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1. Teaching Digital Literature: Didactic and Institutional Aspects

   Digital media is increasingly finding its way into the discussions of the humanities classroom. But while we have a number of grand theoretical texts about digital literature we as yet have little in the way of resources for discussing the down-to-earth practices of research, teaching, and curriculum necessary for this work to mature. The book Reading Moving Letters, edited by Roberto Simanowski, Jörgen Schäfer and Peter Gendolla, addresses this need and provides examinations by nine scholars and teachers from different national academic backgrounds. While the first section of the book provides definitions of digital literature as a discipline of scholarly treatment in the humanities, the second section asks how and why we should teach digital literature and conduct close readings in academia and discusses institutional considerations necessary to take into account when implementing digital literature into curricula. The following text is the introduction to section two.

   Patricia Tomaszek - 14.09.2010 - 12:33

2. Electronic Literature: Where Is It?

    Countering Andrew Gallix's suggestion in a Guardian blog essay, "Is e-literature just one big anti-climax," that electronic literature is finished, Dene Grigar proposes that it may not be e-lit, but rather the institution of humanities teaching, that is in a state of crisis. And e-lit, she proposes, could be well placed to revive the teaching of literature in schools and universities.The title of Grigar's essay was adapted by the Electronic Literature Organization 2012 Conference Planning Committee in its call for proposals.

   Eric Dean Rasmussen - 22.02.2011 - 17:01

3. 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

4. The text and cultural politics

   The school curriculum is not neutral knowledge. Rather, what counts as legitimate knowledge is the result of complex power relations, struggles, and compromises among identifiable class, race, gender, and religious groups. A good deal of conceptual and empirical progress has been made in the last 2 decades in answering the question of whose knowledge becomes socially legitimate in schools. Yet, little attention has actually been paid to that one arti-fact that plays such a major role in defining whose culture is taught–the textbook. In this article, I discuss ways of approaching texts as embodiments of a larger process of cultural politics. Analyses of them must focus on the complex power relationships involved in their production, contexts, use, and reading. I caution us against employing overly reductive kinds of perspectives and point to the importance of newer forms of textual analysis that stress the politics of how students actually create meanings around texts. Finally, I point to some of the implications of all this for our discussions of curriculum policy.

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:27

5. Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Giving Teaching Back to Education: Responding to the Disappearance of the Teacher

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:34

6. The Challenge of 21st-Century Literacies

   In the second edition of their influential book New Literacies: Everyday Practices and Classroom Learning, Lankshear and Knobel argued that engagement with these practices was “largely confined to learners’ lives in spaces outside of schools.” That was nearly 10 years ago, and in some respects, very little has changed. In many classrooms, there is a lot more technology than there was back then; for instance, the provision of interactive whiteboards, desktops, laptops, and portable devices is better, and there is a greater variety of software and hardware on offer. Yet, even when equipment is available, up to date, and in good working order, problems of curricular integration still arise. Despite all the rhetoric about the importance of new or digital literacies in education, recent curricular reforms and their associated assessment regimes have tended to privilege traditional literacy skills and printed text. An expansive view of new literacies in practice seems hard to realize. Why should this be the case?

   Daniel Johannes Flaten Rosnes - 16.06.2021 - 20:49

7. Introduction: Critical studies of digital education platforms

   Introduction: Critical studies of digital education platforms

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:25

8. Editorial: the datafication of education

   Editorial: the datafication of education

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:34