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Taper #5: Pent Up
Each issue of Taper is edited by a collective. Editing and production is done in coordination with The Trope Tank at MIT, a laboratory directed by Bad Quarto proprietor and publisher Nick Montfort. Taper is not officially associated with MIT or hosted on an MIT server, however.
For the fifth issue, the editorial collective consisted of Kyle Booten, Angela Chang, Leonardo Flores, Judy Heflin, and Milton Läufer.
A constraint was established: the core part of each poem—the HTML on the page after the header—could be no more than a tiny 2KB (2048 bytes). Members of the editorial collective recused themselves from discussion of their own submissions. The collective works independently of the publisher to make selections. We thank Sebastian Bartlett for his help in managing the template.
The work in this fifth issue is written in HTML5, using ES6. It has been tested and found to work properly on current Firefox and Chrome/Chromium browsers across current platforms, as well as on Mac OS X Safari; everything does not work on Edge and iOS Safari.
Scott Rettberg - 16.10.2020 - 16:10
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E-lit Pandemics - Roundtable
How is the COVID-19 pandemic, resulting measures, and movement of cultural life online reflected in electronic literature and other digital narrative practices online? With this roundtable we propose an exploration and discussion of electronic literature during this time of COVID.
In the current situation, public libraries, theatres, cultural festivals have been closed across many countries and virtually all cultural life creative practices have moved online. This presents an opportunity for electronic literature and net art, but also necessitates new ways of understanding online media and making sense of current life worlds.
Scott Rettberg - 08.12.2020 - 14:16
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Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market
The Covid-19 pandemic and the social distancing that followed have affected all walks of society, also education. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning. Many, including commercial digital learning platform providers, have rushed to provide their support and ‘solutions’, sometimes for free. The Covid-19 pandemic has therefore also created a sellers’ market in ed-tech. This paper employs a critical lens to reflect on the possible problems arising from hasty adoption of commercial digital learning solutions whose design might not always be driven by best pedagogical practices but their business model that leverages user data for profit-making. Moreover, already before Covid-19, there has been increasing critique of how ed-tech is redefining and reducing concepts of teaching and learning. The paper also challenges the narrative that claims, ‘education is broken, and it should and can be fixed with technology’. Such technologization, often seen as neutral, is closely related to educationalization, i.e.
Daniel Johannes Flaten Rosnes - 17.06.2021 - 22:48
