What (cyber)reading for the (cyber)classroom?

Abstract

In the present paper, we take as a starting point the debate on the relationships between the changes in writing supports and the changes in reading rituals, defending the need to pluralize the models and functions of literary reading so as to be able to approach different typologies of literary digital texts. Firstly, after revising and situating in a historical context the different types of reading rituals that the print text has developed, we reflect upon the type of reading that the academia is implicitly demanding in this new context through its use of ICCT and the design of learning sites. Secondly, we discuss how our readers, the students, are adjusting to the new digital literature and how can the teacher guide them through this permanently morphing scenario. We argue about the need to develop functional models for digital literary readings, and in the final section of the paper, we offer several reading strategies that can help teachers and students build a bridge between print and digital literary texts.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8

Notes

  1. 1.

    Abad, winner of the Prize ARCO Electrónico in 1999, has been the first Spanish artist to sell his net-art to an institution (the healthcare foundation Sanitas bought his work 1.000.000 presented in ARCO in February 1999).

  2. 2.

    Curiously enough, it has been recently discovered that synesthesia is much more frequent than it was previously thought, occurring perhaps in one of 200 people. According to neuroscientist V.S. Ramachandran, from the University of California, San Diego, synesthesia is much more common in artists, poets, and novelists (Zandonella 2006).

  3. 3.

    For example, a random selection of quotes from texts by Severo Sarduy, Chuang-Tzu, and Elena Poniatowa can yield the following sequence: Wings of a butterfly imitating a dead leaf>A man dreaming he is a butterfly>A lover feels her happiness has gone when she sees her partner desiccate a butterfly.

References

  1. Abad, A. (1994). Minor measures. Retrieved March 21, 2009, from http://www.iua.upf.es/~abad/sisif/Abad1994ang.html.

  2. Abad, A. (1995). Sisyphus. Retrieved March 21, 2009, from http://www.iua.upf.es/~abad/sisif/presang.htm.

  3. Allusse, A. et al. (2006). ELLEN. Encyclopédies en ligne et lectures numériques [Electronic source]. Retrieved April 2009, from http://lire.ish-lyon.cnrs.fr/IMG/pdf/RapportEllenenligne.pdf.

  4. Baccino, T. (2004). La lecture électronique. Grenoble: Presses Universitaire de Grenoble.

    Google Scholar 

  5. Barthes, R. (1980). The pleasure of the text (R. Miller, Trans.). Oxford: Basil Blackwell.

  6. Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our future. New York: Jeremy Tarcher.

    Google Scholar 

  7. Bleich, D. (1986). Gender interests in reading and language. In E. A. Flynn & P. P. Schweickart (Eds.), Gender and reading: essays on readers, texts, and contexts (pp. 234–266). Baltimore and London: The Johns Hopkins University Press.

  8. Borràs, L. (2005). Textualidades electrónicas. Nuevos escenarios para la literatura. Barcelona: Editorial UOC.

    Google Scholar 

  9. Bourdieu, P. (1992). Les règles de l’art. Genèse et structure du champs littéraire.

  10. Cavallo, G., & Chartier, R. (1997). Histoire de la lecture dans le monde occidental. Paris: Seuil.

    Google Scholar 

  11. de Certeau, M. (1990). L’Invention du quotidien. Vol. 1. Arts de faire. Paris: Gallimard.

    Google Scholar 

  12. de Certeau, M. (1993). La culture au pluriel. Paris: Seuil.

    Google Scholar 

  13. Dery, M. (1996). Escape velocity: Cyberculture at the end of the century (pp. 1–18). New York: Grove Press.

    Google Scholar 

  14. Eco, U. (2003). Vegetal and mineral memory: The future of books. In Bibliotheca alexandrina. Retrieved March 2009, from http://www.iterasi.net/openviewer.aspx?sqrlitid=o_ely4ttr0acze9j-2o_-g.

  15. Elkins, J. (2003). Visual studies. A skeptical introduction. New York: Routledge.

    Google Scholar 

  16. Febvre, L., & Martin, H.-J. (1958). L’apparition du livre. Paris: Albin Michel.

    Google Scholar 

  17. Fish, S. (1980). Is there a text in this class? The authority of interpretative communities. Cambridge: Harvard.

  18. Flynn, E. (1986). Gender and reading. In E. A. Flynn & P. P. Schweickart (Eds.), Gender and reading: essays on readers, texts, and contexts (pp. 267–289). Baltimore and London: The Johns Hopkins University Press.

  19. Gache, B. (1999–2001). Book-Butterflies. Retrieved March 21, 2009, from http://www.findelmundo.com.ar/mariplib/introeng.htm.

  20. García, D. (1999). Heartbeat. Retrieved March 21, 2009, from http://aleph-arts.org/art/heartbeat/index.html#.

  21. García Carcedo, P. (2008). Enseñanza virtual y presencal de las literaturas. Granada: Grupo Editorial Universitario.

    Google Scholar 

  22. Gossin, P. (2004). Le manuel numérique. In Belisle, C. (dir.), La lecture numérique: réalités, enjeux et perspectives (pp. 223–254). Lyon: Presses de l’ENSSIB.

  23. Heim, M. (2001). The erotic ontology of cyberspace. In D. Trend (Ed.), Reading digital culture (pp. 70–86). Malden, MA: Blackwell.

    Google Scholar 

  24. Jackson, S. (1995). Patchwork girl. CD-ROM. Watertown, MA: Eastgate Systems.

    Google Scholar 

  25. Landow, G. P. (1994). “What’s a critic to do? Critical theory in the age of hypertext?” Hyper/Text/Theory (pp. 1–48). Baltimore: Johns Hopkins University Press.

    Google Scholar 

  26. MacDowell, N. (2004). Interpreting communities: Private acts and public culture in early modern England. Criticism (Vol. 46, No. 2, pp. 281–298). Detroit: Wayne State University Press.

  27. MacLuhan, M. (1962). The Gutenberg galaxy. Totonto: The University of Toronto Press.

    Google Scholar 

  28. Martin, H.-J. (2000). La naissance du livre moderne (XIV–XVIIe siècles): mise en page et mise en texte du livre français. Paris: Cercle de Librairie.

    Google Scholar 

  29. Martin, H.-J., & Chartier, R. (Eds.). (1982). Histoire de l’édition française. T. II, Le Livre triomphant. Paris: Promodis.

    Google Scholar 

  30. Ministère de l’Education Nationale. (2009). Manuel scolaire numérique. Educnet (Online). Retrieved April 2009, from, http://www.educnet.education.fr/dossier/manuel/default.htm.

  31. Morin, E. (1999). L’intelligence de la complexité. Paris: L’Harmattan.

    Google Scholar 

  32. Morin, E. (2000). La mente bien ordenada. Repensar la reforma. Reformar el pensamiento. Barcelona: Seix Barral.

    Google Scholar 

  33. O’Donnell, J. (1998). Avatars of the word: from Papyrus to Cyberspace. Harvard: Harvard University Press.

    Google Scholar 

  34. Ortiz, S. (2004). Diorama. Retrieved March 21 2009, from, http://moebio.com/santiago/diorama/.

  35. Prensky, M. (1998). Twitch speed: Keeping up with young workers [Electronic source]. Retrieved April 2009, from, http://www.twitchspeed.com/site/article.html.

  36. Prensky, M. (2001). On the horizon (Vol. 9). Lincoln: NCB University Press.

  37. Romero, D., & Sanz, A. (2007). Literatures in the digital era. Theory and praxis. Newcastle: Cambridge Scholar Press.

    Google Scholar 

  38. Rosado, E. & Belisle, C. (2007). Analysing digital literacy frameworks [Electronic source]. Retrieved April 2009, from, http://hal.archives-ouvertes.fr/docs/00/13/77/79/PDF/Analysing-Edu-Frameworks.pdf.

  39. Saemmer, A. (2007). Matières textuelles sur support numérique. Saint Etienne: Publications de l’Université de Saint-Etienne.

  40. Schwab, G. (1994). Subjects without selves. Cambridge: Harvard University Press.

    Google Scholar 

  41. Scrivner, L. (2007). The echo of narcissism in interactive art and hypermedia. In D. Romero & A. Sanz (Eds.), Literatures in the digital era. Theory and praxis. Newcastle: Cambridge Scholars Publishing.

    Google Scholar 

  42. Sturken, M., et al. (2004). Technological visions. The hopes and fears that shape new technologies. Philadelphia: Temple University Press.

    Google Scholar 

  43. Ulmer, G. (2003). Internet invention. Literacy to Electracy. London: Longman.

    Google Scholar 

  44. Vandendorpe, C. (1999). Du papyrus à l’hypertexte: essai sur les mutations du texte et de la lecture. Paris: La Découverte.

    Google Scholar 

  45. Zandonella, C. (2006). Probing the Picasso Lobe. What Scientist are Learning; What Artists Know. Update. New York Academy of Sciences Magazine. March/April 6–11.

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to María Goicoechea de Jorge.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Goicoechea de Jorge, M., Sanz, A. What (cyber)reading for the (cyber)classroom?. Neohelicon 36, 533 (2009). https://doi.org/10.1007/s11059-009-0022-4

Download citation

Keywords

  • Digital literature
  • Learning
  • Reading strategies
  • ICCT
  • Wreaders
  • Digital texts