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What Is A Media Lab?

situated practices in media studies

Tag / database

An Interview with Emmanuel Guez at PAMAL Lab, Avignon, France

This interview has been translated from French.

PAMAL [Preservation and Art – Media Archaeology Lab] is probably the first media archeology lab in France – what makes it a media archaeology lab and what are the core activities of your activities? Is there a specific temporal or technological focus for your Lab or what forms its core?

EG: PAMAL was founded in 2013 at the Ecole Supérieure d’Art in Avignon.

If we were to define the archeology of the media, I would say that it is the science of media life and death.

From the media, we take up the definition given by Friedrich Kittler: machines for recording, storage and manipulation of data. The field of study of PAMAL does not cover all media, but only digital machines: computers and networks.

A Media Archeology Lab is primarily a place of experimentation. It seems impossible to understand the media without experimenting, without confronting the matter, that is to say code, hardware, infrastructures …. Our field of experimentation is the artistic production and preservation of works of art and digital literature.

We are currently developing four research programs.

The first concerns the conservation and restoration of digital works of art.

The second one concerns the exhibition.

In the third, we try to build an online, dynamic and collaborative relational database, which allows us to account for technological temporalities, obsolescence phenomena as well as software and hardware (in) compatibilities.

Finally, we set up a studio of art-archaeological art creation.

I want to go back to the first two research programs.

At PAMAL, we duplicate missing or sick works, even in a deficient way. We reconstitute them with the original machines (ie. the hardware and the stack of softwares). We call these duplications of the “original originals”, which then become “archives”. For example, we have restored a Minitel server for a telematic work by Eduardo Kac or a work on Amiga 1000 by Annie Abrahams and Jan de Weille, whose only available trace was code printed on paper listing.

The gaps that appear during the production of the second originals interest us to the highest degree. While the dominant approach in the conservation-restoration of uncoded works is to integrate the gap, our approach is to exhibit it. Deficiencies can be the manifestation of what we call breaks in the media ecosystem (uses and discourse, and especially material / software correlations) and are, therefore, instructive in thinking about the archeology of the digital arts. They enable us to measure endangered knowledge, know-how, devices and technical devices.

All this invites us to think differently of the exhibition of works: how far must we show fully functional works? How to show dead or dying works? How to integrate the bug in the exhibition? The stakes are important here because the dominant practices within French institutions are emulation, portage or, to a lesser extent, reinterpretation. For them, everything happens as if the machines did not produce effects on perception and on experience. As if, by themselves, these machines did not tell something. We believe that we must revisit the logic of access to works of art and digital literature and that we can not reduce a work to its “functioning” or to its idea.

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An Interview with Professor David Radcliffe of the CATH Lab at Virginia Tech

Interview by Rebecca Jones

Note: My recording application for this interview failed, so the information below is a compilation of the notes that I took and is not verbatim. To read more about how Professor David Radcliffe became involved with humanities computing, read this article

RJ: How did your interest in digital humanities develop?

DR: Quite pragmatically. It was before DH had become a term. I was trying to find tools to perform the research that I needed. I had bibliographies on note cards that I wanted to migrate using a word processor. From there, I started to learn SQL and other programming tools. For me it was a problem solving enterprise. It was really funny, I would have a list of 500 citations and using a word processor, 30 seconds later I would have a process that could pull up the requested items.

RJ: How did you learn your skills or programming languages?

DR: I was self‐taught, we’re talking the late 70s, early 80s. You could do a Cobalt class at community college. You had to learn it by yourself. I’m an antiquarian, so I had lots and lots of information that I needed to work with and needed to figure out how to do it.

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