Abstract
The aim of this article is to show what feminist electronic literature can contribute to the study of gender theories and feminist literature. The study of feminist hypertext fictions and the use of hypertext as a teaching tool are facilitated by the intrinsic characteristics of the electronic medium, complementing the electronic medium and providing alternative possibilities in the learning process: collaborative authorship, multivocality, textual openness, non-hierarchical and rhizomatic structures, neo-kathartic effects and open publishing. Teaching feminist electronic literature using the hypertext offers the possibility of updating and discussing gender through a medium that permits rearranging the hypertext, better organized analyses of intertextuality and fostering the study through association and connections, which is the way the human brain works. The teaching method proposed pursues the objective of studying narratives about gender taking advantage of the new technologies without losing dialogues in class as intuitive learning process.
Highlights
Blended learning combines face to face classroom methods with computermediated activities, this learning approach permits a new way of teaching in which the study plans can be updated corresponding to present day students needs
The qualities of a hypertext offer an infinite number of advantages which could not exist in a printed format: fast and efficient updates, the possibility of sharing information with others in a website dedicated to a specific course, creating original hypertext fictions in a creative writing course, etc
Collaborative authorship is being used more in hypertexts than in linear or/and printed texts and it benefits authors specially when a subject needs to be reinforced by multiple points of view to accomplish credibility, this is the case of gender matters which are treated by Western feminist authors and by other women from different ethnic origins and men and transgendered people, like in Francesca da Rimini’s Dollspace
Summary
Blended learning combines face to face classroom methods with computermediated activities, this learning approach permits a new way of teaching in which the study plans can be updated corresponding to present day students needs. Some electronic literary works studied in class could be: In the first place, classic works of hypertext fiction about gender such as Carolyn Guyer’s Quibbling (1993) and Shelley Jackson’s Patchwork Girl (1995) These hypertexts were created with the software program Storyspace and they offer the students the experience of approaching electronic literary texts which can be read following multiple paths, the concept of multilinearity can be explained through the reading of these texts as well as the rhizome theory which Guyer. The multitasks of electronic literature works demands a capacity of memorising passages and paths to be able to move from one extract to another without getting lost In this sense hypertext fiction is similar to video games due to the interactivity of the reader whose actions, choosing one link or another, determine the reading process. Common characteristics of hypertext fiction: multimodality, collaboration and open access create the appropriate environment for defending men’s, women’s and LGBTI (Lesbians, Gays, Bisexuals, Transsexuals and Intersexuals) rights like in Francesca da Rimini’s Dollspace (2001)
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