contain the impressions of the awestruck traveller, for the most they are exquisitely observed stories of the everyday and the ordinary, often about the seemingly most trivial of things, and give a colourful, colonial and egalitarian impression of the places that she visits. A West End hair-do is described, “as I walked into that posh looking establishment, full of Louis XV, gold ornateness to be received with bows from the waist by numerous satellites, my first reaction was to turn and bolt” (Seager, “West End” 3).When she visits Oxford’s literary establishments, she is, for this particular article, the awestruck Australian:In Oxford, you go around saying, soto voce and aloud, “Oh, ye dreaming spires of Oxford.” And Matthew Arnold comes alive again as a close personal friend.In a weekend, Ma’am, I have seen more of Oxford than lots of native Oxonians. I have stood and brooded over the spit in Christ Church College’s underground kitchens on which the oxen for Henry the Eighth were roasted.I have seen the Merton Library, oldest in Oxford, in which the chains that imprisoned the books are still to be seen, and have added by shoe scrape to the stone steps worn down by 500 years of walkers. I have walked the old churches, and I have been lost in wonder at the goodly virtues of the dead. And then, those names of Oxford! Holywell, Tom’s Quad, Friars’ Entry, and Long Wall. The gargoyles at Magdalen and the stones untouched by bombs or war’s destruction. It adds a new importance to human beings to know that once, if only, they too have walked and stood and stared. (Seager, “From Helen” 3)Her sense of wonder whilst in Oxford is, however, moderated by the practicalities of travel incorporated into the article. She continues to describe the warnings she was given, before her departure, of foreign travel that had her alarmed about loss and theft, and the care she took to avoid both. “It would have made you laugh, Ma’am, could you have seen the antics to protect personal property in the countries in transit” (Seager, “From Helen” 3).Her description of a trip to Blenheim Palace shows her sense of fun. She does not attempt to describe the palace or its contents, “Blenheim Palace is too vast and too like a great Government building to arouse much envy,” settling instead on a curiosity should there be a turn of events, “as I surged through its great halls with a good-tempered, jostling mob I couldn’t help wondering what those tired pale-faced guides would do if the mob mood changed and it started on an old-fashioned ransack.” Blenheim palace did not impress her as much as did the Sunday crowd at the palace:The only thing I really took a fancy to were the Venetian cradle, which was used during the infancy of the present Duke and a fine Savvonerie carpet in the same room. What I never wanted to see again was the rubbed-fur collar of the lady in front.Sunday’s crowd was typically English, Good tempered, and full of Cockney wit, and, if you choose to take your pleasures in the mass, it is as good a company as any to be in. (Seager, “We Look” 3)In a description of Dublin and the Dubliners, Seager describes the food-laden shops: “Butchers’ shops leave little room for customers with their great meat carcasses hanging from every hook. … English visitors—and Dublin is awash with them—make an orgy of the cakes that ooze real cream, the pink and juicy hams, and the sweets that demand no points” (Seager, “English” 6). She reports on the humanity of Dublin and Dubliners, “Dublin has a charm that is deep-laid. It springs from the people themselves. Their courtesy is overlaid with a real interest in humanity. They walk and talk, these Dubliners, like Kings” (ibid.).In Paris she melds the ordinary with the noteworthy:I had always imagined that the outside of the Louvre was like and big art gallery. Now that I know it as a series of palaces with courtyards and gardens beyond description in the daytime, and last night, with its cleverly lighted fountains all aplay, its flags and coloured lights, I will never forget it.Just now, down in the street below, somebody is packing the boot of a car to go for, presumably, on a few days’ jaunt. There is one suitcase, maybe with clothes, and on the footpath 47 bottles of the most beautiful wines in the world. (Seager, “When” 3)She writes with a mix of awe and ordinary:My first glimpse of that exciting vista of the Arc de Triomphe in the distance, and the little bistros that I’ve always wanted to see, and all the delights of a new city, […] My first day in Paris, Ma’am, has not taken one whit from the glory that was London. (ibid.) Figure 2: Helen Seager in ParisIt is my belief that Helen Seager intended to do something with her writings abroad. The articles have been cut from The Argus and pasted onto sheets of paper. She has kept copies of the original reports filed whist she was away. The collection shows her insightful egalitarian eye and a sharp humour, a mix of awesome and commonplace.On Bastille Day in 1950, Seager wrote about the celebrations in Paris. Her article is one of exuberant enthusiasm. She writes joyfully about sirens screaming overhead, and people in the street, and looking from windows. Her article, published on 19 July, starts:Paris Ma’am is a magical city. I will never cease to be grateful that I arrived on a day when every thing went wrong, and watched it blossom before my eyes into a gayness that makes our Melbourne Cup gala seem funeral in comparison.Today is July 14.All places of business are closed for five days and only the places of amusement await the world.Parisians are tireless in their celebrations.I went to sleep to the music of bands, dancing feet and singing voices, with the raucous but cheerful toots from motors splitting the night air onto atoms. (Seager, “When” 3)This article resonates uneasiness. How easily could those scenes of celebration on Bastille Day in 1950 be changed into the scenes of carnage on Bastille Day 2016, the cheerful toots of the motors transformed into cries of fear, the sirens in the sky from aeroplanes overhead into the sirens of ambulances and police vehicles, as a Mohamed Lahouaiej Bouhlel, as part of a terror attack drives a truck through crowds of people celebrating in Nice.Gwen HughesGwen Hughes graduated from Emily Macpherson College of Domestic Economy with a Diploma of Domestic Science, before she travelled to England to take up employment as senior lecturer and demonstrator of Parkinson’s England, a company that manufactured electric and gas stoves. Hughes wrote in her unpublished manuscript, Balkan Fever, that it was her idea of making ordinary cooking demonstration lessons dramatic and homelike that landed her the job in England (Hughes, Balkan 25-26).Her cookbook, Perfect Cooking, was produced to encourage housewives to enjoy cooking with their Parkinson’s modern cookers with the new Adjusto temperature control. The message she had to convey for Parkinsons was: “Cooking is a matter of putting the right ingredients together and cooking them at the right temperature to achieve a given result” (Hughes, Perfect 3). In reality, Hughes used this cookbook as a vehicle to share her interest in and love of Continental food, especially food from the Balkans where she travelled extensively in the 1930s.Recipes of Continental foods published in Perfect Cooking sit seamlessly alongside traditional British foods. The section on soup, for example, contains recipes for Borscht, a very good soup cooked by the peasants of Russia; Minestrone, an everyday Italian soup; Escudella, from Spain; and Cream of Spinach Soup from France (Perfect 22-23). Hughes devoted a whole chapter to recipes and descriptions of Continental foods labelled “Fascinating Foods From Far Countries,” showing her love and fascination with food and travel. She started this chapter with the observation:There is nearly as much excitement and romance, and, perhaps fear, about sampling a “foreign dish” for the “home stayer” as there is in actually being there for the more adventurous “home leaver”. Let us have a little have a little cruise safe within the comfort of our British homes. Let us try and taste the good things each country is famed for, all the while picturing the romantic setting of these dishes. (Hughes, Perfect 255)Through her recipes and descriptive passages, Hughes took housewives in England and Australia into the strange and wonderful kitchens of exotic women: Madame Darinka Jocanovic in Belgrade, Miss Anicka Zmelova in Prague, Madame Mrskosova at Benesova. These women taught her to make wonderful-sounding foods such as Apfel Strudel, Knedlikcy, Vanilla Kipfel and Christmas Stars. “Who would not enjoy the famous ‘Goose with Dumplings,’” she declares, “in the company of these gay, brave, thoughtful people with their romantic history, their gorgeously appareled peasants set in their richly picturesque scenery” (Perfect 255).It is Hughes’ unpublished manuscript Balkan Fever, written in Melbourne in 1943, to which I now turn. It is part of the Latrobe Heritage collection at the State Library of Victoria. Her manuscript was based on her extensive travels in the Balkans in the 1930s whilst she lived and worked in England, and it was, I suspect, her intention to seek publication.In her twenties, Hughes describes how she set off to the Balkans after meeting a fellow member of the Associated Country Women of the World (ACWW) at the Royal Yugoslav Legation. He was an expert on village life in the Balkans and advised her, that as a writer she would get more information from the local villagers than she would as a tourist. Hughes, who, before television gave cooking demonstrations on the radio, wrote, “I had been writing down recipes and putting them in books for years and of course the things one talks about over the air have to be written down first—that seemed fair enough” (Hughes, Balkan 25-26). There is nothing of the awestruck traveller in Hughes’ richly detailed observations of the people and the places that she visited. “Travelling in the Balkans is a very different affair from travelling in tourist-conscious countries where you just leave it to Cooks. You must either have unlimited time at your disposal, know the language or else have introductions that will enable the right arrangements to be made for you” (Balkan 2), she wrote. She was the experiential tourist, deeply immersed in her surroundings and recording food culture and society as it was.Hughes acknowledged that she was always drawn away from the cities to seek the real life of the people. “It’s to the country district you must go to find the real flavour of a country and the heart of its people—especially in the Balkans where such a large percentage of the population is agricultural” (Balkan 59). Her descriptions in Balkan Fever are a blend of geography, history, culture, national songs, folklore, national costumes, food, embroidery, and vivid observation of the everyday city life. She made little mention of stately homes or buildings. Her attitude to travel can be summed up in her own words:there are so many things to see and learn in the countries of the old world that, walking with eyes and mind wide open can be an immensely delightful pastime, even with no companion and nowhere to go. An hour or two spent in some unpretentious coffee house can be worth all the dinners at Quaglino’s or at The Ritz, if your companion is a good talker, a specialist in your subject, or knows something of the politics and the inner life of the country you are in. (Balkan 28)Rather than touring the grand cities, she was seduced by the market places with their abundance of food, colour, and action. Describing Sarajevo she wrote:On market day the main square is a blaze of colour and movement, the buyers no less colourful than the peasants who have come in from the farms around with their produce—cream cheese, eggs, chickens, fruit and vegetables. Handmade carpets hung up for sale against walls or from trees add their barbaric colour to the splendor of the scene. (Balkan 75)Markets she visited come to life through her vivid descriptions:Oh those markets, with the gorgeous colours, and heaped untidiness of the fruits and vegetables—paprika, those red and green peppers! Every kind of melon, grape and tomato contributing to the riot of colour. Then there were the fascinating peasant embroideries, laces and rich parts of old costumes brought in from the villages for sale. The lovely gay old embroideries were just laid out on a narrow carpet spread along the pavement or hung from a tree if one happened to be there. (Balkan 11)Perhaps it was her radio cooking shows that gave her the ability to make her descriptions sensorial and pictorial:We tasted luxurious foods, fish, chickens, fruits, wines, and liqueurs. All products of the country. Perfect ambrosial nectar of the gods. I was entirely seduced by the rose petal syrup, fragrant and aromatic, a red drink made from the petals of the darkest red roses. (Balkan 151)Ordinary places and everyday events are beautifully realised:We visited the cheese factory amongst other things. … It was curious to see in that far away spot such a quantity of neatly arranged cheeses in the curing chamber, being prepared for export, and in another room the primitive looking round balls of creamed cheese suspended from rafters. Later we saw trains of pack horses going over the mountains, and these were probably the bearers of these cheeses to Bitolj or Skoplje, whence they would be consigned further for export. (Balkan 182)ConclusionReading Seager and Hughes, one cannot help but be swept along on their travels and take part in their journeys. What is clear, is that they were inspired by their work, which is reflected in the way they wrote about the places they visited. Both sought out people and places that were, as Hughes so vividly puts it, not part of the Cook’s Tour. They travelled with their eyes wide open for experiences that were both new and normal, making their writing relevant even today. Written in Paris on Bastille Day 1950, Seager’s Bastille Day article is poignant when compared to Bastille Day in France in 2016. Hughes’s descriptions of Sarajevo are a far cry from the scenes of destruction in that city between 1992 and 1995. The travel writing of these two women offers us vivid impressions and images of the often unreported events, places, daily lives, and industry of the ordinary and the then every day, and remind us that the more things change, the more they stay the same.Pesman writes, “women have always been on the move and Australian women have been as numerous as passengers on the outbound ships as have men” (20), but the records of their travels seldom appear on the public record. Whilst their work-related writings are part of the public record (see Haysom; Lancaster; Riggal), this body of women’s travel writing has not received the attention it deserves. Hughes’ cookbooks, with their traditional Eastern European recipes and evocative descriptions of people and kitchens, are only there for the researcher who knows that cookbooks are a trove of valuable social and cultural material. Digital copies of Seager’s writing can be accessed on Trove (a digital repository), but there is little else about her or her body of writing on the public record.ReferencesThe Argus. “Goodbye Ma’am.” 26 May 1950: 1. <http://trove.nla.gov.au/newspaper/article/22831285?searchTerm=Goodbye%20Ma%E2%80%99am%E2%80%99&searchLimits=l-title=13|||l-decade=195>.“Exotiq Cosmetics.” Advertisement. Woman 20 Aug. 1945: 36.Golding, Peter. “Just a Chattel of the Sale: A Mostly Light-Hearted Retrospective of a Diverse Life.” In Jim Usher, ed., The Argus: Life & Death of Newspaper. North Melbourne: Australian Scholarly Publishing 2007.Haysom, Ida. Diaries and Photographs of Ida Haysom. <http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER1637361>.“Healing Cycles.” Advertisement. Woman 27 Aug. 1945: 40. Hughes, Gwen. Balkan Fever. Unpublished Manuscript. State Library of Victoria, MS 12985 Box 3846/4. 1943.———. Perfect Cooking London: Parkinsons, c1940.Lancaster, Rosemary. Je Suis Australienne: Remarkable Women in France 1880-1945. Crawley WA: UWA Press, 2008.Pesman, Ros. “Overseas Travel of Australian Women: Sources in the Australian Manuscripts Collection of the State Library of Victoria.” The Latrobe Journal 58 (Spring 1996): 19-26.Riggal, Louie. (Louise Blanche.) Diary of Italian Tour 1905 February 21 - May 1. <http://search.slv.vic.gov.au/MAIN:Everything:SLV_VOYAGER1635602>.Seager, Helen. “Ballet Dancers Backstage.” The Argus 10 Aug. 1944: 10. <http://trove.nla.gov.au/newspaper/article/11356057?searchTerm=Ballet%20Dancers%20Backstage&searchLimits=l-title=13|||l-decade=194>.———. “The Baroness Who Finds Knitting Exciting.” The Argus 1 Aug. 1944: 9. <http://trove.nla.gov.au/newspaper/article/11354557?searchTerm=Helen%20seager%20Baroness&searchLimits=l-title=13|||l-decade=194>.———. “English Visitors Have a Food Spree in Eire.” The Argus 29 Sep. 1950: 6. <http://trove.nla.gov.au/newspaper/article/22912011?searchTerm=English%20visitors%20have%20a%20spree%20in%20Eire&searchLimits=l-title=13|||l-decade=195>.———. “From Helen in London.” The Argus 20 June 1950: 3. <http://trove.nla.gov.au/newspaper/article/22836738?searchTerm=From%20Helen%20in%20London&searchLimits=l-title=13|||l-decade=195>.———. “Helen Seager Storms Paris—Paris Falls.” The Argus 15 July 1950: 7.<http://trove.nla.gov.au/newspaper/article/22906913?searchTerm=Helen%20Seager%20Storms%20Paris%E2%80%99&searchLimits=l-title=13|||l-decade=195>.———. “We Look over Blenheim Palace.” The Argus 28 Sep. 1950: 3. <http://trove.nla.gov.au/newspaper/article/22902040?searchTerm=Helen%20Seager%20Its%20as%20a%20good%20a%20place%20as%20you%20would%20want%20to%20be&searchLimits=l-title=13|||l-decade=195>.———. “West End Hair-Do Was Fun.” The Argus 3 July 1950: 3. <http://trove.nla.gov.au/newspaper/article/22913940?searchTerm=West%20End%20hair-do%20was%20fun%E2%80%99&searchLimits=l-title=13|||l-decade=195>.———. “When You Are in Paris on July 14.” The Argus 19 July 1950: 3. <http://trove.nla.gov.au/newspaper/article/22906244?searchTerm=When%20you%20are%20in%20Paris%20on%20July%2014&searchLimits=l-title=13|||l-decade=195>.