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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. Electronic Literature: Where Is It?

    Countering Andrew Gallix's suggestion in a Guardian blog essay, "Is e-literature just one big anti-climax," that electronic literature is finished, Dene Grigar proposes that it may not be e-lit, but rather the institution of humanities teaching, that is in a state of crisis. And e-lit, she proposes, could be well placed to revive the teaching of literature in schools and universities.The title of Grigar's essay was adapted by the Electronic Literature Organization 2012 Conference Planning Committee in its call for proposals.

   Eric Dean Rasmussen - 22.02.2011 - 17:01

3. Flash Points: Reading Electronic Literature as a Metaphor for Creativity

   In her groundbreaking volume Electronic Literature: New Horizons for the Literary (2008), N. Katherine Hayles describes the concept of a ‘flash point’ as a moment within pedagogy or teaching practice when a student grasps the complex potential of a digital work. As a form of pedagogical breakthrough moment, the concept of the flash point also alludes to a mode of creativity that acknowledges the possibility that neurological processes can be replicated, if only metaphorically, in creative works. In this article, we explore the possibilities suggested by the idea of the flash point as a teaching model and as a metaphor for creativity beyond the teaching of digital literature. We build upon our experiences as teachers within a digital literary and creative writing context, respectively. What the two different writing and teaching contexts have in common is the fostering of writing in a digital age as a central practice. The article examines how digital media and writing come together in pedagogical practices.

   David Prater - 05.05.2012 - 11:33

4. The Aesthetics of Generative Literature: Lessons from a Digital Writing Workshop

   This paper explores a range of issues related to the pedagogy and practice of generative writing in programmable media. We begin with a brief description of the RiTa toolkit – a set of computational tools designed to facilitate the practice of generative writing. We then describe our experiences using these tools in a series of digital writing workshops at Brown University in 2007-2008. We discuss and theoretically examine a set of core issues raised by workshop participants — distributed authorship, the aesthetics of surprise, materiality, push-back, layering, and others — and attempt to situate them within the larger discourse of generative art and writing practice.

   Jill Walker Rettberg - 09.10.2012 - 21:23

5. HyperRhetoriods: An Undergraduate Course in Hyperfiction

   This brief hypertext is a narrative about the design, assignments, and results of that course. The largest section contains my commentary about Student Responses to the course with references to student Online Learning Records and their course evaluations (more complete samples are also included). Though no formal arguments are made, it is implicit in the narrative that:

   Hypertext provides a valuable tool for teaching writing and reading
   Collaboration and student independence (owning their own learning) are vital aspects of the learning milieu
   Theories of distributed cognition, situated learning, and learning as an ecology provide important pedagogical models
   One need not focus on "teaching the technology" in order to teach in a c-a classroom.
   The Online Learning Record is an especially significant tool for the development of both student and teacher.

   Cheryl Ball - 21.08.2013 - 11:48

6. How to Avoid Being Paranoid

   Melissa Gregg reviews Eve Sedgwick’s Touching Feeling

   Glenn Solvang - 07.11.2017 - 12:50

7. What's Mine is Mine, and What's Yours Is Mine: Ownership in Online Universities

   Paul Collins on collegiate content: syllabus, discussions, lectures, and all.

   (Source: EBR)

   Filip Falk - 15.12.2017 - 16:47

8. “Multiliteracies”: New Literacies, New Learning

   This paper examines the changing landscape of literacy teaching and learning, revisiting the case for a “pedagogy of multiliteracies” first put by the New London Group in 1996. It describes the dramatically changing social and technological contexts of communication and learning, develops a language with which to talk about representation and communication in educational contexts, and addresses the question of what constitutes appropriate literacy pedagogy for our times.

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 21:12

9. Automation, APIs and the distributed labour of platform pedagogies in Google Classroom

   Digital platforms have become central to interaction and participation in contemporary societies. New forms of ‘platformized education’ are rapidly proliferating across education systems, bringing logics of datafication, automation, surveillance, and interoperability into digitally mediated pedagogies. This article presents a conceptual framework and an original analysis of Google Classroom as an infrastructure for pedagogy. Its aim is to establish how Google configures new forms of pedagogic participation according to platform logics, concentrating on the cross-platform interoperability made possible by application programming interfaces (APIs).

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 22:27