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Showing posts with label literacy. Show all posts
Showing posts with label literacy. Show all posts

Sunday

Literary theory in the digital age


Hyper/Text/Theory
Essays on literature and literary theory in the digital age

George Landow was amongst the early few to spot the similarities between modern literary theory and the technological possibilities of hypertext programmes. This is the third of his publications which explore connexions between them. The general argument he makes is that the digitization of text coupled with the associative links of hypertext represents a development of revolutionary potential.

It makes new literary forms available, blurs distinctions between existing genres ['boundary erasure'] and makes possible anything from multimedia compilations started by authors but completed by their readers, to texts which are ‘unreproducible’ because of their size and their constant revision.

His introductory essay is an invigorating mixture of reports on hypertext projects and visionary ideas of the kind promoted by Jay Bolter and Nicholas Negroponte. Unfortunately, his fellow contributors fail to match his standard. The other essays deal with non-linearity as one of the essential features of hypertext, the politics of this branch of IT, and what promotes itself as new writing – ‘hypertext fiction’, a somewhat dubious notion over which there is still much debate.

They range enthusiastically over topics as diverse as Wittgenstein’s notebooks, films and narratology, and forms of classical rhetoric. But much of their exposition is clogged with silly jargon ['texton', 'scripton', 'screener'] which is depressingly rife amidst professionals in the field of cultural studies.

At their worst the essays deal in speculation rather than reporting
on practical experiences or successful projects. Mireille Rosello for instance at one point drops to the level of conceptual art when she spends two or three pages describing what an imaginary hypertext programme could be like. Since there are unsung technical writers out there in the field constructing hypertext programmes for real right now, this is a feeble and self-indulgent substitute. There are just too many questions raised, not enough empirical data or answers.

One further dispiriting feature is the tendency of the authors to draw
on the same material, and even worse to quote each other. It is one thing for them to [quite understandably] cite Ted Nelson as a hypertext visionary, but when yet another reference to Thomas Pynchon occurs in the fourth or fifth essay, one wonders if these aren’t the papers of some post-graduate club. This suspicion is reinforced by the tendency for them all to quote from the same fashionable cultural theorists – Deleuze, Guattari, Baudrillard, and Lyotard. The collection ends with a piece of post-Modernist tosh by Gregory L Ulmar which weaves a tissue of non-sequiturs around a contrived verbal connexion between Wittgenstein [again] and Carmen Miranda.

In Landow’s own survey of current programmes and projects [written, one supposes, circa 1993/94] it is interesting to note how often he describes the hypertext systems available by using the telling metaphor of a ‘web’ of connexions. The World Wide Web which was under development at that very time now makes available many of the linkages dreamed of from Vannevar Bush onwards. And most importantly, they are available not merely for some technological elite as in the past, but for whoever wishes to use them. This is a democratizing influence which will have a profound effect upon the construction, assembly, and cross-linking of information – and Landow knows it. One of the driving forces behind this collection of essays is to make these possibilities known. I imagine that a further post-WWW volume is on its way right now – but I hope he writes the book himself.


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George P. Landow, (ed) Hyper/Text/Theory, Baltimore and London: Johns Hopkins University Press, 1994, pp.379, ISBN 0801848385

Tuesday

Three classic hypertexts and a reader


As Markku Eskelinen put it , we could say that the three classic hypertexts, Michael Joyce’s Afternoon, Stuart Moulthrop’s Victory Garden, and Shelley Jackson’s Patchwork Girl all did what they could to make the reader more receptive to the marvels of their labyrinths:


by using hidden and conditional links to highlight and parallel the defences and self-denials of the protagonist in Afternoon, his general unwillingness to know; evoking and concretising the familiar literary tradition of forking paths of Borges, Coover and Pynchon in Victory Garden; and foregrounding Frankensteinian bodily metaphors to ease the postmodernist butchery work of connecting parts and wholes in Patchwork Girl.


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts -Enter Hypertextopia-PHONEREADER Library -- Jean-Philippe Pastor

Scientific endeavor and literary instincts


Goethe is among the figures of modern enlightenment who represent the phrase renaissance man in all its truth and glory — an epithet which mindless use has since cliched.

Although Goethe’s contribution to poetry and drama shine as brightly as they should, they have largely overshadowed his commitment to scientific endeavor. His interest and enterprise in natural science, which occupied him for decades, places him almost on the same level as Linneas. The extent of Goethe’s involvement with the sciences has even led critics to suggest an interference with his literary pursuits; he should have written more poetry instead is a complaint often heard.Goethe’s interests in science extended to mathematics — a subject he approached with a deep insight but without notable appreciation of the techniques. His statements reveal the colors of his understanding of the scheme and schema, “Mathematics is entirely false in the claim that it provides infallible conclusions. Its entire certainty consists of nothing but identities. Two times two is not four, it is still two times two and, for short, we call it four. Four however is nothing new.

Thus does it persist in its development, except that in advanced formulas, the identity is lost from sight.” Or the more grandiose pronouncement, “The Pythagoreans and the Platonists thought that all consists of number, even religion, but God must be sought elsewhere.” Even as we wonder at the great depths these words seem so easily to plumb, we are also aware of the prisms Goethe’s mathematical vistas passed through. Ideas such as G.H.Hardy’s mathematical reality would most likely have found little favor with him.

However, Goethe’s notable absorption in scientific queries vis-a-vis his native literary instincts, points to an enigmatic duality that sometimes affects creators of art.

by Nandan Datta


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts-Enter Hypertextopia-PHONEREADER Library -- Jean-Philippe Pastor












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Wednesday

How to write ebooks ?

Creative hypertextual writers have to construct texts that interact with the needs and desires of the reader.

Hypertextual writing represents a new stage in the long history of writing, one that has far-reaching implications in the fields of human and artificial intelligence, cognitive science, philosophy, semiotics, and literary theory. Hypertext will carry literacy into a new age -- the age of electronic text that will emerge from the "age of print that is now passing."

According to Bolter, cultural literacy is now becoming almost synonymous with computer literacy.


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts -

Sunday

Literacy as an apparatus


Gregory Ulmer:


Literacy is an "apparatus," which is not a neologism but a common term given specialized meaning in media studies.

I borrowed it from media studies to name the matrix of a language machine, partly social and partly technological, that operates in a given epoch. An apparatus is not only a technology (e.g. the alphabet, paper, ink etc) but also an institution and its practices developed along with the technology (Plato founded the Academy, the first school, and invented "method" -- the PHAEDRUS is the first discourse on method in the Western tradition -- and pedagogy -- the dialogue form -- and of course the categorical system of "concept.").

One of Plato's inventions was to take the verb "to be" which served only as a copula at the time (helping verb to link subject and predicate: "Achilles is angry"), and add to it the function of ontology: asking after the "being" of a thing ("What IS justice?"). Aristotle gave the title METAPHYSICS (a neologism) to the book he wrote after his PHYSICS, in which he developed further this practice of defining entities in terms of their properties.


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Tuesday

New relationship between orality and literacy

Gregory Ulmer:

The EmerAgency is a virtual consultancy, testing a practice of deliberative reason for the Internet.

This practice allows netizens (capable of egency within electrate subject formation) to participate in decision-making on public policy issues. Deliberative (practical) reason decides at light speed within the apparatus of electracy, supported by the invention of an image metaphysics that is to digital media what the categories introduced by Aristotle are to literacy.

Policy debates until now have been structured by an impasse — the confrontation between the modalities of thought (metaphysics) created within each of the previous apparati: Religion, faith, obedience (Orality) / Science, knowledge, proof (literacy).
The key to understading the aporetic character of policy problems in modernity is to note the incommensurability of these modalities, and their respective institutionalizations. Another version of the impasse, more revealing of its irreducibility, is the pair Pain/Fact.

Electracy proposes the possibility of a third institutional practice, based in an image metaphysics native to digital media, capable of mediating, negotiating, bridging the aporia organizing the relationship between orality and literacy. The dimension of thought institutionalized and therefore brought to the table of policy debate supported within electracy is expression.

One purpose of this blog is to design and test a practice of expression that is to the Internet what belief is to Religion and knowledge is to Science. The expression equivalent is affect and its political stance concerns well-being (wellness). The premise to be tested is that electracy augments the dimension of human motivation.

Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts -

PHONEREADER Library - - Jean-Philippe Pastor

Wednesday

Boys and girls


During the key ages when kids are in school, boys and girls actually behave very differently," said Paul Kropp. "Our brains are different."


Kropp spent a substantial portion of his speech comparing the gender differences that influence reading material preferences. The entire room read Robert Munsch's Mortimer out loud, a book that would typically appeal to boys. It encouraged aggressive and defiant behaviour in comparison to Franklin's Fib by Paulette Bourgeois and Brenda Clark, which promoted emotional reflection

"I know for myself personally I need to spend more time looking at the non-fiction sections of my library and those types of books that will appeal to boy readers particularly, where there's always a weakness," said Gaetan Hammond, a teacher-librarian with Regina Public Schools.
As an educator and an author, Kropp has tried to fulfill the interests of young people by writing more than 50 novels. Some of them were specifically made for what he calls "reluctant readers." He has also written several award-winning young adult novels and beginner-level books with illustrations.


The idea behind the presentation was to recognize the differences in literature and how to balance them to promote literacy in the the classroom. Following Kropp's speech, the teacher-librarians were sent off to take some classes of their own.


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts



Tuesday

Decline of cultural literacy


How the Digital Age Stupefies Young Americans and Jeopardizes our Future?


The Emory University English professor Mark Bauerlein demonstrates how the internet is making young people increasingly ignorant about almost everything except online video games and the narcissism of self-authored internet content. He draws a depressingly consistent causal relationship between the rise of digital literacy and the decline of cultural literacy. The more skilled kids become in using the tools of the digital revolution, he demonstrates, the more ignorant they become about the objective world around them.


The informational abundance of the Web 2.0 age, according to Bauerlein, is creating a famine of intelligence. And so the most tangible fruit of the digital revolution is the "dumbest generation", a term Bauerlein borrows from Philip Roth's The Human Stain, a dark novel about the collapse of educational standards in a digitally infatuated America.


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts



Saturday

Polemical introduction with Northrop Frye



The purpose of the introduction of Anatomy of criticism (N.Frye 1957) is to defend the need for literary criticism, to distinguish the nature of genuine literary criticism from other forms of criticism, and to clarify the difference between direct experience of literature and the systematic study of literary criticism.


There are a number of reasons why the introduction is labeled as 'polemic'. In defending the need for literary criticism, Frye opposes a notion common to Tolstoy and Romantic thought that 'natural taste' is superior to scholarly learning (and by extension, criticism). Frye also accuses a number of methods of criticism (e.g. Marxist, Freudian, Jungian, Neo-classical, etc.) as being embodiments of the deterministic fallacy. He is not opposed to these ideologies in particular, but sees the application of any external, ready-made ideology to literature as a departure from genuine criticism. This results in subjecting a work of literature to an individual's pet philosophy and an elevation or demotion of authors according to their conformity to the pet philosophy.
Another point is to distinguish the difference between personal taste and genuine criticism. Personal taste is too easily swayed by the prevailing morals, values and tastes of the critic's society at that point in history. If taste succumbs entirely to such social forces, the result is the same as that of consciously adopting an external ideology described above. Yet even if there is a consensus among critics that the works of Milton are more fruitful than R. D. Blackmore (to use Frye's example), a critic contributes little by saying so. In other words, value judgments contribute little to meaningful criticism.


In place of meaningless criticism, Frye proposes a genuine literary criticism which draws its method from the body of literature itself. Literary criticism ought to be a systematic study of works of literature, just as physics is of nature and history is of human action. Frye makes the explicit assumption that in order for systematic study to be possible, the body of literature must already possess a systematic nature. Frye claims that we know very little about this system as yet and that the systematic study of literature has progressed little since Aristotle.


Frye concludes his introduction by addressing the weaknesses of his argument. He mentions that the introduction is polemic, but written in first person to acknowledge the individual nature of his views. He concedes that the following essays can only give a preliminary, and likely inexact, glimpse of the system of literature. He admits to making sweeping generalities that will often prove false in light of particular examples. Finally, he stresses that while many feel an "emotional repugnance" to schematization of poetry, the schematization should be regarded as an aspect of criticism, not the vibrant, personal, direct experience of the work itself--much as the geologist turns away from her systematic work to enjoy the beauty of the mountains.


Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts - Jean-Philippe Pastor




Thursday

Education and Hypertext to JD Bolter

Roy Christopher: Hypertext will greatly influence/wholly form the next paradigm of education. Do you agree?

JDBolter: The influence of hypertext on education will come about because of and through the World Wide Web. It is amazing to me how quickly and easily the computer, the Internet, and the Web are being accepted into American education. Compare the reception of the other ‘new media’ of the nineteenth and twentieth centuries: photography, film, radio, and television. American education has given only a marginal place to these media, and, at least in the case of television, it has been openly hostile. None of these media forms has seriously challenged the textbook as our main educational resource. On the other hand, there is a near consensus that computers belong in schools, that schools should be hooked to the Internet, and that students should be given (censored) access to the Web and in many cases should learn to create their own Web pages. This ‘networking’ of American education may result in a hypertextual style of writing. I think the principal effect, however, will be more emphasis on visual communication: using images in addition to or in place of words. This could be significant, when we remember that American education has been principally verbal for centuries. Learning to read and write (words) has been the center of the educational process. I’m not predicting that verbal literacy will cease to be important, but I do think that visual literacy may began to claim a place in our educational programs.

Download ebooks on http://www.frenchtheory.com/ - See that post with different algorithms in metabole - See the journal French Metablog with today different posts -

Sunday

Written language



Written language should be distinguished from natural language. Until recently in the developed world, it was common for many people to be fluent in spoken or signed languages and yet remain illiterate; this is still the case in poor countries today.



Furthermore, natural language acquisition during childhood is largely spontaneous, while literacy must usually be intentionally acquired.

Download ebooks on http://www.frenchtheory.com/ See that post with different algorithms in metabole See the journal French Metablog with today different posts