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1

Poetics in the world of digital domains

100%
Szczesna E.
Teksty Drugie (Second Texts)
|
2006
|
issue 4(100)
219-238
EN
By creating new ways in which a text functions, and new textual genres and forms, digital technologies make poetics describe them, provide some tools with which to investigate them, indicate shifts and re-interpretations to be found in the way the text functions, and, set the directions of text's development. The basic discriminant of digital texts is their interactive nature. Related with it are a new sending-receiving situation and a modified text authorship category (exchangeability and accumulation of sender-receiver roles, the category of user, anonymous authorship, several authors). The presence of hypertextual links causes that a text can be read not only linearly but also, 'deeper down into it', simulating a three-dimensionality of a virtual text.. Poly-semioticality and striving for a maximum simplification of the communication process favour phenomena such as: verbalisation of image, iconisation of word, or, creating inter-semiotic figures.
2

CHANGING READING PATHS IN A DIGITAL AGE: WHAT ARE THE CONSEQUENCES FOR MEANING-MAKING?

88%
Petrová Z., Nemec R.
Pedagogický časopis (Journal of Pedagogy)
|
2019
|
vol. 10
|
issue 2
65 – 85
EN
Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many empirical, pedagogical and philosophical studies that reflect on the falling level of general knowledge of the population and the superficiality of young people’s reading comprehension. In this study, we aim to identify and analyse how reading is changing with the emergence of new text architecture and the replacement of alphabetic, print-based text with screen-based text, and ask whether this new ontological variant could also bring about a change in the epistemological “qualities” of reading. We go beyond the design of digital text itself to ask how changes in text design affect the role of alphabetic text in meaning-making. We then examine specific aspects of the change in the nature of reading itself and how they could lead to a paradigmatic change in pedagogy and literacy.
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