The Emergence of Electronic Literature
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The Origins of Electronic Literature. an Overview. As Origens Da Literatura Eletrônica
Texto Digital, Florianópolis, v. 15, n. 1, p. 4-27, jan./jun. 2019. https://doi.org/10.5007/1807-9288.2019v15n1p4 The Origins of Electronic Literature. An Overview. As origens da Literatura Eletrônica. Um panorama. Giovanna Di Rosarioa; Kerri Grimaldib; Nohelia Mezac a Politecnico di Milano, Milano, Italy - [email protected] b Hamilton College, Clinton, New York United States of America - [email protected] c University of Leeds, Leeds, United Kingdom - [email protected] Keywords: Abstract: The aim of this article is to sketch the origins of electronic literature and to Electronic highlight some important moments in order to trace its history. In doing so we consider Literature. Origins. the variety of languages, cultural backgrounds, cultural heritages, and contexts in which Development. digital literature has been created. The article is divided into five sections: a brief World. history of electronic literature in general (however, we must admit that this section has a very ethnocentric point of view) and then four other sections divided into North American, Latin American, European (Russia included), and Arab Electronic Literature. Due to the lack of information, there is no section devoted to Electronic Literature in Asia, although a few texts will be mentioned. We are aware of the limits of this division and of the problems it can create, however, we thought it was the easiest way to shortly map out the origins of electronic literature and its development in different countries and continents. The article shows how some countries have developed their interest in and creation of electronic literature almost simultaneously, while others, just because of their own cultural background and/or contexts (also political and economic contexts and backgrounds), have only recently discovered electronic literature, or accepted it as a new form of the literary genre. -
Sue Thomas, Phd [email protected]
CURRICULUM VITAE last updated June 2013 Sue Thomas, PhD www.suethomas.net [email protected] Narrative Summary I have been writing about computers and the internet since the late 1980s. My books include ‘Technobiophilia: nature and cyberspace (2013), a study of the biophilic relationship between nature and technology, Hello World: travels in virtuality (2004), a travelogue/memoir of life online, and Correspondence (1992), short-listed for the Arthur C. Clarke Award for Best Science Fiction Novel. In 1995 I found the pioneering trAce Online Writing Centre, an early global online community based at Nottingham Trent University which ran for ten years. From 2005-2013 I was Professor of New Media in the Institute of Creative Technologies at De Montfort University where I researched biophilia, social media, transliteracy, transdisciplinarity and future foresight, as well as running innovative projects like the NESTA-funded Amplified Leicester, and the development of the DMU Transdisciplinary Common Room, a collaborative space for cross-faculty working. To date I have received funding from Arts Council England, the Arts and Humanities Research Board, the British Academy, the British Council, the EU, the Higher Education Innovation Fund, the Joseph Rowntree Foundation, NESTA and many others. My partners have included commercial companies, universities, arts organisations, local authorities and colleagues in Sweden, Finland, France, Australia and the USA. I left De Montfort University in June 2013 to focus on writing and consultancy and I am currently researching future forecasting in nature, technology and well-being. I want to know what practical steps we might take to ensure that our digital lives are healthy, mindful and productive. -
A Web Based System Design for Creating Content in Adaptive
Malaysian Online Journal of Educational Technology 2020 (Volume 8 - Issue 3 ) A Web Based System Design for Creating [1] [email protected], Gazi University, Faculty of Gazi Content in Adaptive Educational Education, Ankara Hypermedia and Its Usability [2] [email protected], Gazi University, Faculty of Gazi Education, Ankara Yıldız Özaydın Aydoğdu [1], Nursel Yalçın [2] http://dx.doi.org/10.17220/mojet.2020.03.001 ABSTRACT Adaptive educational hypermedia is an environment that offers an individualized learning environment according to the characteristics, knowledge and purpose of the students. In general, adaptive educational hypermedia, a user model is created based on user characteristics and adaptations are made in terms of text, content or presentation according to the created user model. Different contents according to the user model are shown as much as user model creation in adaptive educational hypermedia. The development of applications that allow the creation of adaptive content according to the features specified in the user model has great importance in ensuring the use of adaptive educational hypermedia in different contexts. The purpose of this research is to develop a web- based application for creating content in adaptive educational hypermedia and to examine the usability of the developed application. In order to examine the usability of the application developed in the scope of the study, a field expert opinion form was developed and opinions were asked about the usability of the application from 7 different field experts. As the result of the opinions, it has been seen that the application developed has a high usability level. In addition, based on domain expert recommendations, system revisions were made and the system was published at www.adaptivecontentdevelopment.com. -
Reciprocity in Experimental Writing, Hypertext Fiction, and Video Games
UNDERSTANDING INTERACTIVE FICTIONS AS A CONTINUUM: RECIPROCITY IN EXPERIMENTAL WRITING, HYPERTEXT FICTION, AND VIDEO GAMES. A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2015 ELIZABETH BURGESS SCHOOL OF ARTS, LANGUAGES AND CULTURES 2 LIST OF CONTENTS Abstract 3 Declaration 4 Copyright Statement 5 Acknowledgements 6 Introduction 7 Chapter One: Materially Experimental Writing 30 1.1 Introduction.........................................................................................30 1.2 Context: metafiction, realism, telling the truth, and public opinion....36 1.3 Randomness, political implications, and potentiality..........................53 1.4 Instructions..........................................................................................69 1.41 Hopscotch...................................................................................69 1.42 The Unfortunates........................................................................83 1.43 Composition No. 1......................................................................87 1.5 Conclusion...........................................................................................94 Chapter Two: Hypertext Fiction 96 2.1 Introduction.........................................................................................96 2.2 Hypertexts: books that don’t end?......................................................102 2.3 Footnotes and telling the truth............................................................119 -
Dynamic Adaptive Hypermedia Systems for E-Learning Elvira Popescu
Dynamic adaptive hypermedia systems for e-learning Elvira Popescu To cite this version: Elvira Popescu. Dynamic adaptive hypermedia systems for e-learning. Education. Université de Technologie de Compiègne, 2008. English. tel-00343460 HAL Id: tel-00343460 https://tel.archives-ouvertes.fr/tel-00343460 Submitted on 10 Dec 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. DOCTORAT TIS Cotutelle de thèse – Nom de l’établissement : Université de Craiova Label européen (nom du pays) : Roumanie Thèse financée par : l’Université de Craiova, Roumanie Dynamic adaptive hypermedia systems for e-learning Directeurs de Thèse (NOM - Prénom) : TRIGANO Philippe (NOM - Prénom) : RASVAN Vladimir. Date, heure et lieu de soutenance : 15 novembre 2008, 12h00, Université de Craiova, Roumanie NOM :Popescu ....................................................... Prénom : Elvira ................................................................ Courriel : [email protected] MEMBRES DU JURY - TRIGANO Philippe, Professeur des Universités (directeur de thèse) Spécialité: -
Internet Explorer Users Are Required to Add the Portal URL to Trusted Sites
CLA Client Portal Browser and Silverlight FAQs 1. Question: I am receiving an “Error 500” when clicking the link to access the CLA Document Portal. Resolution: Verify with your IT department that the portal is not blocked by any internal monitoring or protection applications. 2. Question: How do I know if my computer has Microsoft Silverlight Installed? Resolution: The first time you try and login to the portal you will be prompted to install Silverlight from Microsoft’s website if you don’t have it already installed. The installation typically takes less than one minute and is completely safe. http://www.microsoft.com/getsilverlight/Get-Started/Install/Default.aspx If you cannot, or prefer not to, install Silverlight on your machine, a simplified version of the document portal that does not require Silverlight is available. Click on the Take me to the non- Silverlight login on the CLA Document Portal page (www.claconnect.com/docportal). 3. Question: I cannot access the CLA Document Portal. (Server error/Page not found) Resolution: Check that you are using a Microsoft Silverlight 4 compatible browser on all PC’s or MAC. A complete list of browsers and operating systems that support Silverlight 4 can be found at http://www.microsoft.com/getsilverlight/locale/en-us/html/installation-win-SL4.html Please note: Internet Explorer users are required to add the portal URL to Trusted Sites. Adding to Trusted Sites Internet Explorer settings 1. Open Internet Explorer and browse to https://portal.cchaxcess.com/Portal/. 2. In Internet Explorer, select Tools / Internet Options; then select the Security tab and click Trusted Sites and then Sites. -
Hypervideo and Annotations on the Web
Hypervideo and Annotations on the Web Madjid Sadallah Olivier Aubert Yannick Prie´ DTISI - CERIST LIRIS - Universite´ Lyon 1 LIRIS - Universite´ Lyon 1 Alger, Algerie´ UMR 5205 CNRS UMR 5205 CNRS Email: [email protected] Email: [email protected] Email: [email protected] Abstract—Effective video-based Web information system de- the hypermedia system. Hypervideo addresses this issue by ployment is still challenging, while the recent widespread of a specialization of hypermedia centered on interactive video. multimedia further raises the demand for new online audiovisual We define hypervideo as being an interactive video-centric document edition and presentation alternatives. Hypervideo, a specialization of hypermedia focusing on video, can be used on the hypermedia document built upon an audiovisual content - a set Web to provide a basis for video-centric documents and to allow of video objects -. Several kinds of related data are presented more elaborated practices of online video. In this paper, we pro- within the document in a time synchronized way to augment pose an annotation-driven model to conceptualize hypervideos, the audiovisual part around which the presentation is organized promoting a clear separation between video content/metadata in space and time. and their various potential presentations. Using the proposed model, features of hypervideo are grafted to wider video- The articulation of video content with navigation facilities based Web documents in a Web standards-compliant manner. introduces new ways for developing interfaces, rendering the The annotation-driven hypervideo model and its implementation content and interacting with the document. By supplying offer a general framework to experiment with new interaction spatio-temporal behaviors to links, hypervideos allow address- modalities for video-based knowledge communication on the Web. -
Learning As You Go: Inventing Pedagogies for Electronic Literature
Learning as you go: Inventing Pedagogies for Electronic Literature. In a field like electronic literature, which is both well developed and always emerging, most teachers have faced the challenge of teaching material that is regarded as “marginal” within the Humanities but relevant in the classroom. Though the scholars that circulate around the organization tend to be very interested in literary approaches, most have found themselves working in roundabout ways, slipping electronic literature into literature surveys, media studies, fine arts, and computer science classrooms. Indeed, as Maria Engberg notes in her survey of electronic literature pedagogy in Europe, there are a range of institutional obstacles to the teaching of electronic literature, and these obstacles differ depending on national, institutional, and disciplinary contexts. Citing Jorgen Schafer’s experience teaching eliterature in Germany, Engberg points to the various places where electronic literature can fit into a broader curriculum: “1) literary studies; 2) communications or media studies; 3) art and design schools or creative writing programs; and 4) computer science departments.”i In response to the scant attention to electronic literature in German academic settings, Shafer’s recommendation is “to ‘reanimate’ the so-called Allgemeine Literaturwissenschaft (or ‘general study of literature’) of the 1970s and 1980s in German universities.”ii The conclusion reflected broadly across the various approaches in Engberg’s survey is that the electronic literature teacher must -
10 Gaps for Digital Literature? Serge Bouchardon
Mind the gap! 10 gaps for Digital Literature? Serge Bouchardon ELO Montreal Conference (keynote), 17/08/18: http://www.elo2018.org/ Introduction 2 1. The Field of Digital Literature 3 1.1. Gap No.1 3 Creation: From Building Interfaces to Using Existing Platforms? 1.2. Gap No.2 6 Audience: From a Private to a Mainstream Audience? 1.3. Gap No.3 7 Translation: from Global Digital Cultural Homogeneity to Cultural Specificities? 1.4. Gap No.4 8 The Literary Field: From Literariness to Literary Experience? 2. The Reading Experience 10 2.1. Gap No.5 10 Gestures: From Reading Texts to Interpretation through Gestures? 2.2. Gap No.6 11 Narrative : From Telling a Story to Mixing Fiction with the Reader’s Reality? 2.3. Gap No.7 14 The Digital Subject: From Narrative Identity to Poetic Identity? 3. Teaching and Research 16 3.1. Gap No.8 16 Pedagogy: From Literacy to Digital Literacy? 3.2. Gap No.9 19 Preservation: From a Model of Stored Memory to a Model of Reinvented Memory? 3.3. Gap No.10 23 Research: From an Epistemology of Measure to an Epistemology of Data? Conclusion 25 Bibliography 26 1 Introduction What exactly do we mean by digital literature? This field has existed for over six decades, descending from clearly identified lineages (combinatorial writing and constrained writing, fragmentary writing, sound and visual writing…). The terminology varies, and digital, electronic, and computer-based literature are all commonly used. Yet most critics in the field are in agreement on the distinction between the two principal forms of literature relying on digital media: digitized literature and true digital literature (even if the boundary between the two is sometimes rather blurred, perhaps increasingly so). -
Hypertext and Hypermedia Digital Multimedia, 2Nd Edition Nigel Chapman & Jenny Chapman Chapter 12
Hypertext and Hypermedia Digital Multimedia, 2nd edition Nigel Chapman & Jenny Chapman Chapter 12 This presentation © 2004, MacAvon Media Productions 12 384 Hypertext • Text augmented with links • Link: pointer to another piece of text in same or different document • Navigational metaphor • User follows a link from its source to its destination, usually by clicking on source with the mouse • Use browser to view and navigate hypertext © 2004, MacAvon Media Productions 12 385–386 Cursory History • Memex – V Bush, 1945 • Concept of linked documents; photo- mechanical realization never implemented • Xanadu – Ted Nelson, late 1960s/early 1970s • Intended as global system • Hypercard – Apple, 1987 • Shipped with every Mac; popularized concept • World Wide Web – 1992 © 2004, MacAvon Media Productions 12 386–388 Non-linearity • Hypertext not usually read linearly (from start to finish) • Links encourage branching off • History and back button permit backtracking • Not an innovation, but the immediacy of following links by clicking creates a different experience from traditional non-linearity (e.g. cross-references in encyclopedia) © 2004, MacAvon Media Productions 12 389 Links • Simple unidirectional links • Connect single point on one page with a point on another page (e.g. WWW) • Extended links • Regional links (ends may be regions within a page) • Bidirectional links (may be followed in both directions) • Multilinks (may have more than two ends) © 2004, MacAvon Media Productions 12 390–391 Browsing & Searching • Browsing – retrieve information -
The Emergence of Cyber Literature: a Challenge to Teach Literature from Text to Hypertext
Proceedings | “Netizens of the World #NOW: Elevating Critical Thinking through Language and Literature” | ISBN 978-602-50956-4-1 THE EMERGENCE OF CYBER LITERATURE: A CHALLENGE TO TEACH LITERATURE FROM TEXT TO HYPERTEXT Deri Sis Nanda [email protected] Susanto Susanto [email protected] Bandar Lampung University, Indonesia Abstract In a digital era, people live in a cyberspace that they become part of modern society. The information that they have acquired is from the World Wide Web (WWW). This WWW has become an important medium for people in the world to disseminate information. Because of the technology of Web, cyber literature emerges. This study talks about the emergence of cyber literature which changes the way of reading and teaching in various institutions. It becomes a challenge for people who teach literature because they should leave the printed text and move to the digital text as called hypertext. The existence of cyber literature also drives them change their style to analyze and criticize the work of literature. So, it becomes a challenge for them to teach literature from text to hypertext. Keywords: cyber literature, emergence, text, hypertext, cyberspace, challenge, development. Introduction The influence of technology changes all aspects of people’s lives in the world. They become modern society who always get information and do communication in a virtual space. The influence can be seen in work places, homes and teaching institutions. Most of them acquire the information from the World Wide Web (WWW). It is a space for the users to read, write, and access the information with devices connected with the internet. -
Webvise: Browser and Proxy Support for Open Hypermedia Structuring Mechanisms on the WWW
Webvise: Browser and Proxy Support for Open Hypermedia Structuring Mechanisms on the WWW Kaj Grønbæk, Lennert Sloth, & Peter Ørbæk University of Aarhus Department of Computer Science, Åbogade 34, 8200 Århus N, Denmark. Email: {kgronbak, les, poe}@daimi.au.dk Abstract This paper discusses how to augment the WWW with an open hypermedia service (Webvise) that provides structures such as contexts, links, annotations, and guided tours stored in hypermedia databases external to the Web pages. This includes the ability for users collaboratively to create links from parts of HTML Web pages they do not own and support for creating links to parts of Web pages without writing HTML target tags. The method for locating parts of Web pages can locate parts of pages across frame hierarchies and it is also supports certain repairs of links that breaks due to modified Web pages. Support for providing links to/from parts of non-HTML data, such as sound and movie will be possible via interfaces to plug-ins and Java based media players. The hypermedia structures are stored in a hypermedia database, developed from the Devise Hypermedia framework, and the service is available on the Web via an ordinary URL. The best user interface for creating and manipulating the structures is currently provided for the Microsoft Internet Explorer 4.x browser through COM integration that utilize the Explorers DOM representation of Web-pages. But the structures can also be manipulated and used via special Java applets and a pure proxy server solution is provided for users who only need to browse the structures.