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1. You Say You Want a Revolution? Hypertext and the Laws of Media

   You Say You Want a Revolution? Hypertext and the Laws of Media

   Jill Walker Rettberg - 07.06.2013 - 11:17

2. Interactive Technology and the Remediation of the Subject of Writing

   Interactive Technology and the Remediation of the Subject of Writing

   Scott Rettberg - 25.06.2013 - 13:59

3. Women Writers and the Restive Text: Feminism, Experimental Writing and Hypertext

   Women Writers and the Restive Text: Feminism, Experimental Writing and Hypertext

   Scott Rettberg - 30.06.2013 - 21:45

4. Jumping to Occlusions

   "Jumping to Occlusions" is perhaps the first thorough statement of a poetics of online space. In the present hypertextual trickster edition, a lively investigative language of the link is employed helping to develop this essay's written argument through its own hypertextuality -- its jumps, sidebars, graphics, embedded sound files, misleadings, and other features. This essay explores electronic technology's opportunities for the production, archiving, distribution, and promotion of poetic texts but most importantly, argues that electronic space is a space of writing. For previous excursions into this a written terrain of links and jumps one need only look to the language experiments of certain poets writing in this century. Such poets include Gertrude Stein, Charles Olson, Robert Creeley, and Language-related experimentalists such as Charles Bernstein, Ron Silliman, and Susan Howe. Electronic writing, like previous instances of writing, engages the double "mission" of writing evident in some of this experimental poetry: to varying degrees, writing is about a subject, but also about the medium through which it is transmitted.

   Scott Rettberg - 01.07.2013 - 12:22

5. Navigating Nowhere/Hypertext Infrawhere

   Various non-linear methods of structuring the lexia are discussed, including simultaneities and polylinearity. The simultaneity is similar to Aquanet relations. A distinction is drawn between the typical disjunctivity of the hypertext link and conjunctivity of simultaneities and relations. We begin the process of exploring the rhetoric of the conjunctive hypertext relation. Finally, the structuring of the lexia is intensified and extended into the fine structure of language itself: hypertext infrawhere.

   Scott Rettberg - 02.07.2013 - 14:05

6. A Literatura Factorial [l!]

   By focusing on hyperfiction, this paper presents some proto-hyperfictions, dealing with literature's combinatorial processes (ars combinatoria), and with its composition based on permutations. This practice, which continues today, although using different techniques and effects, I call factorial literature [l!]. My aim is to introduce the concept of factorial literature as a transtemporal genre that has been intensified in the context of electronic literature. In the analysis of hyperfiction, I return to the definitions of hypertext by Theodor Holm Nelson (1965) and Gérard Genette (1982). Referring back to essays by Italo Calvino (1967) on literature, mathematics and cybernetics, and articles by Robert Coover (1992, 1993) about the new literary practices in digital environments, I prepare the coordinates for a revaluation of hyperfiction's recent history and its software, namely through the transient concept of constant restart, associated with the reader's new role as user.

   Patricia Tomaszek - 02.07.2013 - 17:01

7. The Database, the Interface, and the Hypertext: A Reading of Strickland's V

   The uniqueness of a new-media work is the mobility of its elements, present as binary code in computer, yet capable of being mobilized into action through user interaction or through programming. Many new media works make full use of multiple functionalities of current software applications, bringing to light in unique ways the effect a well-designed interface can have on the meaning-making process. How do we read these digital texts that mutate with the touch of a key? What is the role of the medium in the meaning-making process? Though I explore these questions, I also attempt to go beyond them to see if new media works can serve as a lens to reflect on the postmodern condition. Strickland's V: Losing L'una/WaveSon.nets/Vniverse (2003), with a dual existence in print and the electronic medium, is especially useful for this exploration. It is self-reflexive as it comments on both reading and writing practices. It also lies at the intersection of multiple discourses of science, technology, philosophy, literature and art.

   Scott Rettberg - 07.07.2013 - 20:17

8. 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

9. The Frontiers between Digital Literature and Net.art

   My aim is to show how the frontiers between the various disciplinary spheres are disappearing in the digital world. Therefore, to start with, the basic aspects of what is known as digital art are set out and are compared with the concepts of Roland Barthes on the post-modern text. In this way a relationship is established between the discourses on Net.art and digital creation on the Net and theoretical postulates on hypertext and Net.literature. Next the results of this comparative reflection are applied to a visual experience: letting a series of online works speak, grouped together in a particular classification, in order to see whether or not the theoretical model constructed is valid. Finally, I pose questions about this experience by highlighting the implications of the construction of new contexts in real time in the sphere of literary and artistic creation.

   (Source: Author's abstract)

   Alvaro Seica - 22.08.2013 - 11:34

10. Exploiting Hypertext’s Potential for Teaching Gender Studies

    The aim of this article is to show what feminist electronic literature can contribute to the study of gender theories and feminist literature. The study of feminist hypertext fictions and the use of hypertext as a teaching tool are facilitated by the intrinsic characteristics of the electronic medium, complementing the electronic medium and providing alternative possibilities in the learning process: collaborative authorship, multivocality, textual openness, non-hierarchical and rhizomatic structures, neo-kathartic effects and open publishing. Teaching feminist electronic literature using the hypertext offers the possibility of updating and discussing gender through a medium that permits rearranging the hypertext, better organized analyses of intertextuality and fostering the study through association and connections, which is the way the human brain works. The teaching method proposed pursues the objective of studying narratives about gender taking advantage of the new technologies without losing dialogues in class as intuitive learning process.

    Maya Zalbidea - 22.08.2013 - 19:32

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