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Is the interpreting/experiencing literature not a binary which we should try to bridge and which the study reifies?

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How could teaching/education models take into account reading experience?

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How could teaching/education models take into account reading experience?

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Rosenthal argues that humanities scholars keep theories which are “incorrect”, so that we work with historical voices in mind. Yet are the humanities not as susceptible as natural science to paradigms (shifts) and trends?

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If literary analysis is structurally different from empirical studies, for example, how may the field of distant reading then be visualized within or in relation to literary studies? (a method, a discipline, a field etc.)

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Do we keep theories around in the Humanities because we're 

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Do we keep theories around in the Humanities because we're 

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When reading a book, you usually read one and not a whole set of books. In studying the meaning literature can evoke and studying the marvelous fact that there is literature to study, what can 'reading' a set of books learn us about this?

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Data is "that which you cannot take a position on"

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Data is "that which you cannot take a position on"

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Rosenthal presents a dichotomy. A textual analysis of a specific work is a narrative that shapes the reader's perception, where a graph simply presents information. Is this true? Or does data visualisation leave as much room for a subjective element as language does?

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In general I miss awareness of historical developments

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More of a meta-discussion point. What does it mean that science itself and scientific discussion and progression is a form of close reading and interpretation. In what ways can comparisons be made between the literary projects here discussed and the project of science as a whole?

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Is it accurate to equate data analysis and close reading, as Fleming seems to do? (And others as well)

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Is it accurate to equate data analysis and close reading, as Fleming seems to do? (And others as well)

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On categorizing, isn't it always arbitrary to a certain extent?

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On categorizing, isn't it always arbitrary to a certain extent?

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The authors are themselves structurally part of the literary institutions that they aim to critique. A complete lack of self-reflexivess in this regard seems to problematise the condiciveness of their contribution

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Is the kind of study undertaken by e.g. Fialho et al., focused on education and reading behaviors, really something literary scholars ought to undertake (rather than, say, those in social studies or  education studies)?

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Is the kind of study undertaken by e.g. Fialho et al., focused on education and reading behaviors, really something literary scholars ought to undertake (rather than, say, those in social studies or  education studies)?

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The data used in both V/d Deijl et al. and the Volker article contain books by Flemish authors as well, while both studies focus mainly on the Dutch society. They give accountability for this, but is that enough or does the data get blurred?

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The data used in both V/d Deijl et al. and the Volker article contain books by Flemish authors as well, while both studies focus mainly on the Dutch society. They give accountability for this, but is that enough or does the data get blurred?

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I think the phenomenon that is described (reading engagement as a result of succesful pedadogical strategies) is not exclusive to the teaching and reading of literature. Rather, what is discussed is symptomatic of the pedagogical/didactic deficit that many socities seem to be struggling with. Additionally, there is no mention of the external influences that might possibly negatively affect our readiness to engage with literature, or arts in general, in the first place (I would argue mainly the digitalisation of human life).

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-I thought also regarding this story and the traditional type of styles used by the dutch writers (narrator approach for instance) and the fact that narrative in general is a rather totalitarian genre in its supposed format and formulaic approach not to mention market impositions, a further study could be (and perhaps this would be close reading) on innovation or style approaches to narrative by writers, and to this point are poets imagining something else in literary terms? And can you do DR with poetry?

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-I thought also regarding this story and the traditional type of styles used by the dutch writers (narrator approach for instance) and the fact that narrative in general is a rather totalitarian genre in its supposed format and formulaic approach not to mention market impositions, a further study could be (and perhaps this would be close reading) on innovation or style approaches to narrative by writers, and to this point are poets imagining something else in literary terms? And can you do DR with poetry?

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Is the recursive relation as stated by Piper a possible solution for the tension between close and distant?

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Is the recursive relation as stated by Piper a possible solution for the tension between close and distant?

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What is the difference between reading without interpreting or reading to validate in close and distant reading?

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What is the difference between reading without interpreting or reading to validate in close and distant reading?

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Where are connotations on the line between the experience and interpretation of literature? 

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Where are connotations on the line between the experience and interpretation of literature? 

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Isn't distant reading inherently exemplary too?

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I missed the connection between the novels studied in the Dutch studies and the the level of impact and "likeability" they had in local consumers. I dare not say translations but I wondered also. 

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I missed the connection between the novels studied in the Dutch studies and the the level of impact and "likeability" they had in local consumers. I dare not say translations but I wondered also. 

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Can literature be seen as a mirror of society, or should you always keep in mind that literature is fiction, even when data about novels seem to fit the same pattern as data about real life?

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Can literature be seen as a mirror of society, or should you always keep in mind that literature is fiction, even when data about novels seem to fit the same pattern as data about real life?

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(How does Fleming use/understand/explain) 'gegeneinander' 

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(How does Fleming use/understand/explain) 'gegeneinander' 

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“we found that authors with a foreign origin depict more segregation - with respect to origin - in the networks of their characters than actually exists in corresponding real-world networks. Conversely, authors who are born in the Netherlands seem to ‘underestimate’ the actual degree of segregation with respect to origin.” (p. 13)“In particular the integration of people with another ethnic origin is better established in literary fiction than in the actual world.” (p. 14)  

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“we found that authors with a foreign origin depict more segregation - with respect to origin - in the networks of their characters than actually exists in corresponding real-world networks. Conversely, authors who are born in the Netherlands seem to ‘underestimate’ the actual degree of segregation with respect to origin.” (p. 13)“In particular the integration of people with another ethnic origin is better established in literary fiction than in the actual world.” (p. 14)  

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Question(s): To what extend is this a consequence of the corpus, like: if the corpus would have existed of more books written by authors with a foreign origin, would the representation of integration be more realistic? I.e. Does this article say more about the way social networks are represented in books, or rather about the books nominated for the LIBRIS prize?

(authors do say something about this: "“It might be that in particular the books submitted to the LIBRIS prize provide something ‘extraordinary’ that points towards alternative worlds, while lowbrow fiction more often pictures rather traditional social structures. Hopefully, future research will shed light on the question whether books from different literary genres consist of different networks of relationships among the characters.” (p. 14)

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Using our modern conception of "data" retroactively to diachronically describe a certain stance on the defining characteristics of the Victorian novel seems problematic provided that our understanding of objective reality unquestionably differs from that of 19th century perspectives. What Rosenthal is really doing is distinguishing the material world as science's primary object of study, and (indirect) representations of that world as the main subject of literature and literary studies.

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Close reading and distant reading --> cannot go with / without each other? 

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Close reading and distant reading --> cannot go with / without each other? 

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It is strange to me that these researchers claim that institutions are responsible for a lack of diversity while ALL of them are white. They are part of the problem.  Where are the people of color involved in the research project?

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Is Fiahlo et al. discussing the lack of experience in distant reading? I would say it is much more about interpretation vs. experience rather than digital vs. experience.

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What are the merits of using statistics in distant-reading? Are there cases in which you would also look at non-statistically relevant results?

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What are the merits of using statistics in distant-reading? Are there cases in which you would also look at non-statistically relevant results?

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How does Rosenthal define narrative? (Does he?)

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It is not because the fabula, (the series of events happening before it was composed into the sujet) did not really happen, that it cannot underly it. Discarding the underlying fabula as data because it did not happen, seems to contradict the Russian formalist idea of the fabula that is inherently fictional. 

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It is not because the fabula, (the series of events happening before it was composed into the sujet) did not really happen, that it cannot underly it. Discarding the underlying fabula as data because it did not happen, seems to contradict the Russian formalist idea of the fabula that is inherently fictional. 