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  1. How We Read: Close, Hyper, Machine

    Article abstract required.

    Guest lecture at Duquesne University.

    Scott Rettberg - 21.03.2011 - 23:40

  2. 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

  3. Games/gaming/simulation in a new media (literature) classroom

    Disccuses some practical issues involved in teaching new media in literature classroom, focusing on the necessity of teaching literatuer students to consider the language of gaming in the study of new media forms, on teaching collaborative media for the electronic media as a form of writing game, and on considering contemporary computer games in a cultural studies context.

    Scott Rettberg - 08.07.2013 - 21:18

  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

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