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1. Digitale Literatur und Kunst: Blended Learning zu ästhetischen Prozessen in und mit Informatiksystemen

   Im Artikel wird eine Forschungskooperation zwischen Literaturwissenschaft und Informatik vorgestellt, die Blended Learning zum Thema „Digitale Literatur und Kunst“ für Studierende an Hochschulen plant, durchführt und evaluiert. Die Studierenden erwerben neben den fachlichen Kompetenzen zusätzliche Medien- und Sozialkompetenzen. Die Beschreibung der Rahmenbedingungen runden den Beitrag ab.

   Jörgen Schäfer - 28.06.2011 - 13:53

2. "Hypertext Poetry and Fiction": Beobachtungen zu einem Online-Seminar der New School

   Kreatives Schreiben als Seminarveranstaltung im Rahmen eines „Master of Fine Arts“-Studiengangs folgt an amerikanischen Präsenzuniversitäten einer langen Tradition. Die New Yorker Online-Universität New School bietet seit 1994 virtuelle kreative Schreibseminare
   an. Inwiefern aber ist virtuelle Lehre in diesem Studienbereich von Vorteil? Wie werden Literatur und Technologie in Einklang gebracht? Kann E-Learning didaktische Konzepte kreativer Schreibseminare unterstützen? Welche Lernumgebungen und Werkzeuge sind erforderlich, um die Lernziele der Studierenden zu realisieren? Vor dem Hintergrund dieser Fragen wird das Seminar „Hypertext Poetry and Fiction“ – ein besonderer Bereich des rechnergestützten kreativen Schreibens – vorgestellt und diskutiert.

   Jörgen Schäfer - 28.06.2011 - 13:54

3. Gutenberg Galaxy Revis(it)ed: A Brief History of Combinatory, Hypertextual and Collaborative Literature from the Baroque Period to the Present

   "Gutenberg Galaxy Revis(it)ed: A Brief History of Combinatory, Hypertextual and Collaborative Literature from the Baroque Period to the Present"

   Literature in computer-based media cannot be contemplated without a long literary tradition.
   This article aims at substantiating this assumption with numerous examples of combinatory,
   hypertextual and collaborative texts from German literary history since baroque
   times. Therewith it provides us with a historical basis in order to work out the common
   features and differences that with computers have entered literary texts.

   Source: author's abstract in book publication

   Jörgen Schäfer - 28.06.2011 - 14:58

4. Principles and Processes of Generative Literature

   Generative literature, defined as the production of continuously changing literary texts
   by means of a specific dictionary, some set of rules and the use of algorithms, is a very
   specific form of digital literature which is completely changing most of the concepts of
   classical literature. Texts being produced by a computer and not written by an author
   require indeed a very special way of engrammation and, in consequence, also point to
   a specific way of reading, particularly concerning all the aspects of the literary time. In
   my paper, I will try to present some of the characteristics of generative texts and their
   consequences for the conception of literature itself.
   I call “engrammation” the adaptation of choices of expression to the technical constraints
   of the medium used for its mediatization. For instance, a book needs a fixed writing,
   and the mediatization by means of a screen needs other modalities of presentation.

   Source: author's abstract

   Kjetil Buer - 31.08.2012 - 11:15

5. E-Learning and Literary Studies - Towards a New Culture of Teaching?

   The introduction of digital technologies into the learning processes has meant the creation of new educational spaces that, when they take place on the Internet and are founded in non-presence and asynchrony, are known as “Virtual Learning Environ- ments” (VLE). VLE constitute new pedagogic realities that must answer to the users’ needs, their educational purposes, the curricula with which they work and, specifically, the formative needs for the people that integrate them. But the key to define “virtual” in terms of human experience and not in terms of technological hardware is the concept of “presence,” which is crucial in our pedagogical model and our way of being comparative literature lecturers in a virtual university. Technologies are tools capable of building a learning frame, although it is necessary to endow them with contents and humanity. Different voices have warned of the sterility of a technological environment that does not have any pedagogic or didactic specificity (different from the traditional models). After all, learning is learning whether it has an ex- tra “e” or not, and so VLE are only as good or as bad as the ways they are used.

   Helene Helgeland - 06.09.2012 - 15:47

6. Humor — Technology — Gender, Digital Language Art and Diabolic Poetics

   This essay argues that the poetic turn from nothing to form art tends to “diabolic”
   strategies in present language allowing for a self-referential presentation of cultural distinctions.
   This poetic deconstruction of symbolic forms such as man/machine, male/female,
   or 0/1 is closely related to humor and gender in cultural and artistic performances.
   This shall be illustrated by discussing two examples of language art in the fi eld of digital
   electronics: the interactive installation Die Amme by Peter Dittmer and female extension, a
   subversive net art project by Cornelia Sollfrank. These projects are interpreted as gendered
   forms of the poetic as comic self-observation.

   Source: author's abstract

   Hannelen Leirvåg - 07.09.2012 - 07:35