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How We Think: Digital Media and Contemporary Technogenesis Paperback – June 5, 2012


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Product Details

  • Paperback: 296 pages
  • Publisher: University Of Chicago Press (June 5, 2012)
  • Language: English
  • ISBN-10: 0226321428
  • ISBN-13: 978-0226321424
  • Product Dimensions: 6 x 0.8 x 9 inches
  • Shipping Weight: 13.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #148,518 in Books (See Top 100 in Books)

Editorial Reviews

Review

How We Think offers a comprehensive account of how humanities scholars and students apprehend their work differently in the context of the digital turn. The perfect fusion of N. Katherine Hayles’s characteristically lucid technical explanations and virtuosic literary analyses, this book navigates the divide between the traditional and digital humanities and shows us how they might in fact intellectually stimulate and support each other. A discipline supposedly in crisis has never seemed so vibrant.”—Rita Raley, University of California, Santa Barbara

(Rita Raley)

“Compelling, brilliant, remarkable for its breadth and its insightful mapping of the digital humanities. A must read for all humanities scholars wanting to move beyond the hype and hysteria surrounding digital media.”—Wendy Hui Kyong Chun, Brown University


(Wendy Chun)

“If you are presently teaching or practicing digital, or a traditional academic in denial, or just curious about the impact of digital technology in the humanities, How We Think has arrived at the right time.”
(New York Journal of Books)

 “By making use of the humanist and scientist vocabularies, the book represents a new model of humanist writing, one that is avowedly concerned with the material aspects of epistemological practices.”
(Invisible Culture)

How We Think disrupts the popular notion that there is a technological split between generations or between fields of study. . . . Hayles thoroughly supports her argument for technogenesis, providing concrete examples of the coevolution of humans and technics. She also explores the nuanced construction of temporality, spatiality, narrative, and database that occurs at the interface between human and technological beings. Whether or not we are prepared to welcome this intersection into our lives and work, it is already present and inextricable.”
(Kairos)

About the Author

N. Katherine Hayles is professor of literature at Duke University. Her books include How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics and Writing Machines.

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21 of 22 people found the following review helpful By Brian M. Murphy on November 26, 2012
Format: Kindle Edition Verified Purchase
This is the first book I've read that cuts to the heart of what I feel are the central issues we need to think about as teachers of students who are born digital. Not once does it lament the fact that students of this generation are not like we were; it simply accepts that our students, like the technology we all now employ, are constantly in a state of change (like we were at 20 years old). It then provides concepts derived from a wealth of research that are useful for both scholarly inquiry and pedagogical approaches. This is a book I will draw upon in both my dissertation and in designing my next course. I imagine (and hope) these ideas will be more commonplace in the next couple of decades, though I doubt there will be many who will articulate the problematics laid out here with such grace, patience, clarity, and skill. If you teach and you want to understand your students and the digitized world they (and you) live in, read this book.[...]
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5 of 5 people found the following review helpful By Amazon Customer on October 30, 2013
Format: Kindle Edition Verified Purchase
In this book, Hayles revisits a lot of what she has written before. Her views on the attention span of millenials and beyond are astute, but there's not much by way of new material in this book.I am a fan of Hayles, so that's kind of hard for me to say. She basically recommends that instructors at the college level meet computer-generation students where they are--that is--in a place of competition for their attention, divided and multiplied tasking, and a questionable ability to deeply consider, think, analyze, and otherwise closely "read" materials they encounter. Using the techniques these students are accustomed to to engender "real" learning can be challenging, but doing so is necessary to the success of university instruction. I think you could probably wait or not read this one and figure these things out for yourself if you are a college instructor.
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