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1. This Is Not the Beginning or the End of Literature

   It is too easy to fall into prognostications of electronic literature as the end of literature or as a new beginning. (...) Such views imply too much teleology, and see electronic literature purely as the unfolding of the possibilities of the apparatus. The rhetorical logic at work is literalization, i.e. taking literary works as the sum of their technical features. (Rui Torres & Sandy Baldwyn, eds. 2014. PO.EX: Essays from Portugal on Cyberliterature and Intermedia. Morgantown, WV: Center for Literary Computing: xv-xvi).

   Hannah Ackermans - 28.11.2015 - 14:53

2. Electronic Literature as an approaching tool to emerging ways of reading

   What is reading? As a transitive verb, and in the strict action, it is to pass the view by the signs that we recognize from our mother tongue, written in a text to understand them and turn them into sounds. The act of reading goes beyond the interpretation of an inherited code. Reading is a cognitive visual/motor activity and meaningful of reality. 

   When we read a text, our thinking manages a bunch of received information that little by little it is organizing according to its maturity, experience, cognitive processes, intuition and conceptualization. The order in which it happens does not matter. What is important is the fact that when it is read, the construction and appropriation of both historical and a-historical concepts is happening. But, what happens when we read Electronic Literature? 

   Technology, following the proposal of Marshall McLujan, is an extension of our own body. For that matter, clothing is an extension of our skin. The shoes are an extension of our feet. 

   June Hovdenakk - 03.10.2018 - 15:21

3. Hybrid Praxis and Collaborative Culture in an E-Lit Classroom

   In this paper, I share my experiences and some strategies developed while teaching my first E-lit course at a small urban liberal arts college. Mills College at that moment, had no campus digital curricular resource center for faculty or students and the English department’s approaches to digital humanities were, by necessity, hyper local and “small batch.” As the first E-lit course offered at Mills it was designed to be both an introduction to E-literature and criticism, and to literary critical practices and it was also to have a creative component that allowed students to develop their own born-digital projects. 

   The course drew students from literature and creative writing majors and non literature majors and enrolled both graduates and undergraduates. It was an exuberant group who brought a tremendous range of skills to the table. Figuring out how to teach this cohort and this material was a creative-critical challenge of its own. E-lit as topic and medium invited me to think in new ways about my pedagogy. 

   June Hovdenakk - 05.10.2018 - 12:55