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1. ‘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

2. The Endless Reading of Fiction: Stuart Moulthrop's Hypertext Novel Victory Garden

   The Endless Reading of Fiction: Stuart Moulthrop's Hypertext Novel Victory Garden

   Jill Walker Rettberg - 15.10.2011 - 21:15

3. Nonce Upon Some Times: Rereading Hypertext Fiction

   Nonce Upon Some Times: Rereading Hypertext Fiction

   Jill Walker Rettberg - 15.10.2011 - 22:54

4. Literaturgeschichte des Digitalmediums

   Literaturgeschichte des Digitalmediums

   Jörgen Schäfer - 18.10.2011 - 14:45

5. Understanding Knowledge Work

   Alan Liu responds to reviews of The Laws of Cool: Knowledge Work and the Culture of Information by N. Katherine Hayles and Johanna Drucker, both of whom admire Liu's book but believe that it exaggerates the influence of corporate knowledge work while providing an inadequate response to its destructive ahistoricism. Liu proposes that the digital age needs "new-media platforms of humanistic instruction" to supplement critical and theoretical humanistic approaches to help students understand how the human concerns and impulses that give rise to new media productions relate to knoweldge work.

    

   Eric Dean Rasmussen - 19.10.2011 - 14:38

6. Attacking the Borg of Corporate Knowledge Work: The Achievement of Alan Liu's The Laws of Cool

   Attacking the Borg of Corporate Knowledge Work: The Achievement of Alan Liu's The Laws of Cool

   Eric Dean Rasmussen - 20.10.2011 - 08:33

7. Humanities Games and the Market in Digital Futures

   Humanities Games and the Market in Digital Futures

   Eric Dean Rasmussen - 20.10.2011 - 08:50

8. Friending the Past: The Sense of History and Social Computing

   Reflecting on the relation between the media ages of orality, writing, and digital networking, Liu asks the question: what happens today to the “sense of history” that was the glory of the high age of print? In particular, what does the age of social computing—social networking, blogs, Twitter, etc.—have in common with prior ages in which the experience of sociality was deeply vested in a shared sense of history? Liu focuses on a comparison of nineteenth-century historicism and contemporary Web 2.0, and concludes by touching on the RoSE Research-oriented Social Environment that the Transliteracies Project he directs has been building to model past bibliographical resources as a social network. (Source: author's abstract)

   Eric Dean Rasmussen - 20.10.2011 - 13:05

9. Stuck in a Loop? Dialogue in Hypertext Fiction

   "This paper will focus on the use of dialogue in two early hypertext fictions. Both Michael Joyce's afternoon, a story (first published 1987) and Yellowlees Douglas's I Have Said Nothing (1994) have achieved near-canonical status having been excerpted in print in the Norton anthology Postmodern American Fiction (Geyh). As is often the case with hypertext fictions, the writers, Jane Yellowlees Douglas and Michael Joyce, also happen to be two of the foremost theorists of the form, and the sense of mutual influence is unavoidable. The aims of this paper are twofold: to explore the functions of dialogue in these fictions and the extent to which the representations are innovative; and to examine whether we need to reassess our models for understanding the functions and forms of fictional dialogue as we have begun to apply them to the print novel." (Source: taken from the first paragraph of the paper itself)

   Jill Walker Rettberg - 01.11.2011 - 12:13

10. Reading, Writing, and Teaching Creative Hypertext: A Genre-Based Pedagogy

    The present essay contributes a genre-based pedagogy, until now only hinted at by hypertext theorists and not imported into the domain of hypertext by genre theorists. While I focus on creative hypertexts—autobiographies and popular genres like soap operas and road trip stories—a genre-based pedagogy can also be used to guide students through the production of informational, academic, community or club Web sites, personal home pages, and whatever blurred or evolving genres students are inspired by and see fit to explore.

    I advance a genre-based pedagogy for teaching the reading and writing of creative hypertext to enable teachers of hypertext to start from what they know and to provide them and their students with concrete terms and models. Such a pedagogy, especially if informed by recent scholarship on genre's flexible and rhetorical nature, requires students to make various choices not only about form but about compositional concerns: tone, diction, prose style, character development, plot, setting, visual design, and hypertext navigation strategies. (Source: from actual paper)

    Jill Walker Rettberg - 01.11.2011 - 12:22

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