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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
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Teaching Digital Literature within a “Research and Teaching Partnership” in a Transatlantic Blended Learning Environment
This paper outlines the practices of teaching digital literature at the University of Siegen in Germany where Peter Gendolla and Joergen Schaefer taught courses on literature in computer-based media for students of both Literary and Media Studies. This paper thus provides an historical synopsis of the didactical transformations the teaching practices have undergone as well as an overview of the University’s profile and its focus on research and teaching literary studies. In 2007, the classroom moved online and held a class transatlantically in cooperation with Roberto Simanowski (Brown University/Providence, RI, USA). The online course approached an experimental Blended Learning concept. The paper introduces the methodological concept of the class “Digital Aesthetics” and discusses using Online Communication Systems in the context of the course of studies: Net Literature.
Eric Dean Rasmussen - 27.01.2011 - 16:52
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How We Read: Close, Hyper, Machine
Article abstract required.
Guest lecture at Duquesne University.
Scott Rettberg - 21.03.2011 - 23:40
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In Search of Sustainability: Institutional and Curricular Limitations of Teaching Electronic Literature
In Search of Sustainability: Institutional and Curricular Limitations of Teaching Electronic Literature
Eric Dean Rasmussen - 13.06.2011 - 10:05
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ELiterature Formalization and Pedagogical Implications
This paper deals with the eLiterature formalization and its pedagogical implications. Firstly, it considers the pressing need of an official formalization of Electronic Literature. Secondly, it provides a proposal for the appropriate pedagogical theory and methodologies necessary to take advantage of the possibilities offered by New Media Writing in educational contexts. Finally, it offers some examples of possible pedagogical practices which adopt Digital Literature.
Scott Rettberg - 06.10.2011 - 15:59
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Better Looking, Close Reading: How Online Fiction Builds Literary-Critical Skills
[insert abstract here] On reading fiction as an ethical task...
Presented on Saturday, 7 January at the 2012 MLA Convention, panel 442, "New Media, New Pedagogies," arragned by the Division of Prose Fiction. Other panelists included Heather Houser, Jay Clayton, and the moderator, Rebecca L. Walkowitz.
Eric Dean Rasmussen - 07.01.2012 - 20:04
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Contributing to the ELMCIP Knowledge Base
Hands-on workshop session during which the editor of the ELMCIP Knowledge Base, Eric Dean Rasmussen, will instruct participants on how to document and archive their research and teaching materials in a publicly searchable database on electronic literature.
Eric Dean Rasmussen - 01.02.2012 - 17:28
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Sensory Modalities and Digital Media
My presentation will discuss the use of information and social networking software in electronic writing with the aim of identifying and analyzing several important new directions in literary criticism in the digital era.
As I argue, one of the most significant pedagogical outcomes of media convergence within the literary arts centres upon criticism’s necessary de-emphasis of traditional genre-based modes of analysis and assessment. While digital works may resemble, perhaps even aesthetically mimic, the various analogue formats upon which they are based, both the qualitative and quantitative distinctions between texts, audio and image-based forms remain conceptual, not actual. Subsequently, the primary interpretative paradigms for all forms of digital cultural production tend to emerge via spatially accrued tensions and patterns between the work and its literal location within an information network.
Scott Rettberg - 08.01.2013 - 15:45
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Fugues: An Associative Project on Reading Poetry through the Use of Hypermedia
Fugues, a project of the NT2 Laboratory at the Université du Québec à Montréal, is both an hypermedia adaptation of the poem Piano published 2001 by Quebec author René Lapierre and a literary critical analysis of that same poem. The Fugues Project originally came about when Bertrand Gervais asked NT2 Lab students to think about how to read and to analyze a paper-published poem through hypermedia. Instead of writing a dissertation as one usually does when reading a text in a literature classroom, participants were asked to adapt Piano through hypermedia. The goal was to think about new ways of reading printed text using electronic tools. The participants came up with an associative way of exploring this particular poem. This experimental project was designed not only to build an audience for new media literary works and writing by just presenting existing hypermedia works, but also to ask these literary scholars to think how they would go about writing a paper about a poem in a non-textbook manner. The idea behind this was to put theory into practice.
Scott Rettberg - 09.01.2013 - 13:45
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(R)Evolutionary Communication: Defining and Refining Digital Literature, Art and Storytelling
As an educator as well as Director of Digital Media Studies at the University of Detroit Mercy, my pedagogical and personal interests lie in how to use media to incorporate inter-disciplinary studies; to use sound, images as well as visual and narrative compositions to communicate multi-dimensional ideas, passions and concepts. In relation to this inter-disciplinary approach, I incorporate the concept of "mixing" to weave together space, design, technology, story-telling and critical discourse. One of the concepts I try to reinforce is that 'space' includes the psychological as well as the physical. In addition, I teach digital media students that "design" is the intentional approach to choreograph the experiential and that digital technology is a tool for exploring these ideas. Accepting this, I challenge the students to consider: how does the user/viewer experience and process the interaction between digital media and the "narrative" of the everyday?
Scott Rettberg - 09.01.2013 - 14:35
