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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