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1. Authors, Readers, and Progression in Hypertext Narrative

   George Landow, Espen J. Aarseth, Stuart Moulthrop and many
   others have heralded the development of hypertext because they
   believe it represents a revolution in textuality that will radically
   alter how we read and write, including of course how we read and
   write narrative. Print texts, we are reminded by the champions of
   this new medium, are linear while hypertexts are nonlinear.
   Consequently, the argument goes, print narratives encourage reading
   in a fixed, straight-line sequence—one word after another, one
   page after another—under the control of the author. Even postmodern
   attempts to subvert the fixity of the print sequence cannot
   overcome the stability of the printed page and the restrictions on
   format imposed by the traditional book. Hypertext narratives, on
   the other hand, are fluid by design; their sequence changes based
   on readerly decisions. To put it another way, as those who advance
   this argument sometimes do, readers approach hypertext narratives
   from variable positions within the narrative, and so their progression
   through the text—indeed, the progression of the text—is not

   Patricia Tomaszek - 16.11.2012 - 15:32

2. 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

3. Media, Genealogy, History

   Matt Kirschenbaum reviews Remediation by Richard Grusin and Jay David Bolter.

   Remediation is an important book. Its co-authors, Jay David Bolter and Richard Grusin, seem self-conscious of this from the outset. The book’s subtitle, for example, suggests their intent to contend for the mantle of Marshall McLuhan, who all but invented media studies with Understanding Media (1964), published twenty years prior to the mass-market release of the Apple Macintosh and thirty years prior to the popular advent of the World Wide Web. There has also, I think, been advance anticipation for Remediation among the still relatively small coterie of scholars engaged in serious cultural studies of computing and information technology. Bolter and Grusin both teach in Georgia Tech’s School of Language, Communication, and Culture, the academic department which perhaps more than any other has attempted a wholesale make-over of its institutional identity in order to create an interdisciplinary focal point for the critical study of new media.

   tye042 - 18.10.2017 - 15:11