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1. Canonizing Hypertext: Explorations and Constructions

   from the publisher: Description This innovative monograph focuses on a contemporary form of computer-based literature called 'literary hypertext', a digital, interactive, communicative form of new media writing. Canonizing Hypertext combines theoretical and hermeneutic investigations with empirical research into the motivational and pedagogic possibilities of this form of literature. It focuses on key questions for literary scholars and teachers: How can literature be taught in such a way as to make it relevant for an increasingly hypermedia-oriented readership? How can the rapidly evolving new media be integrated into curricula that still seek to transmit ‘traditional’ literary competence? How can the notion of literary competence be broadened to take into account these current trends? This study, which argues for hypertext’s integration in the literary canon, offers a critical overview of developments in hypertext theory, an exemplary hypertext canon and an evaluation of possible classroom applications.
   Table of Contents
   Introduction
   1. Hypertextual Ontologies
   2. Hypertext and the Question of Canonicity

   Eric Dean Rasmussen - 22.02.2011 - 16:34

2. Prehistoric Digital Poetry: An Archaeology of Forms, 1959-1995

   In this book, the author, Chris Funkhouser provides a comprehensive historical, descriptive, and technical account of early works of computer-assisted poetry composition. Focusing on examples of digital poetry before the world wide web rather than on literary precursors to web experiments. Funkhouser demonstrates how technological constraints that would seemingly limit the aesthetics of poetry have instead extended and enriched poetic discourse. As a history of early digital poetry and a record of an era that has passed, this study aspires both to influence poets working today and to highlight what the future of digital poetry may hold. The book is divided into five different sections: origination, visual and kinetic design poems, hypertext and hypermedia, alternative arrangements and techniques enabled.

   Patricia Tomaszek - 24.02.2011 - 11:32

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. 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

5. The Challenge of Cybertext: Teaching Literature in the Digital World

   This article discusses the changing role of literature in the contemporary media landscape. Literary scholarship may well maintain its importance in the digitalizing world, but this requires it to engage in an open dialogue with cultural and media studies. It is important that more attention is paid to contemporary literature as well as to new media offering significant pedagogical possibilities, which should be better acknowledged. The article's main focus is on the emerging field of digital literature. Cybertextuality, especially, is fundamentally changing our notions of the integrity of a literary work, reading, writing and interpretation. I attempt to describe and put into context one sample case of cybertextuality, The Impermanence Agent by Noah Wardrip-Fruin et al. Finally, I discuss some of the practical problems faced by teachers who introduce digital literature in their classrooms.

   (Source: Author's abstract)

   Reprinted in Online Learning Vol 2: Digital Pedagogies (Sage, New York, 2011)

   Patricia Tomaszek - 09.10.2012 - 15:28

6. Szellem a gépben. A hypertext

   The subject of the dissertation is the text represented on the World Wide Web, it’s problems, dilemmas, premises and possible ways of development. This text, which is recorded only in binary code, and the questions it rises is in the dissertation called the new literacy. At the end of the 20th century, the literary critic taged all the new phenomenons, forms and medias as postmodern. The aim of my work is to show, the text on the World Wide Web, and eventually the hypertext is not anymore part of postmodern. The World Wide Web, CD-roms, binary recorded text, and the hypertext raised multiple questions: what are the characteristics of new texts, who is the author, what is the purpose of literary critic, how can the documents be catalogised, etc. The materials used in dissertation are mostly written in English and Hungarian. The hypertext provides a connection between visual, oral and written communication, so the World Wide Web is a space where the arts are molded. The literery content on the World Wide Web has serious ties to matematics, filosophy more then anything ever before.

   Patricia Tomaszek - 25.02.2013 - 15:05

7. The Database, the Interface, and the Hypertext: A Reading of Strickland's V

   The uniqueness of a new-media work is the mobility of its elements, present as binary code in computer, yet capable of being mobilized into action through user interaction or through programming. Many new media works make full use of multiple functionalities of current software applications, bringing to light in unique ways the effect a well-designed interface can have on the meaning-making process. How do we read these digital texts that mutate with the touch of a key? What is the role of the medium in the meaning-making process? Though I explore these questions, I also attempt to go beyond them to see if new media works can serve as a lens to reflect on the postmodern condition. Strickland's V: Losing L'una/WaveSon.nets/Vniverse (2003), with a dual existence in print and the electronic medium, is especially useful for this exploration. It is self-reflexive as it comments on both reading and writing practices. It also lies at the intersection of multiple discourses of science, technology, philosophy, literature and art.

   Scott Rettberg - 07.07.2013 - 20:17

8. Canonizing Hypertext: Explorations and Constructions

   Canonizing Hypertext: Explorations and Constructions focuses on a contemporary form of computer-based literature called 'literary hypertext', a digital, interactive, communicative form of new media writing.  Canonizing Hypertext combines theoretical and hermeneutic investigations with empirical research into the motivational and pedagogic possibilities of this form of literature.  It focuses on key questions for literary scholars and teachers: How can literature be taught in such a way as to make it relevant for an increasingly hypermedia-oriented readership? How can the rapidly evolving new media be integrated into curricula that still seek to transmit 'traditional' literary competence?  How can the notion of literary competence be broadened to take into account these current trends?  This study, which argues for hypertext's integration in the literary canon, offers a critical overview of developments in hypertext theory, an exemplary hypertext canon and an evaluation of possible classroom applications.

   (Bloomsbury collections.)

   Astrid Ensslin - 12.07.2021 - 09:27