ELiterature Formalization and Pedagogical Implications
This paper deals with the eLiterature formalization and its pedagogical implications. Firstly, it considers the pressing need of an official formalization of Electronic Literature. Secondly, it provides a proposal for the appropriate pedagogical theory and methodologies necessary to take advantage of the possibilities offered by New Media Writing in educational contexts. Finally, it offers some examples of possible pedagogical practices which adopt Digital Literature.
Now, if we consider that the digital medium is an important part of the aesthetic of eLiterature works and that the medium is typified by the action of (re)mediation between the message and the addressee . If we consider the dynamic ergodic interaction between human beings and machines that typified eLiterature works, a sort of cognitive movement between digital and analogic cognizers . And finally if we consider that eLiterature works are often typified by what Italo Calvino used to define as a combinatory process and what Umberto Eco calls openness of a literary work ; considering all these features, a pedagogical framework based on the concept of movement as the Post-Constructivism could be very appropriate for the pedagogy of Electronic Literature.
