Proposal Title
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Submission Type
Virtual Engagement Session
Start Date
17-7-2020 3:00 PM
End Date
17-7-2020 4:00 PM
Abstract
What’s New in Children eLit?
We would like to propose a hashtag chat with a final synchronous roundtable dedicated to collect news and share experiences on the topic of Children eLit. In particular, we would like to focus on the design of experimentation models for researching children’s reading practices. It would also be an opportunity to share different formulas that have been implemented for the integration of electronic literature in children reading curricula and their impact on the teaching practices of literary education. Discussion will also be oriented to address the challenges faced by children's electronic literature design. Some of the questions we pose ourselves include:
- What degree of technological interactivity is desirable?
- How much free exploration and destructuring of the story is recommendable? How much direction or guide?
- To what extent is it necessary to introduce the possibility of rereading? Is rereading useful for all ages?
- Is it good to introduce many different media simultaneously, like in augmented reality? How does this media overload affect children’s ability to concentrate?
- Is animation and movement the enemy of the type of concentration required to develop reading comprehension, or can it be used to foster it?
What’s New in Children's eLit?
What’s New in Children eLit?
We would like to propose a hashtag chat with a final synchronous roundtable dedicated to collect news and share experiences on the topic of Children eLit. In particular, we would like to focus on the design of experimentation models for researching children’s reading practices. It would also be an opportunity to share different formulas that have been implemented for the integration of electronic literature in children reading curricula and their impact on the teaching practices of literary education. Discussion will also be oriented to address the challenges faced by children's electronic literature design. Some of the questions we pose ourselves include:
- What degree of technological interactivity is desirable?
- How much free exploration and destructuring of the story is recommendable? How much direction or guide?
- To what extent is it necessary to introduce the possibility of rereading? Is rereading useful for all ages?
- Is it good to introduce many different media simultaneously, like in augmented reality? How does this media overload affect children’s ability to concentrate?
- Is animation and movement the enemy of the type of concentration required to develop reading comprehension, or can it be used to foster it?
Bio
Ana Albuquerque e Aguilar has a degree and a post-graduation in Classics. She holds a Master’s degree in Classical Studies – Comparative Literature, with a thesis on the poetic works of Portuguese writer Miguel Torga. She studied at the School of Arts and Humanities at the University of Lisbon and at the Paris-Sorbonne University. As a secondary school teacher, she has participated in different European projects and programmes (Comenius, Grundtvig, and more recently, Erasmus +). She is also a teachers’ trainer; she has been involved in Portuguese language and literature projects, and has several publications, including textbooks of Portuguese. She is currently an FCT doctoral fellow in the Materialities of Literature PhD Programme, at the School of Arts and Humanities at the University of Coimbra. She is also a team member of the research project “Inanimate Alice: electronic literature in the teaching of Portuguese” (Centre for Portuguese Literature at the University of Coimbra). Among other interests, she focuses on classical languages, Greek culture (Ancient and contemporary), Portuguese literature, teaching, books, and reading.
María Goicoechea studied English Philology at the University Complutense of Madrid (UCM) and at the University of East Anglia (UEA), UK. She later obtained an MSc in Education (Secondary Education) at UCM and a MA in Intercultural Communication at the University of Maryland Baltimore County (UMBC), USA. Her doctoral dissertation is entitled The Reader in Cyberspace: A Literary Ethnography of Cyberculture (2004). She is currently a teacher of the English Department at the University Complutense of Madrid (UCM) and Principal Investigator of the project eLITE-CM in Electronic Literary Edition. Prof. Goicoechea is part of LEETHI (UCM), and of HERMENEIA (Universitat de Barcelona), two research groups dedicated to the study of literature and computers. Her first interactive story for children is Mi robot lunático (2020). She has also edited a bilingual digital collection of children stories from 1923 entitled Plaga de dragones/Plague of Dragons.
Mark C. Marino is an author and scholar of digital literature. His works include Salt Immortal Sea (with John Murray, Joellyn Rock, and Ken Joseph), “Marginalia in the Library of Babel,” “A show of hands,” “Living Will,” and a collection of interactive children’s stories called “Mrs. Wobbles and the Tangerine House.” He is an Associate Professor (Teaching) of Writing at the University of Southern California where he directs the Humanities and Critical Code Studies (HaCCS) Lab, a research group dedicated to humanities approaches to the exploration of computer source code. He is also the Director of Communication of the Electronic Literature Organization.
Laura Sánchez is a PhD candidate in Literary Studies at Complutense University of Madrid (UCM). She is member of LEETHI (European and Spanish Literatures from Texts to Hypermedia), an interdisciplinary research group located at UCM, and she is also co-founder of Ciberia Project (http://www.ciberiaproject.com/), a platform dedicated to community building around digital literature and the study of new forms of literary digital publishing. Her research interests concern mainly the relationship between digital literature and digital arts.