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1. Translating Digital Literature. The Example of “I’m simply saying”

   Translation Studies have become one of the central disciplines of the "humanities”. Recently, in the MA in Literature progaram where I am the Academic Director, we were working on Digital Poetry and I proposed that students translate a digital poem. I figured this could be a way to penetrate deeply into the meaning of the text, but also in the case of Digital Literature, to understand the dual nature of a digital text, its virtual materiality. I would like to share here a small but significant part of the process.

   (Author's abstract from Officina di Letteratura Elettronica/Workshop of Electronic Literature site)

   Patricia Tomaszek - 12.01.2011 - 17:22

2. From Literary Digital Creative Writing to Digital Literature Teaching in France: A Preliminary Survey

   From Literary Digital Creative Writing to Digital Literature Teaching in France: A Preliminary Survey

   Maria Engberg - 03.03.2013 - 11:08

3. Digital Literary Arts, Pedagogy and the Issue of Disciplinarity

   An important aspect of the European research project on electronic literature, creativity and innovation, the ELMCIP project, is the issue of pedagogical endeavors in the field of digital literary arts. As the Principal Investigator of the Swedish partner in ELMCIP, I researched some pedagogical models in Europe and co-edited an anthology of European electronic literature, which included pedagogical resources. Based in my own experience from curricular development at Blekinge Institute of Technology in Sweden and the research in the ELMCIP project, I will discuss the issue of disciplinary contexts in teaching digital literary arts. In what schools, departments and programs is digital literature taught, and how does it affect the models of teaching? How does the model of digital literature challenge the university structures, and how disciplines are defined? What are some of the lessons learned from the ELMCIP project that can be brought to bear on how humanistic and arts programs are developed in the future?

   Maria Engberg - 21.06.2013 - 16:18

4. The Paradox of Electronic Literature in the Classroom: The Challenges for New Literacy Practices within the Platformized School

   Reviewing the history of computing, the educational potential of new ways of knowledge representation and new literary affordances have sparked many influential ideas and reform efforts, spanning from “frantic systems” (Nelson, 1970) to constructionist discovery learning (Papert, 1993) to the reconfiguration of literary education (Landow, 2006, ch. 7). Yet, the current usages of electronic literature in education arguably fall behind those early anticipations. Therefore, this paper explores the wider educational and social entanglements that withhold electronic literature from entering classrooms in the context of current technology transformations. Considering the recent pandemicrelated global upsurge of the digitalization of educational systems, the mere lack of supply of digital devices and equipment will cease to be the main obstacle for the adoption of electronic literature in K12 classrooms. Nonetheless, the question shifts to what imaginaries and discourses shape (and limit) the use of new digital literary affordances. Reviewing current trends, three issues are identified.

   Lene Tøftestuen - 24.05.2021 - 17:07