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1. e-Loops in e-Lit: Mechanical Reflexive Reading

   Loops are mostly patterns: patterns based on a predetermined set of repetitions, and that allows for a recognizable sense of progression and movement. It is used and perceived as a structure whose impact on interpretation can be considerable. This presentation focuses on how the loop defined as a shape, a process and a pattern becomes a figure in contemporary electronic literature works and practices. I will investigate this particularity of digital writing by examining how loops condition reading and writing practices. How do e-loops revisit interpretation processes? More specifically, does the loop’s reflexivity echoes the electronic text it produces?

   Li Yi - 29.08.2018 - 15:48

2. Stalking, Shredding, and Streaming: Reading E-Lit Through Artists’ Alternative Web Browsers

   Alongside the emergent commercial browsers of the late 1990s, several artists made alternative browsers that articulated other ways of conceptualizing a global network of electronic documents, and stood in relief to the particular electronic textuality manifest in browsers like Netscape Navigator and Microsoft’s Internet Explorer—a hypertext imaginary that still deeply informs the predominant browsers of today. Post presents research into three such works: The Web Stalker (1997) by the artist collective I/O/D, Shredder (1998) by Mark Napier, and netomat (1999) by Maciej Wisniewski. 

   Post will draw on interviews with the artists and art historical analytical methods to describe the development, functioning, and long-term impact of these works. In particular, Post considers the ways in which these artists’ browsers can inform the study and practice of electronic literature.

   sondre rong davik - 05.09.2018 - 15:05

3. After the Page: Digital Reading Practices and New Media Technology in the Writing Classroom

   A significant pedagogical challenge emerging from the recent shift from print to digital-media formats is the need to develop and maintain critical reading strategies for online literary analysis. Because traditional approaches to literature and professional writing were developed to engage different genres of print-based texts, today’s university educators find it pointedly lacking when applied to digital reading environments. This discrepancy appears simultaneously at both a practical and cognitive level. Students reading electronic texts, studies show, are more likely to avoid active note-taking, highlighting key passages or comparing multiple works (Barry, 2012; Gold, 2012). As a result, higher levels of comprehension, including remembering crucial premises and text-specific-terminologies, are adversely affected. Speaking to the difficulty of building critical analyses in electronic formats, one researcher feels “[l]iterary criticism in the academy has reached a crisis point, and what we mean by ‘reading’ stands at the center of the storm” (Freedman, 2015).

   Jane Lausten - 03.10.2018 - 15:48