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1. Warfare and Conventionality: How avant-garde computer-generated text can be

   Computer generated text has been considered warfare carried out against conventionality and was accordingly tagged “cybernetic Dadaism”, which seems to be obvious given that most computer generated text is nonsensical. However, there are attempts to have the machine generate meaningful text ideally indistinguishable from text by a human. This is where the problem starts. If a machine aims to be as good as a human writer, can it still afford to do what a human writer may aim at: writing like a machine? Wouldn’t any idiosyncratic style – which might in conventionally generated literature be understood as avant-garde – be perceived as a failure of the program? In other words: Can literature be avant-garde (or rather: advanced) in both, its way of production as well as its style? The lecture will discuss the issue with a closer look at Michael Mateas’ and Andrew Stern’s interactive drama Façade.

   Jill Walker Rettberg - 09.12.2011 - 10:44

2. 'Living Letterforms': The Ecological Turn in Contemporary Digital Poetics

   In this keynote for the Digital Poetics and the Present seminar, RIta Raley offers a reading of David Jhave Johnston's Sooth, a cycle of six video poems, where the reader's clicks draw out lines of poems superimposed on video that drifts around a natural scene. Raley argues that Sooth is emblematic of a recent shift in digital poetry towards a concern with ecology, where non-human actors are animate and lively. She describes this as a step away from the intense focus on the code, the technical and computational processes that dominated digital poetry at the start of the last decade. Jhave's project, Rita Raley argues, is to create digital poems that respond as though they are animate, alive. This isn't about artificial intelligence or simply about emulating life but about prompting (in us, the readers) an embodied recognition of life.

   Jill Walker Rettberg - 09.12.2011 - 10:45

3. Student Research Using the ELMCIP Knowledge Base

   This talk describes ways in which we have used the Knowledge Base in teaching and independent student research at the University of Bergen, and proposes ways of integrating the Knowledge Base into new courses. We have found that the Knowledge Base works well as a reference resource for first-year students, whereas more experienced students can learn about multiple aspects of digital-humanities research (bibliographic, literary, methodological, institutional) by adding entries to the Knowledge Base, which provides the opportunity to write in a networked, digital enviornment in which their contributions will help to build a field by making the activities that constiute it visible.

   Advice for integrating the Knowledge Base into a course:

   1. Design the syllabus in the Knowledge Base before the course begins.

   2. Set students up with accounts at the start of the semester.

   Jill Walker Rettberg - 09.12.2011 - 10:52