Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper investigates the underappreciated, yet integral role of text, subtitles, and intertitles in the realms of interactive films and multimedia storytelling, employing a unique lens of craft, collaboration, and care. Drawing from Gilles Deleuze's notion of the 'speech-act' and The Care Collective's interpretation of care, the study explores the use of written text as a tool that guides the narrative, widens accessibility, and promotes justice and equity in viewing experiences. The complexity of the subtitling process, going beyond mere translation, is highlighted. Delving into Deleuze's concept of 'scriptual', the paper outlines how reading subtitles adds a layer of abstract universality to films, demanding more than passive consumption from viewers. Analyzing the dynamics and impacts of subtitles in interactive films, it underscores their critical role in shaping viewer comprehension and perception. The exploration of five interactive projects – 4Stelle Hotel (2014), Life on Hold (2015), "The Displaced" (2015), Sea Prayer (2018), and Another Dream (2019) – offers concrete illustrations of how subtitles and intertitles contribute to creating sensory, caring, and emotional experiences, facilitating viewer engagement and understanding. By enhancing navigation and narrativity, this paper argues that subtitles and text can nurture a culture of care, aligning with the principles of The Care Manifesto. The conclusion brings focus on the affect and sensation in relation to written text and subtitles. Recognizing viewer agency in interpreting narrative, it emphasizes the potential of text and subtitles to catalyze dialogue, shared experiences, and a sense of care and connection among viewers. The paper further underscores the role of subtitles and intertitles as conduits, amplifying audiences' sensory and emotional experiences and fostering a deeper understanding of characters, cultural nuances, and broader social, cultural, and political realities. The potential of these interactive experiences to stimulate political engagement is also discussed, marking a new benchmark in the cinematic experience. Subtitles have a transformative impact on the audience's agency. They not only serve as linguistic translation tools but also as conduits that imbue the narrative and characters with immediacy, individuality, and complexity. This assists the audience in navigating the intricacies of the story, unlocking hidden layers of meaning, and understanding cultural nuances. This enhanced comprehension grants viewers agency in directing their choices and interpretations, fostering a more profound connection with the story and its characters. In summary, this study underscores the significance of integrating text and subtitles in interactive film projects, accentuating their capacity to foster inclusivity, collaboration, and care within the narrative. It presents a compelling case for filmmakers and media professionals to design text and subtitle systems that enrich the viewing experience, disrupt uncaring societal structures, and, ultimately, contribute to a more empathetic and inclusive world.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it