Digital Hypertext Research Articles

포스트휴먼 시대의 하이퍼텍스트의 미학적 윤리

This paper aims to search for the aesthetical ethics through understanding the multimodal text, Brian Selznick’s The Invention of Hugo Cabret, and to suggest the vital vision for the survival of literature at the digital culture in the posthuman age. As an orphaned boy, Hugo finds the history of silent movie and recovers George Méliès’s identity as the silent movie producer. His investigation into the past turns out to find the newness and to open the vibrant future. As this hybrid graphic novel shows the changes from the written text to digital hypertext, it asserts that new media is constructed on the basis of old previous media, and we should find the solutions in the relationships with past and future. This novel resurrects vibrantly the multimodal form borrowed from the cinematic technique through the printed book. As the genres are mixed at the process of creating the new media, the complex combinations with image and text represent the microsome of media environment. Selznick’s vital multimodal form initiates an innovative storytelling, because it gives the opportunities to find the futuristic way in the excessive digital culture and to achieve the ethical vision through the participatory reading.

'You Can Resurrect Me, but Only Piecemeal': Embodied Texts and the Heterotopian Regeneration of the Cyborg

This article explores Donna Haraway’s concept of the cyborg through its prosthetic and heterotopian extension in embodied text. With this fractured and ironic ‘cyborg’ figure, Haraway attempted to move feminist theory and politics into a new direction that broke with second-wave feminism’s perpetual reconceptualization of ‘the woman’ as a natural category. However, the text also became the subject of scholarly critique for dissolving the singularities and material contexts of the bodies marginalized by the categories of gender that Haraway’s abstract and utopian metaphor of the cyborg excludes. Unlike these critics’ disposal of the cyborg, this article stays with this monstrous creature and attempts to give her back some embodied singularities, whilst further elaborating Haraway’s concept of ‘cyborg writing’ and close-reading Shelley Jackson’s digital hypertext novel Patchwork Girl (1995). In this hypertext novel, Jackson creates a new myth from the torn-apart body parts of the monstrous female companion of Frankenstein’s monster in Mary Shelley’s original novel. Readers are invited to cooperate in the infinite tearing apart and stitching together of this female monster and, in doing so, form the text as heterotopian; the embodied practices of readers in actual space are, namely, co-constitutive of the text’s multiple and always changing form. The author argues that focusing on the way Patchwork Girl’saesthetics and literal uses of prostheses endlessly move this—and within this—heterotopian regeneration, makes present how Jackson’s hypertext departs from Haraway’s theoretical text and gives way to the acting out of a queerness that cannot imagine its place in utopia. Like Haraway, Jackson emphasizes the fragmentary nature of bodies and subjectivities. But Patchwork Girl’s never-resting hypertext makes these bodies, and their prosthetic extensions betray the theoretical territory of metaphor and abstraction.

Patterns of reading behaviour in digital hypertext environments

AbstractBackgroundComputer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions.ObjectivesOur study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged.MethodsUsing log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills).Results and ConclusionsThe results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers.Major TakeawaysBehavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information.

CONCEPTUALIZATION OF THE PHILOSOPHICAL TEXT IN THE STRUCTURES OF FOREGROUNDING

The foregrounding of the text goes from a potential, not yet existing text to its relevance. In this march, the philosopher coincides with the philosophical text. This coincidence can be called a fore-text, which allows you to "enter" a philosophical text. The Internet considers hypertext as an informational formless set of texts, which is predetermined for the subject. The posed problem concerns the possibility of the presence of the subject in a digital hypertext. The aim of the study is to set the philosophical text as a concept, showing the subjectivation of the text with the help of the developed concept of a fore-text. To achieve the expected result, it is necessary to consider the history of philosophy as a chronological coherent sequence of texts, which is assumed as a context or common meaning. The problem is complicated by the fact that a single history of philosophy does not exist in digital space. It resides as a plurality of authors' histories of philosophy. The "introduction," "preface," etc. to a philosopher's text then becomes a "substitute" for the lost context. The development of the subjectivity of philosophy shows that the fore-text becomes the text itself. This development corresponds to the conceptualization of philosophy and its liberation from the authority of antiquity as traditionalism. Under the conditions of virtual reality and hypertext information, only conceptualization preserves the human in man - thinking. The author of the article poses the questions: "So what have we lost by asserting the end of the history of philosophy? Isn't the "new" pre-structure of the philosophical text the actualized "hyper-conceptual" space of the Internet?"

“Does Anybody Have A Map?”: The Impact of “Virtual Broadway” on Musical Theater Composition

“Does Anybody Have A Map?”: The Impact of “Virtual Broadway” on Musical Theater Composition

Archivo camp. Memorias visuales e identidades outsider

Desde la segunda década del siglo XXI podemos encontrar eferencias camp en diversos ámbitos de las industrias culturales y del espectáculo. Desde Eduardo Casanova con su película Pieles y su cuenta personal de Instagram, pasando por John Waters, el diseñador Palomo Spain, el éxito de la serie estadounidense Pose o la temática de la Gala MET de este año. Lo camp se ensambla en una corriente de sensibilidad estética contemporánea que tiene que ver con la remezcla de archivos y enciclopedias propia de la cultura digital hipertextual. Este resurgimiento de lo camp queda documentado en Instagram, donde gracias al poder difusor de la red social, se mantienen y expanden los conceptos de camp, kitsch, así como los imaginarios visuales outsider, poniéndose de moda y penetrando en las prácticas estéticas de los millennials, permitiéndoles conocer y desarrollar nuevas identidades y estéticas que quedan plasmadas de nuevo en la red. Since the last decade we can find references to camp in the culture and entertainment industries. From Eduardo Casanova with his film Pieles and his personal Instagram account, including John Waters, the designer Palomo Spain, the success of the American series Pose or the theme of the MET Gala this year. Camp is in a stream of contemporary aesthetic sensibility that has to do with the remixing of archives and encyclopedias for the digital hypertext culture. This resurgence of camp is documented on Instagram, where thanks to the streaming power of the social network, the concepts of camp, kitsch, as well as the visual imaginaries outsider are still and becoming fashionable and penetrating the aesthetic practices of the millenials, allowing them to know and develop new identities and aesthetics that are reflected through the network again.

Reading digital text involves working memory updating based on task characteristics and reader behavior

Receiving and using web-based information has become part of everyday life, but the non-linear presentation of information can make considerable demands on cognitive resources, affecting text comprehension. This study examined whether memory updating predicts students' comprehension of digital hypertext over and above skills in reading linearly structured text, and whether this association is affected by particular characteristics of reading tasks, the hypertext and individual reading behavior. Measures included reading comprehension as assessed via hypertext (digital reading) and linear text (linear reading) as well as memory updating among 15-year-old German students (N=288). The number of nodes in a hypertext and cognitive reading operations required for task processing were regarded as task characteristics. Indicators of reader behavior were derived from log files. The results demonstrated a general effect of memory updating on digital reading over and above linear reading. This effect was not affected by the number of available nodes but by cognitive reading operations and individual reader behavior. Implications for students' cognitive processing of hypertexts are discussed.

The electronic text and a new nature of literacy

The electronic text has provoked a new evolution on the concept of literacy. The new features of digital text have opened new dimensions to the way literacy should be understood. The electronic text has acquirednew attributes that have dramatically influenced literacy practices. Printed and digital texts share some basic features, however the digital hypertext is indeed more complex than the printed one due to that the formeris usually enriched with multimedia resources. Additionally, the quality and quantity of information found in the digital text have added new reading requirements to electronic text users. Readers might need tomake a more efficient use of the competencies they already manage with printed text in order to face the digital one. This paper is an attempt to understand this new literacy scenario. The discussion is devotedto exposing some features of the electronic text in order to support the idea that the concept of literacy should be as broad as to cope with the competencies and skills the features of the digital text demand.The pedagogical implications emphasize on the challenges the electronic text takes to school.