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ESSARP Courses
S338 - The Impact of Digital Media on Literature and Reading
The course chosen does not allow
any new enrolment
Claudia Ferradas
Claudia Ferradas is an experienced presenter and ELT author who travels the world as a teacher educator. She has run training sessions and participated in conferences in South America, the Caribbean, the USA, Europe and South East Asia. She holds an MA in Education and Professional Development from the University of East Anglia, and a PhD in English Studies from the University of Nottingham. In Argentina, she is a lecturer at the Instituto de Enseñanza Superior en Lenguas Vivas and the Instituto Superior del Profesorado "Joaquín V. González", Buenos Aires, and in the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. In the UK, Claudia is a Visiting Fellow and research supervisor at the School of Languages, Leeds Metropolitan University, and an Associate Trainer with NILE (Norwich Institute for Language Education). She also teaches in the MA programme in TEFL at the Universidad de Alcalá de Henares, Spain. Claudia often works as a consultant, materials designer and facilitator for the British Council and has co-chaired the Oxford Conference on the Teaching of Literature on five occasions. She has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme.
Secondary School Teachers of English Language and Literature.
To get teachers to:
- Reflect on digital media texts and hyperfiction (interactive literature only read on a computer screen) and their impact on language and literature education when teaching high school students. - Explore ways in which reading interacts with other media, particularly ICTs. - Reflect on the reading skills needed to make sense of hypertext. - Consider critically the dialogue between images and text. - Reflect upon the impact of “intermediality” on education. - Propose ways of dealing with sample texts in high school classes.
- How does print face the ever-growing competition with other media? How can "intermediality" contribute to literary education?.
- Reading skills involved in hyper-reading. - V-logs and literary pod-casts: the intermedial experience. - Defining and exploring film poetry and hyperfiction (hands on experience). - Reflection on how to deal with the challenge of reading the new media in the teenage class.
- Delany, P. and Landow, G. (eds.) (1991) Hypermedia and Literary Studies. Cambridge (Mass.): the MIT Press
- Ferradas, C. (2003) "Hyperfiction: Explorations in Textual Texture", in Tomlinson, B. (ed.) Issues in Developing Materials for Language Teaching, Continuum, London and N.Y., 2003. - Landow, G. P. (1992) Hypertext: the Convergence of Contemporary Critical Theory and Technology. Baltimore and London: John Hopkins University Press - Landow, G. And Lanestedt, J. (1992) The In Memoriam Web. Computer disk. Institute for Research in Information and Scholarship, Brown University - Eastgate Systems. Melrod, G. (1994). “Digital Unbound’. Details, October, 162 - 165 & 199 - Moulthrop, S. (1994).‘Electronic Fictions and "The Lost Game of Self". The New York Review of Science Fiction, No. 66, February, 1 & 8 -14 - Selfe, C. (1999). Technology and Literacy in the Twenty-First Century. The Importance of Paying Attention. Carbondale and Edwardsville: Southern Illinois University Press. - Snyder, I (ed.) (1998). Page to Screen - Taking Literacy into the Electronic Era. London and New York: Routledge.
The facilitator will present the concept of intermediality and exemplify it. Participants will then be invited to reflect on the reception of intermedial texts and the challenges they pose to teachers of language and literature. In the second half of the workshop, participants will be invited to have hands-on experience of film poetry and hyperfiction and will discuss in groups how to exploit such texts in the language and literature class.
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