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1. 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

2. 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

3. Introduction: Critical studies of digital education platforms

   Introduction: Critical studies of digital education platforms

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:25

4. Salon Nov 9: What will we do for ELO 2022?

   ELO 2022 is coming! Let's meet and brainstorm and collaborate on proposals:)

   The theme for ELO 2022 is E2Lit: Education and Electronic Literature. #ELOitalia

   We invite artists, researchers, scholars, PhD candidates, experts and practitioners to submit works, papers, case studies, and media artefacts for presentation at the festival and in the different venues of the in-person conference and online workshops and seminars.

   ELO 2022 will be an in-person/hybrid conference (COVID-permitting) based in Lake Como, Italy, May 30-June 1, 2022! For the in-person conference talks can be given in English, Spanish, Italian, French, Portuguese. The ELO22 conference will feature different synchronous and asynchronous venues. Online pre- and post-conference workshops and seminars will be organized in Japan, Israel, Finland, and Brazil.

   (Salon announcement)

   Hannah Ackermans - 15.02.2022 - 13:03