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1. Teaching Digital Literature: Didactic and Institutional Aspects

   Digital media is increasingly finding its way into the discussions of the humanities classroom. But while we have a number of grand theoretical texts about digital literature we as yet have little in the way of resources for discussing the down-to-earth practices of research, teaching, and curriculum necessary for this work to mature. The book Reading Moving Letters, edited by Roberto Simanowski, Jörgen Schäfer and Peter Gendolla, addresses this need and provides examinations by nine scholars and teachers from different national academic backgrounds. While the first section of the book provides definitions of digital literature as a discipline of scholarly treatment in the humanities, the second section asks how and why we should teach digital literature and conduct close readings in academia and discusses institutional considerations necessary to take into account when implementing digital literature into curricula. The following text is the introduction to section two.

   Patricia Tomaszek - 14.09.2010 - 12:33

2. Teaching Digital Literature within a “Research and Teaching Partnership” in a Transatlantic Blended Learning Environment

   This paper outlines the practices of teaching digital literature at the University of Siegen in Germany where Peter Gendolla and Joergen Schaefer taught courses on literature in computer-based media for students of both Literary and Media Studies. This paper thus provides an historical synopsis of the didactical transformations the teaching practices have undergone as well as an overview of the University’s profile and its focus on research and teaching literary studies. In 2007, the classroom moved online and held a class transatlantically in cooperation with Roberto Simanowski (Brown University/Providence, RI, USA). The online course approached an experimental Blended Learning concept. The paper introduces the methodological concept of the class “Digital Aesthetics” and discusses using Online Communication Systems in the context of the course of studies: Net Literature.

   Eric Dean Rasmussen - 27.01.2011 - 16:52

3. Review of From Papyrus to Hypertext: Toward the Universal Digital Library

   In forty pithy essays, the author considers technological innovations that have transformed writing, altering the activity of reading and the processing of texts, individually and collectively. . . . The book's fragmentary organization--the adroit syntheses can be read in any order--makes it exceptionally accessible . . . for the born-digital generation. . . . Essential.

   Eric Dean Rasmussen - 24.03.2011 - 15:57

4. Dichtung Digital 40

   This edition reflects upon the need of techniques to approach the ongoing upheavals taking place in today's technology-driven production of (literary) art. The contributions assembled here all discuss ways of reading cultural objects created with digital media. The objects of interest are: a computer game (Soderman), a performance of a work that houses and visualizes its literary artifacts on a website - a huge database of texts by different authors (Rettberg), default settings and electronic poetics in an age of technological determinism (Heckman), literary artifacts in between book and programmable media (Vincler), story-telling in the Gulf (Lenze), and signs in a culture of mashups (Navas). In a time when cultural objects in digital culture reconfigure the reception of their addressees, it is important to develop not only a proper understanding of the impact of these ruptures on literary communication but also an interpretation of the presented moves into the scope of scholarly discussion. Such an engagement calls for what Roberto Simanowski proposes in his contribution: "digital hermeneutics."

   Patricia Tomaszek - 06.05.2011 - 18:42

5. "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

6. RAW (Reading and Writing) New Media

   RAW New Media builds on the first decade of work in new media research within English studies, following (and also breaking from) the longer history of hypertext theory. The book defines new media only in as much as the individual chapters do so, setting the field as materially rich, ever-changing and remediating itself, and kairotic. What is “new” has no fixed boundaries. Because new media is constantly changing, it must be constantly historicized, theorized, and situated within cultural and social (as well as time-based and spatial) contexts.

   Scott Rettberg - 30.10.2011 - 20:26

7. Reading, Writing, and Teaching Creative Hypertext: A Genre-Based Pedagogy

   The present essay contributes a genre-based pedagogy, until now only hinted at by hypertext theorists and not imported into the domain of hypertext by genre theorists. While I focus on creative hypertexts—autobiographies and popular genres like soap operas and road trip stories—a genre-based pedagogy can also be used to guide students through the production of informational, academic, community or club Web sites, personal home pages, and whatever blurred or evolving genres students are inspired by and see fit to explore.

   I advance a genre-based pedagogy for teaching the reading and writing of creative hypertext to enable teachers of hypertext to start from what they know and to provide them and their students with concrete terms and models. Such a pedagogy, especially if informed by recent scholarship on genre's flexible and rhetorical nature, requires students to make various choices not only about form but about compositional concerns: tone, diction, prose style, character development, plot, setting, visual design, and hypertext navigation strategies. (Source: from actual paper)

   Jill Walker Rettberg - 01.11.2011 - 12:22

8. 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

9. Contributing to the ELMCIP Knowledge Base

   Hands-on workshop session during which the editor of the ELMCIP Knowledge Base, Eric Dean Rasmussen, will instruct participants on how to document and archive their research and teaching materials in a publicly searchable database on electronic literature.

   Eric Dean Rasmussen - 01.02.2012 - 17:28

10. Ny litteraturdidaktik

    Ny litteraturdidaktik præsenterer en række nyskrevne artikler af danske litteraturforskere, som med udgangspunkt i deres egen forskning giver bud på en fornyelse af det didaktiske hvorfor, hvad og hvordan i litteraturarbejdet i skolen.   Ny litteraturdidaktik indeholder artikler af Poul Behrendt, Thomas Bredsdorff, Jan Fogt, Svend Erik Larsen, Anne-Marie Mai, Trine May, Gitte Mose, Lilian Munk Rösing, Svend Skriver og Bo Kampmann Walther.

    Jill Walker Rettberg - 18.06.2012 - 11:19

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