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No More Teacher's Dirty Looks
Original publication info: Computer Decisions. 1970. Rpt. in Computer Lib/Dream Machines. 1974. Rpt. in The New Media Reader. 2003.
Scott Rettberg - 18.04.2011 - 13:06
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Alternative Avenues in Digital Poetics and Post-Literary Studies
This panel explores alternative avenues for education in digital poetics and electronic literary studies. The panel pieces together problems with categorical, single discipline approaches to electronic literature, critical, cultural, and technological studies looking at the pedagogical and curricular issues associated with media-based and network forms of meaning-making, storytelling, and communication. The primary questions here are: What are the conditions under which a practitioner or scholar are considered expert in the as yet undefined field of media-based expression? And: What solutions are traditional academic institutions offering? Thinking beyond, or outside the exclusive field of electronic literature the panel examines and offers potential alternatives to traditional disciplinary scholarship and accreditation. Each panelist will offer viewpoints, curricular and structural suggestions.
Eric Dean Rasmussen - 19.06.2012 - 14:12
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<<Chercher l’exhibition>> Curating Electronic Literature as a Critical Practice
This presentation focuses on curating electronic literature as a critical practice. Exhibits focusing specifically on Electronic Literature have been mounted at galleries, libraries, universities, convention spaces, and parks and other outside venues. The Electronic Literature Organization’s 2012 Media Art Show, for example, hosted exhibits in five different locations in Morgantown, including a community arts center, local gallery, the university library, a department’s conference room, and the city’s amphitheater, while the MLA 2012 and 2013 exhibits were held at the Washington State and Hynes convention centers, respectively. Exhibits of Electronic Literature are planned for U.S. Library of Congress in April 2013 and Illuminations gallery at University of Ireland Maymooth in March 2014, and in various locations in Bergen, Norway in fall 2015. This range of venues suggests a flexibility and appeal of Electronic Literature that is both scalable and broad. With these qualities in mind, the presentation will discuss questions including but not limited to:
Fredrik Sten - 17.10.2013 - 17:13
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ELO: Theory, Practice, and Activism
One of several early career participants at the Electronic Literature Organization’s Summer 2012 “Futures” panel, Claire Donato comes down on the side of non-commercial, non-entrepreneurial, educational approaches to an emerging digital literary practice.
clairedonato - 27.06.2014 - 21:16
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Review of Williams's How to be an Intellectual
In this review of How to Be an Intellectual: Essays on Criticism, Culture, and the University, Christopher Findeisen analyzes Jeffrey J. Williams’s assessment of higher education in the United States. Linking the decline of funding for universities and colleges, rising student debt, the exploitation of academic labor, and the digital humanities, the review examines the omission of accounts of “the not-so-remarkable everyperson academic, the untenured, the up-and-comers, and the downtrodden.
(source: http://electronicbookreview.com/thread/criticalecologies/properly)
Malene Fonnes - 12.09.2017 - 15:03
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Academia.“edu”
Investigating the question of whether academics should be concerned that Academia.edu is not an educational institution, Johannah Rodgers finds that the answers depend on your definition of “education” and which parties you ask.
(Source: EBR)
Filip Falk - 26.09.2017 - 12:32
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Life Sentences for the New America
Tim Keane reviews David Matlin’s Prisons: Inside the New America.
Ana Castello - 06.12.2017 - 19:47
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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
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Motivating Struggling Readers to Mentally “Show Up” with Wonder Stories
In the United States, a student in the 20th percentile reads books for 0.7 minutes per day, while a student in the 98th percentile reads 65 minutes per day (Cunningham & Stanovich, 1998). For the last four years, with 300 children from Title 1 schools and the Boys & Girls Club, we researched how to create digital texts that better cognitively engage struggling readers using psychophysiological sensors, eye tracking, and co-creation. This research led to the creation of Wonder Stories. Wonder Stories’ texts motivate students to critically think by immersing students in frequent, story-based questions. As a response to children’s low motivations during COVID19, we added a social competition to Wonder Stories – answering questions correctly gave points in a trivia-like game. When struggling readers were given Wonder Stories, students mentally showed up: their participation increased, readers were more cognitively engaged with the material, and students were critically thinking about the text more often.
Lene Tøftestuen - 24.05.2021 - 17:51
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The text and cultural politics
The school curriculum is not neutral knowledge. Rather, what counts as legitimate knowledge is the result of complex power relations, struggles, and compromises among identifiable class, race, gender, and religious groups. A good deal of conceptual and empirical progress has been made in the last 2 decades in answering the question of whose knowledge becomes socially legitimate in schools. Yet, little attention has actually been paid to that one arti-fact that plays such a major role in defining whose culture is taught–the textbook. In this article, I discuss ways of approaching texts as embodiments of a larger process of cultural politics. Analyses of them must focus on the complex power relationships involved in their production, contexts, use, and reading. I caution us against employing overly reductive kinds of perspectives and point to the importance of newer forms of textual analysis that stress the politics of how students actually create meanings around texts. Finally, I point to some of the implications of all this for our discussions of curriculum policy.
Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:27
