Gutenberg Articles

Appearance

Excerpt ​

Excerpt from The Online World, by Odd De Presno

                 Version 1.1 - September 1993

                      By Odd de Presno<br />
                4815 Saltrod, Norway (Europe)<br />
          Voice (registrations only): +47 370 31204<br />
             Internet mail: opresno@extern.uio.no<br />
                 Data/BBS:      +47 370 31204<br />
                 FAX:           +47 370 27111

PREFACE
=======
This is the ASCII online distribution of the Online World. It deals
with the practical aspects of using the rapidly growing global online
information resource.
The book is distributed in a form that is designed to be easily
accessible with the maximum range of computers, printer types, and
search programs. Also, it has been designed to be compatible with
electronic reading devices for the blind. Therefore, many frills
(such as fancy formatting, extraneous characters or tags) have been
omitted.
The main subject of the book is what you can get out of the
online resource.
Expect an outline, not a comprehensive list or directory of all
available offerings. This book explores selected applications
across network and service boundaries, to show how these needs may
be satisfied.
In the process, it gives access information for a large number
of specific online offerings.
The applications range from entertainment and the bizarre to
databases and special services for professionals and organizations.
You are not expected to live in the United States or in Norway.
Emphasis is on major international offerings available through
services and networks like the Internet, BITNET, CompuServe, Echo,
FidoNet, Usenet, Dialcom, Dow Jones/News Retrieval, MCI, NewsNet
and UUCP. These services can be accessed from almost anywhere.
Talking about the Internet, we do not expect that it will be
easy for you to get full access. We assume that most people can get
access to this network by electronic mail only.
I wrote The Online World for parents and youth, teachers,
students, business people, social workers, psychologists, young,
old, for anybody interested in knowing a bit more about our
current "Global Village."
You can read it like a novel, to get an idea of what is going
on. It can be used as a practical guide book to online data bases
and news sources, or as a book of reference.
You need not be a computer expert or an experienced "onliner"
to find it useful.
While not being a textbook on data communications, it contains
much information to help novices get started. For an introduction
to telecommunications, check out appendix 2 and 3 before continuing
with Chapter 1.
Before you start, one word of warning. New online offerings are
born each day, while others are being closed down. Chances are that
most services in this book will still be around when you read it,
but I will need to update the text regularly. Therefore, all
feedback is welcomed with thanks.
Please do also tell me what you like, what you don't, and what
you feel I may have missed -- or have gotten hopelessly wrong. Send
by electronic mail to me at opresno@extern.uio.no .

Explanation ​

Detailed Explanation of the Excerpt from The Online World by Odd de Presno (1993) ​

This excerpt is the preface to The Online World, a book written in 1993 by Odd de Presno, a Norwegian author and early internet enthusiast. The text serves as an introduction to a guidebook on global online communication, networks, and digital resources—a topic that was still emerging for the general public at the time. Below is a breakdown of its context, themes, literary devices, and significance, with a primary focus on the text itself.

1. Context & Background ​

Historical & Technological Context (1993) ​

  • The early 1990s marked a transitional period for the internet, shifting from academic/military use (ARPANET, UUCP, BITNET) to public and commercial adoption.
  • The World Wide Web (invented in 1989 by Tim Berners-Lee) was still in its infancy, and most online activity occurred through text-based systems (BBS, Usenet, FidoNet, CompuServe, email).
  • Dial-up modems were the primary means of access, and global connectivity was limited—many users outside the U.S. and Europe had restricted or email-only access to networks like the Internet.
  • Odd de Presno was an early adopter who recognized the need for a practical, accessible guide to help non-technical users navigate this new digital landscape.

Purpose of the Book ​

The preface makes it clear that The Online World is:

  • A practical manual for using online resources (not a technical textbook).
  • Inclusive—aimed at parents, students, professionals, and general readers, not just computer experts.
  • Internationally focused, emphasizing services accessible beyond the U.S. and Norway (unlike many American-centric guides of the time).
  • Adaptable—designed to be read as a novel, reference guide, or how-to manual.

2. Themes in the Excerpt ​

A. Democratization of Information ​

  • The text emphasizes accessibility—both in format (ASCII, compatible with screen readers for the blind) and content (written for non-experts).
  • De Presno rejects exclusive technical jargon, instead offering a user-friendly approach:

    "You need not be a computer expert or an experienced 'onliner' to find it useful."

  • The book is distributed digitally (via BBS, email, UUCP), reflecting the DIY, open-access ethos of early internet culture.

B. The "Global Village" Concept ​

  • The phrase "Global Village" (popularized by Marshall McLuhan) is invoked to describe the shrinking of geographical barriers through digital communication.
  • De Presno highlights that international users (not just Americans) can participate in online networks:

    "You are not expected to live in the United States or in Norway."

  • The list of networks (Internet, BITNET, FidoNet, Usenet, CompuServe, etc.) shows the fragmented but interconnected nature of early online communication.

C. The Ephemeral Nature of Digital Resources ​

  • The preface acknowledges that online services change rapidly:

    "New online offerings are born each day, while others are being closed down."

  • This reflects the unstable, evolving nature of early internet culture, where BBS boards, Usenet groups, and commercial services could disappear overnight.
  • De Presno invites reader feedback to keep the book updated, reinforcing the collaborative, community-driven aspect of early online guides.

D. Practicality Over Theory ​

  • The book is application-focused, not theoretical:

    "The main subject of the book is what you can get out of the online resource."

  • It covers diverse uses, from entertainment and oddities to professional databases, showing the versatility of online networks.
  • The appendices (on telecommunications basics) suggest that the book also serves as a beginner’s primer.

3. Literary & Stylistic Devices ​

A. Direct, Conversational Tone ​

  • The writing is informal and engaging, avoiding academic stiffness:

    "You can read it like a novel, to get an idea of what is going on."

  • The use of second-person address ("you") makes the reader feel personally guided.
  • The warning about outdated information is phrased humorously and humbly:

    "Chances are that most services in this book will still be around when you read it, but I will need to update the text regularly."

B. Lists & Cataloging ​

  • The preface enumerates networks and services (Internet, BITNET, CompuServe, etc.), creating a sense of abundance and possibility.
  • This list-like structure mirrors the directory-style of early internet guides (similar to Yahoo!’s original curated lists or the Whole Earth Catalog).

C. Meta-Commentary on the Book’s Format ​

  • The preface explains its own design choices:
    • ASCII-only format (no "fancy formatting") for maximum compatibility.
    • Accessibility for the blind (compatible with electronic reading devices).
  • This self-awareness about medium reflects the early internet’s DIY publishing culture, where functionality mattered more than aesthetics.

D. Call for Collaboration ​

  • The invitation for feedback ("Please do also tell me what you like, what you don’t") reinforces the open-source, community-driven spirit of early digital culture.
  • The email address (opresno@extern.uio.no) is prominently displayed, encouraging direct reader engagement—a novelty at the time.

4. Significance of the Text ​

A. A Snapshot of Early Internet Culture (1993) ​

  • The preface captures the optimism and curiosity of the early internet era, before commercialization (AOL, Netscape) and corporate control (Google, Facebook).
  • It reflects a time when the internet was still decentralized, experimental, and community-run.

B. A Bridge Between Technical and Non-Technical Users ​

  • Unlike dry technical manuals, de Presno’s guide is welcoming to beginners, helping ordinary people (teachers, parents, social workers) navigate digital spaces.
  • This democratizing approach foreshadows later efforts like Wikipedia, open-source software, and digital literacy initiatives.

C. The Transitory Nature of Digital Knowledge ​

  • The preface’s acknowledgment of obsolescence ("I will need to update the text regularly") highlights how early internet guides were inherently temporary.
  • Many of the networks mentioned (BITNET, FidoNet, UUCP) are now obsolete or niche, making the book a historical artifact.

D. Influence on Later Digital Guides ​

  • Books like The Online World paved the way for:
    • How-to guides (e.g., The Internet For Dummies).
    • Crowdsourced knowledge bases (Wikipedia, Stack Exchange).
    • Accessibility-focused design (screen-reader compatibility, plain-text formats).

5. Close Reading of Key Passages ​

Passage 1: "The book is distributed in a form that is designed to be easily accessible..." ​

  • Meaning: The ASCII-only, no-frills format ensures universal readability—a stark contrast to today’s visually rich but often exclusionary web design.
  • Significance: Reflects the early internet’s emphasis on utility over aesthetics, a philosophy later revived in minimalist web design (e.g., text-based sites like Craigslist).

Passage 2: "You are not expected to live in the United States or in Norway." ​

  • Meaning: The internet was not yet dominated by U.S. platforms (unlike today, where Google, Facebook, and Amazon control global traffic).
  • Significance: Highlights the decentralized, multinational nature of early networks, where local BBS systems and UUCP links allowed global participation.

Passage 3: "Talking about the Internet, we do not expect that it will be easy for you to get full access." ​

  • Meaning: In 1993, full internet access (beyond email) was rare outside universities and tech companies.
  • Significance: Shows how email was the "gateway drug" to the internet for many users, much like social media is today’s entry point.

Passage 4: "You can read it like a novel, to get an idea of what is going on." ​

  • Meaning: The book is not just a reference—it’s narrative-driven, making digital culture engaging for casual readers.
  • Significance: Foreshadows later "internet as storytelling medium" trends (blogs, podcasts, interactive fiction).

6. Conclusion: Why This Preface Matters ​

Odd de Presno’s The Online World (1993) is more than just a technical guide—it’s a cultural artifact that:

  1. Documents the early internet’s decentralized, experimental phase before corporate takeover.
  2. Embodies the DIY, open-access ethos of early digital culture.
  3. Serves as a bridge between technical experts and everyday users.
  4. Predicts the challenges of digital preservation (outdated links, disappearing services).

Today, as we grapple with misinformation, algorithmic control, and digital divides, de Presno’s human-centered, inclusive approach to online guidance feels both nostalgic and instructive. His preface reminds us that the internet was once—a brief, fleeting moment—a place of curiosity, collaboration, and shared discovery.

Final Thought: ​

If The Online World were written today, it might be a wiki, a Substack newsletter, or a GitHub repo—but in 1993, it was a radical act of digital democratization, distributed as plain text over dial-up lines, inviting anyone with a modem to explore, question, and contribute. That spirit is worth remembering.

Questions ​

Question 1 ​

The preface’s emphasis on the book’s "ASCII online distribution" and omission of "fancy formatting" primarily serves to:

A. critique the aesthetic limitations of early digital publishing tools.
B. align the book’s physical form with the minimalist ethos of academic writing.
C. ensure the text’s functional accessibility across diverse technical and human constraints.
D. signal the author’s disdain for the commercialization of digital content.
E. reflect the author’s assumption that readers prioritize brevity over comprehensiveness.

Question 2 ​

The statement "You are not expected to live in the United States or in Norway" functions rhetorically to:

A. undermine the dominance of American technological hegemony in online discourse.
B. reassure readers that the book’s content is apolitical and geographically neutral.
C. imply that non-Western networks are inherently more reliable than U.S.-based ones.
D. preemptively counter the implicit bias of contemporaneous guides toward U.S.-centric access.
E. suggest that the internet’s infrastructure was equally developed across all regions by 1993.

Question 3 ​

The author’s invitation for reader feedback ("Please do also tell me what you like, what you don’t...") is most fundamentally an expression of:

A. the collaborative, iterative ethos of early internet culture.
B. a marketing strategy to cultivate a loyal readership for future editions.
C. an acknowledgment that the book’s content is inherently incomplete.
D. a desire to shift the burden of factual accuracy onto the audience.
E. a performative gesture to mimic the interactivity of online forums.

Question 4 ​

The phrase "Global Village" is deployed in the preface to evoke a paradoxical tension between:

A. the internet’s potential for universal connection and its actual fragmentation by language barriers.
B. the ideal of borderless communication and the material realities of unequal access.
C. the nostalgic vision of a pre-digital communal past and the alienating individualism of screen-mediated interaction.
D. the author’s utopian optimism and the reader’s likely skepticism about technological progress.
E. the rapid obsolescence of digital tools and the enduring human need for social cohesion.

Question 5 ​

The preface’s structural juxtaposition of practical instructions ("check out appendix 2 and 3") with speculative claims ("what is going on") implies that the book’s primary ambition is to:

A. reconcile the tension between the internet as a tool and as a cultural phenomenon.
B. prioritize technical literacy over the abstract theorizing prevalent in contemporaneous works.
C. expose the contradictions between the internet’s promise of accessibility and its exclusionary gatekeeping.
D. argue that digital fluency is a prerequisite for meaningful participation in modern society.
E. demonstrate that early online communities were more cohesive than their present-day counterparts.

Solutions and Explanations ​

1) Correct answer: C ​

Why C is most correct: The preface explicitly states that the ASCII format and lack of "frills" are designed to ensure compatibility with "the maximum range of computers, printer types, and search programs" as well as "electronic reading devices for the blind." This functional accessibility—both technological (diverse devices) and human (disability inclusion)—is the core rationale. The choice is grounded in the text’s emphasis on usability over aesthetics or ideological statements.

Why the distractors are less supported:

  • A: The passage does not critique aesthetic limitations; it embraces them as a means to an end (accessibility). The tone is pragmatic, not judgmental.
  • B: The format is not aligned with academic minimalism (which often retains structural conventions like citations or footnotes) but with technical and human constraints.
  • D: There is no evidence of "disdain for commercialization"; the focus is on practical reach, not ideological rejection of commercial content.
  • E: The omission of formatting is not about brevity (the book still provides detailed access information) but about compatibility and inclusivity.

2) Correct answer: D ​

Why D is most correct: The line directly addresses the implicit U.S.-centrism of many early internet guides (e.g., assuming readers had full Internet access or were familiar with American services). By stating that readers need not live in the U.S. or Norway, de Presno preemptively counters this bias, emphasizing the book’s international scope. This is supported by the subsequent list of globally accessible networks (BITNET, FidoNet, etc.).

Why the distractors are less supported:

  • A: While the statement may indirectly critique U.S. dominance, its primary function is not to undermine but to include—to expand the audience beyond the usual American readership.
  • B: The passage does not claim apolitical neutrality; it actively positions itself against geographic exclusivity.
  • C: There is no implication that non-Western networks are "more reliable"; the focus is on availability, not quality.
  • E: The internet’s infrastructure was not equally developed in 1993 (e.g., Africa and parts of Asia had limited access), making this demonstrably false.

3) Correct answer: A ​

Why A is most correct: The invitation for feedback reflects the collaborative, iterative nature of early internet culture, where knowledge was crowd-sourced and texts were living documents. The passage’s acknowledgment of rapid change ("new online offerings are born each day") and the author’s request for updates align with the DIY ethos of BBS boards, Usenet, and open-access projects. This is not merely about correctness but about shared ownership of the text.

Why the distractors are less supported:

  • B: While feedback could theoretically cultivate readership, the tone is practical (keeping the book current) rather than marketing-driven.
  • C: The text does not frame the book as "inherently incomplete" but as necessarily dynamic—a distinction between flawed and evolving.
  • D: The author does not shift blame; the request is framed as a collaboration, not an abdication of responsibility.
  • E: The invitation is not performative (it includes a real email address) and predates the interactivity of modern forums. It’s a genuine call for participation.

4) Correct answer: C ​

Why C is most correct: The "Global Village" metaphor, as used here, juxtaposes the ideal of universal connection (a nostalgic, almost pastoral vision of communal harmony) with the reality of the early internet: a fragmented, often alienating space where interaction was text-based and impersonal. The preface’s focus on practical access (e.g., email-only Internet use) underscores this tension between the promise of togetherness and the loneliness of early digital interaction.

Why the distractors are less supported:

  • A: Language barriers are not mentioned; the tension is between ideal and experience, not linguistic exclusion.
  • B: While unequal access is a real issue, the "Global Village" phrase here leans more toward cultural nostalgia than material inequality.
  • D: The author’s tone is not skeptical but pragmatic; the paradox is in the concept itself, not the author’s attitude.
  • E: Obsolescence is acknowledged, but the "Global Village" metaphor is about human connection, not technological endurance.

5) Correct answer: A ​

Why A is most correct: The preface oscillates between practical instructions (appendices, access details) and speculative framing ("read it like a novel," "Global Village"). This structural duality suggests the book aims to bridge the gap between the internet as a tool (how to use it) and as a cultural phenomenon (what it means for society). The tension between these modes is the text’s defining ambition.

Why the distractors are less supported:

  • B: The book does not prioritize technical literacy over theorizing; it integrates both, as seen in the blend of how-to guidance and broader cultural commentary.
  • C: While gatekeeping is a real issue, the preface does not expose contradictions so much as navigate them (e.g., by offering email-based workarounds).
  • D: The text does not argue that digital fluency is a prerequisite for participation; it explicitly welcomes novices ("you need not be a computer expert").
  • E: The preface does not compare past and present communities; its focus is on the current (1993) state of the internet, not historical contrasts.