Visual and Digital Texts

2012 ◽  
Vol 56 (4) ◽  
pp. 331-333
Author(s):  
Gwynne Ellen Ash
Keyword(s):  
Digital Texts

scholarly journals Wag the Dog: A Digital Literacies Narrative

2021 ◽  
pp. 238133772110275
Author(s):  
Elizabeth (Betsy) A. Baker
Keyword(s):  
Information And Communication Technologies ◽  
Presidential Address ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Research Association ◽  
Digital Literacies ◽  
Reading And Writing ◽  
Digital World ◽  
Digital Texts ◽  
Information And Communication

In the spring of 2020, schools across the country and world closed. COVID-19 reached pandemic proportions. Were schools prepared? Was there a research base available to help schools prepare students for reading and writing digital texts? The ability to read, analyze, compose, and communicate with digital texts requires digital literacies. However, the rapid-fire development of information and communication technologies (ICTs) makes the identification of digital literacies and the development of curriculum and instruction a moving target. In her Literacy Research Association Presidential Address, Dr. Betsy Baker asserts that digital literacies are no longer an entity separate from reading and writing instruction, they are no longer a technology issue, students live in a digital world, and digital literacies are not optional. Digital literacies have become the literacies of our culture. Baker synthesizes over 25 years of research to propose that digital literacies are persistently public, semiotic, product-oriented, and transitory. Researchers, educational leaders, and teachers can leverage these characteristics as footholds to identify ever-changing digital literacies, design curricula, and provide instruction so that all students can be autonomous as they seek to thrive in a digital world. Dr. Baker’s Presidential Address is available online (see https://youtu.be/Avzup21ZnA4 ).

scholarly journals Get Out of My Sandbox

2014 ◽  
pp. 128-142 ◽  
Author(s):  
Barbara Bordalejo
Keyword(s):  
Creative Work ◽  
Digital Texts ◽  
Practical Concern

This chapter considers how one may use Genette's concepts of paratext and hypertext within transmedia narratives and born-digital texts and explores how Web publication problematizes standard ideas of authorship and copyright. This challenges our concepts of originality and our understanding of what constitutes the text and what stands outside it. This chapter explores Nick Montfort's “Taroko Gorge,” a born-digital poem, and Jasper Fforde's “The Eyre Affair,” analyzed as a transmedia narrative, within the framework of Genette's theories of “paratext” and “hypertext.” This chapter highlights the difficulty of reconciling the intellectual and political necessity of a world in which data is freely shared with the practical concern of how the producers of creative work can make a living.

The Stylistics of ‘You'

2021 ◽  
Author(s):  
Sandrine Sorlin
Keyword(s):  
Second Person ◽  
Literary Genres ◽  
Person Pronoun ◽  
Digital Texts ◽  
Wide Range

This book takes 'you', the reader, on board an interdisciplinary journey across genre, time and medium with the second-person pronoun. It offers a model of the various pragmatic functions and effects of 'you' according to different variables and linguistic parameters, cutting across a wide range of genres (ads, political slogans, tweets, news presentation, literary genres etc.), and bringing together print and digital texts under the same theoretical banner. Drawing on recent research into intersubjectivity in neuropsychology and socio-cognition, it delves into the relational and ethical processing at work in the reading of a second-person pronoun narrative. When 'you' takes on its more traditional deictic function of address, the author-reader channel can be opened in different ways, which is explored in examples taken from Fielding, Brontë, Orwell, Kincaid, Grimsley, Royle, Adichie, Bartlett, Auster, and even Spacey's 'creepy' 2018 YouTube video, ultimately foregrounding continuities and contrasts in the positioning of the audience.

Digital Historicism and the Historicity of Digital Texts

2019 ◽  
pp. 66-100
Author(s):  
James E. Dobson
Keyword(s):  
Text Mining ◽  
Computational Methods ◽  
Historical Research ◽  
Affective Content ◽  
Digital Texts ◽  
Sentiment Mining ◽  
Interpretive Framework

This chapter takes up several important theoretical problems and complexities introduced by text mining and datafication to historiography and historical research in order to think about the problems and promises of a digital historicism. The chapter argues for an approach that takes the historicity of the digitized archive seriously without reducing the use of computational methods to either those framed strictly by the terms and language of the present or to a form of rigid historicism that would require enclosing the archive in synchronically constructed interpretive framework. Many of the approaches used within text mining deploy secondary archives—dictionaries, thesauruses, and other forms of human-constructed schemata—that have tended to capture categories used in the present. The chapter concludes by examining the methods and practice of extracting and analyzing emotional or affective content in texts through what is called sentiment mining. Functioning as a case study, sentiment mining demonstrates the need for quantitative and computational humanists to give more attention to the historical dimensions of both text and affect, to both primary and secondary digital sources.

Digital Texts as Sources for Novice Writers

2013 ◽  
pp. 261-275
Author(s):  
Thomas DeVere Wolsey ◽  
Diane Lapp ◽  
Douglas Fisher
Keyword(s):  
Review Literature ◽  
Optimization Techniques ◽  
Future Research ◽  
School Students ◽  
Reading Processes ◽  
Digital Texts ◽  
Digital Environments ◽  
Novice Writers ◽  
Linguistic Approaches

In this chapter, the authors review literature describing how reading processes appear to work in online and other digital environments. In particular, the nature of reading, writing, and the academic utility of new literacies is explored and applied to the digital environments of secondary school students. Writing is described as an ill-defined domain and situated theoretically in classical discourse theories as well as cognitive-linguistic approaches that explain reading and writing interactions in digital environments. Specific considerations for using digital texts as sources for written work are explained, including the role of search engine optimization techniques on reading and how access to multiple varied sources changes what students can learn. Implications and suggestions for future research are provided.

The Ethos of Online Publishing

2019 ◽  
pp. 884-901
Author(s):  
Joe Erickson ◽  
Kristine Blair
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Team Development ◽  
Academic Publishing ◽  
Online Publishing ◽  
Development Team ◽  
Curricular Development ◽  
Digital Texts ◽  
Print Publications

This chapter argues that online academic journals are not only a legitimate venue and sustainable source of disciplinary inquiry, but an important professional development opportunity for graduate students as future faculty and are therefore crucial to maintaining a discipline's ethos. The authors begin by reviewing the ethos of individually produced print publications in the humanities, paying particular attention to the value such publications hold in helping scholars earn tenure and promotion. The authors then posit that efforts within the rhetoric and writing scholarly community to recognize the collaborative nature of multimodal digital texts and to advocate for the collaborative production of such digital texts, which has helped such scholarship achieve a higher level of ethos over the past two decades. Emphasizing the role of graduate students in these ongoing efforts, the authors conclude by recommending three benchmarks developing and advanced scholars should implement to increase their own professional development and thus the ethos of online academic publishing: curricular development, team development, and dissertation research.

The Mutual Presence of RP-7 and the Future of Virtual Collaborative Writing

2010 ◽  
pp. 374-399
Author(s):  
David W. Overbey
Keyword(s):  
Social Practice ◽  
Collaborative Writing ◽  
Vital Signs ◽  
Digital Writing ◽  
Virtual Collaboration ◽  
Writing Technologies ◽  
Digital Texts ◽  
The Future ◽  
Digital Environments ◽  
Professional Contexts

This chapter examines virtual collaboration, including the production and use of writing, between doctors at different hospitals mediated by RP-7, a robot that enables a specialist at one hospital to evaluate the vital signs of and provide diagnosis for a patient at another hospital. Analysis of RP-7 is situated in a theoretical deliberation about the shift from print to digital texts and technologies. I argue that a consequence of this shift is the loss of mutual presence—the alignment of materiality, practice, and expertise—in the production and use of texts. This alignment is transparent and intrinsic to print texts but is lost in digital environments precisely because they afford access to texts irrespective of a user’s background, location, or access to and familiarity with other tools, technologies, or workplaces. Study of the writing used and generated during the collaboration between doctors mediated by RP-7 is grounds for the claim that the future of virtual collaborative writing in professional contexts will involve the re-alignment of mutual presence. In other words, the success of digital writing technologies in social practice will depend on the extent to which they bare similarity to, rather than differ from, print texts and technologies. The chapter concludes by emphasizing the value of this research to both academia and industry.

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