GEORGE LANDOW HYPERTEXT PDF

George Paul Landow b. He is a leading authority on Victorian literature , art, and culture, as well as a pioneer in criticism and theory of Electronic literature , hypertext and hypermedia. He also pioneered the use of hypertext and the web in higher education. Landow is also a leading theorist of hypertext , [1] of the effects of digital technology on language, and of electronic media on literature. While his early work on hypertext sought to establish design rules for efficient hypertext communication, [2] he is especially noted for his book Hypertext: The Convergence of Contemporary Literary Theory and Technology , first published in , which is considered a "landmark" [3] in the academic study of electronic writing systems, [4] and states the view that the interpretive agenda of post-structuralist literary theory anticipated the essential characteristics of hypertext. In Hypertext Landow draws on theorists such as Jacques Derrida , Roland Barthes , Gilles Deleuze , Paul de Man , and Michel Foucault , among others, [1] and argues, especially, that hypertext embodies the textual openness championed by post-structuralist theory and that hypertext enables people to develop knowledge in a non-linear, non-sequential, associative way that linear texts do not.

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George Landow's widely acclaimed Hypertext was the first book to bring together the worlds of literary theory and computer technology. Landow was one of the first scholars to explore the implications of giving readers instant, easy access to a virtual library of sources as well as unprecedented control of what and how they read. In hypermedia, Landow saw a strikingly literal embodiment of many major points of contemporary literary theory, particularly Derrida's idea of "de-centering" and Barthes's conception of the "readerly" versus "writerly" text.

From Intermedia to Microcosm, Storyspace, and the World Wide Web, Landow offers specific information about the kinds of hypertext, different modes of linking, attitudes toward technology, and the proliferation of pornography and gambling on the Internet. For the third edition he includes new material on developing Internet-related technologies, considering in particular their increasingly global reach and the social and political implications of this trend as viewed from a postcolonial perspective.

He also discusses blogs, interactive film, and the relation of hypermedia to games. Thoroughly expanded and updated, this pioneering work continues to be the "ur-text" of hypertext studies. Subscribe Now. Table of Contents. Related Links. Hypertext 3. George P. Publication Date: 10 Feb Status: Available.

Usually ships business days after receipt of order. Trim Size: 7. Illustrations: 8 halftones, 27 line drawings. Series: Parallax: Re-visions of Culture and Society.

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Hypertext 3.0

George Landow's widely acclaimed Hypertext was the first book to bring together the worlds of literary theory and computer technology. Landow was one of the first scholars to explore the implications of giving readers instant, easy access to a virtual library of sources as well as unprecedented control of what and how they read. In hypermedia, Landow saw a strikingly literal embodiment of many major points of contemporary literary theory, particularly Derrida's idea of "de-centering" and Barthes's conception of the "readerly" versus "writerly" text. From Intermedia to Microcosm, Storyspace, and the World Wide Web, Landow offers specific information about the kinds of hypertext, different modes of linking, attitudes toward technology, and the proliferation of pornography and gambling on the Internet.

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George Landow (professor)

We'd like to understand how you use our websites in order to improve them. Register your interest. The essay describes the use of George P. Landow's hypertext, The Dickens Web, in an advanced undergraduate literature class and analyzes its practical and theoretical implications. Hypertext is shown to encourage active student engagement, especially with contextual material; to lead to more focused research topics; and to facilitate student collaboration. Some of Landow's claims about the ease with which this occurs, however, are questioned. The difficulty of teaching students how to follow and construct conceptual hypertextual links is examined, and the instructor's role in relation to student contributions to the Web is presented as much more problematic than Landow allows.

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