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1. Why don’t we read hypertext novels?

   Ever since their appearance in the early 1990s, hypertext novels were presented as the pinnacle of digital aesthetics and claimed to represent the revolutionary future of literature. However, as a literary phenomenon, hypertext novels have remained marginal. The article presents some scientifically derived explanations as to why hypertext novels do not have a mass audience and why they are likely to remain a marginal contribution in the history of literature. Three explanatory frameworks are provided: (1) how hypertext relates to our cognitive information processing in general; (2) the empirically derived psychological reasons for how we read and enjoy literature in particular; and (3) the likely evolutionary origins of such a predilection for storytelling and literature. It is shown how hypertext theory, by ignoring such knowledge, has yielded misguided statements and uncorroborated claims guided by ideology rather than by scientifically supported knowledge.

   Daniel Johannes Flaten Rosnes - 17.06.2021 - 21:39

2. "What hypertexts can do that print narratives cannot"

   'In this article, the author situates hypertext fiction readers in a binary relationship with their print counterparts. The hypertext reader is compared to the print reader in terms of the choices each medium allows.' 

   (Source: from Analyzing Digital Fiction by Alice Bell, Astrid Ensslin, Hans Rustad)

   Agnete Thomassen Steine - 22.09.2021 - 10:48

3. I Descend into Hypertext

   Bill Bly reflects on hypertext, while referring to school and his own work We Descend and Wyrmes Mete.

   Heidi Haugsdal Kvinge - 26.09.2021 - 18:41

4. Literary hypertext in the foreign language classroom: a case study report

   From the author:

   "Literary hypertext has often been acknowledged as the embodiment of poststructuralist literary theory (e.g. Coover, 1992; Landow, 1997; Bolter, 2001). The only literary medium that is produced, edited, published and received electronically, it encourages readings that defy the conventionally linear decoding process. With respect to text production, it opens up alternative ways of organising semantic structures in individualised, associative ways, which invites constructivist teaching approaches in the foreign language classroom. This article provides a general introduction to definitions, formal criteria, major theories and historical developments. It portrays a selection of existing structural and cognitive linguistic approaches, such as textuality, coherence, communication and learning psychology. A variety of teaching approaches are outlined to convey to what extent hypertext has entered the primary and secondary school syllabus.

   Mathias Vetti Olaussen - 27.09.2021 - 16:53

5. Hypertext Theory

   In this text, Astrid Ensslin writes about hypertext through a medium-nonspecific sense and a more modern medium-specific meaning. She writes about what hypertext theory relates to and what its characterizations are, explaining how hypertext allows the users to interact through the use of textual and/or multimodal components. She also writes about when hypertext theory first emerged, how its been changing since the late 1980's and how its been establishing the field of hypertext criticsm and related areas surrounding digital fiction and poetry research.

    

   Vegard Aarøen Frislid - 02.10.2021 - 04:01

6. Unraveling the Tapestry of Califia: A Journey to Re-member History

   This works comments on the work "Califa" and how hypertext is to great help at unfolding the story

   Ragnhild Hølland - 03.10.2021 - 18:03

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