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1. 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

2. Electronic Literature: New Horizons for the Literary: Website Accompaniment

   (From the Website)

    

   This website was created in February of 2008 to compliment the publication of N. Katherine Hayle's book, Electronic Literature: New Horizons for the Literary. The website aims to provide additional resources to students and teachers of electronic literature. The site is divided into the following sections:

   Patricia Tomaszek - 27.05.2011 - 00:22

3. Lire la littérature numérique à l’université : deux situations pédagogiques

   La littérature numérique n’a cessé se développer ces dernières décennies. La nature informatique et souvent hypermédiatique des œuvres incite le lecteur à mobiliser plusieurs approches et compétences, allant de l’analyse littéraire à la programmation, de l’esthétique au web-design, des études cinématographiques à la musicologie, des sciences de la communication à l’ingénierie des réseaux. Grâce à son caractère multidisciplinaire, une lecture analytique d’œuvres de littérature numérique peut être intégrée dans différents contextes pédagogiques. Après une brève introduction au vaste champ de la littérature numérique, je présenterai dans cet article deux situations d’enseignement où l’intégration de la littérature numérique peut contribuer non seulement à une hybridation salutaire des savoir-faire techniques, maisment critique des outils numériques et de leurs usages.

   Alexandra Saemmer - 03.07.2011 - 16:16

4. ‘Trying to See the Garden’: Interdisciplinary Perspectives on Hypertext Use in Composition Instruction.”

   Argues that technology necessitates that composition instructors gain the ability to shift perspectives and to look at the use of technology in composition instruction from as many disciplines as possible. Discusses some aspects of what it means to read and write in hypertext in two (normally mutually exclusive) perspectives: technology criticism and cognitive psychology.

   Jill Walker Rettberg - 15.10.2011 - 20:58

5. An interview with Maria Engberg

   Maria Engberg is a lecturer at Blekinge Tekniska Högskola in Karlskrona, Sweden, and a researcher in digital media and literature. David Prater interviewed her about electronic literature pedagogy as part of Cordite's 'Electronica' issue. The interview also features quotes from participants at the ELMCIP workshop on E-lit Pedagogy held in Karlskrona in June 2011. 

   David Prater - 20.01.2012 - 10:38

6. Digitaliseret og multimedial litteratur i undervisningen

   A chapter on teaching digitalised and multimedia literature in a Danish book on teaching literature.

   Jill Walker Rettberg - 18.06.2012 - 11:21

7. From Literary Digital Creative Writing to Digital Literature Teaching in France: A Preliminary Survey

   From Literary Digital Creative Writing to Digital Literature Teaching in France: A Preliminary Survey

   Maria Engberg - 03.03.2013 - 11:08

8. Digital Literary Arts, Pedagogy and the Issue of Disciplinarity

   An important aspect of the European research project on electronic literature, creativity and innovation, the ELMCIP project, is the issue of pedagogical endeavors in the field of digital literary arts. As the Principal Investigator of the Swedish partner in ELMCIP, I researched some pedagogical models in Europe and co-edited an anthology of European electronic literature, which included pedagogical resources. Based in my own experience from curricular development at Blekinge Institute of Technology in Sweden and the research in the ELMCIP project, I will discuss the issue of disciplinary contexts in teaching digital literary arts. In what schools, departments and programs is digital literature taught, and how does it affect the models of teaching? How does the model of digital literature challenge the university structures, and how disciplines are defined? What are some of the lessons learned from the ELMCIP project that can be brought to bear on how humanistic and arts programs are developed in the future?

   Maria Engberg - 21.06.2013 - 16:18

9. 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

10. The Generative Literature Project & 21st Century Literacies

    In Fall 2014 I taught a “special” version of my “Writing Electronic Literature” course. Throughout this class my students received an overview of established and emerging forms of Electronic Literature including hypertext fiction, network fiction, interactive works, and digital poetry. Students read, analyzed, and composed a variety of emerging genres of Electronic Literature. Yet what was unique to this particular iteration of my E-Lit class was that my students contributed to a transmodal generative novel to be published in late 2015 by the academic journal Hybrid Pedagogy. The idea of a generative novel is one that can be traced to the OuliPo group (Ouvroir delittérature potentielle) in France. According to the OuliPo website, the generative writer is “un rat qui construit lui-même le labyrinthe dont il se propose de sortir” (trans. “a rat who builds the maze he wishes to escape”). In this understanding of art and literature, the idea of creation, especially literary creation, is one of wordplay and gameplay. Therefore, the generative novel is, in itself, a game – one of interplay between people, cultures, and institutions.

    Hannah Ackermans - 16.11.2015 - 10:21

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