Forum: Where the Machine Stops: Software as Reader and the Rise of New Literatures

Technology is a ubiquitous part of our everyday lives in and out of schools, yet it escapes the sustained scrutiny of education researchers who contribute to the wider “orthodoxy of optimism” (Selwyn, 2014) accompanying all things technological. Challenging such orthodoxy begins with greater precisi...

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Bibliographic Details
Published in:Research in the teaching of English 2015-02, Vol.49 (3), p.297-304
Main Author: Lynch, Tom Liam
Format: Article
Language:English
Subjects:
British & Irish literature
Computer Software
Creativity
Education policy
Educational Change
Educational Research
Educational Technology
English Instruction
English literature
Epistemology
Eye movements
Forster, E M (1879-1970)
Hypermedia
Information systems
Literary Criticism
Logic
Ontology
Pedagogy
Reading
Researchers
Software
Stops
Students
Teachers
Teaching
Teaching Methods
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Summary:Technology is a ubiquitous part of our everyday lives in and out of schools, yet it escapes the sustained scrutiny of education researchers who contribute to the wider “orthodoxy of optimism” (Selwyn, 2014) accompanying all things technological. Challenging such orthodoxy begins with greater precision in language, replacing the broadness of technology with the more accurate specificity of software (Kitchin & Dodge, 2011). This essay conceptually frames how software space—a term I use to refer to complex computational assemblages—affects the teaching of literature, arguing that software-powered technologies can be conducive to rigorous forms of literary study and research if they are used with an understanding of both the nature of software and the contexts in which software is produced and promoted. I draw on English education and related fields to propose the establishment of what I call new literatures .
ISSN:0034-527X
1943-2348
DOI:10.58680/rte201526871