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At worst, digital texts may tend to encourage more superficial processing, skimming for gist, scanning for gobbets of information, and reducing the text to a vehicle for language learning, what Rosenblatt (1982) calls ‘efferent reading’, i.e. reading for what can be taken from the text.

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I’m putting my info on https://Tinyurl.com/robb-PCE-chatgpt

Comments & suggestions welcome!

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A few years ago I saw some very interesting work by students from a Malaysian college of science and technology who were designing games based on texts that younger students had to read. Their project had a dual outcome, pushing the college science students to read deeply in order to design the games at the same time as encouraging the younger students to read themselves.

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I am just about to use It Ends With Us by Colleen Hoover.  It is a little like YA fiction, although it deals with domestic violence, and has sex in it, so may not be suitable for every context!  

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I am just about to use It Ends With Us by Colleen Hoover.  It is a little like YA fiction, although it deals with domestic violence, and has sex in it, so may not be suitable for every context!  

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I wonder if you've tried using any YA fiction in your book group programme?

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This might be a more interesting stimulus for discussion of The great Gatsby than the psychiatrist talking about why people went to Gatsby's parties:

"Gatsby’s destiny is manifest, but he is also subject to the amnesias and ignorances that destroy the American experiment. Murder happens casually and is forgotten, the story of America told through tokens of forgotten violence. Gatsby does not understand that the American romance with the west is over. The nation’s hope has been exhausted, its promise glimpsed and left for ever unrealised. There will be no triumph of hope any more than there will be a triumph of the will. The great Emersonian dream of self-reliance does not survive its encounter with the forces of society and destiny in the shape of the carelessness of the rich. The disillusionment of this novel lies not in its disappointment in romantic love, but in the outcome of our romance with America."

Sarah Churchwell "Careless People"

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Strict limitation of the number of chapters / pages that learners are permitted to read between meetings may be administratively convenient, but it seems unnecessarily restrictive to control their reading in this way.

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What is her site the speaker was referting to at the end?

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Just a question, did you create the Blackboard (VLE) course yourself?

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I can recommend this app - texts of all the plays, fully searchable, with full range of supplementary resources

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In terms of reading literary texts, the only truly digital text experiences are those that exploit the potential of hyperlinking to fundamentally alter the reading experience to create hyperfiction. Examples would include, for younger learners, digital versions of the 'Choose your own adventure' type, and on a more adult level, something like 253, Geoff Ryman's hyperfiction novel set on a London Underground train - http://www.ryman-novel.com/

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The text itself remains intrinsically the same artefact - it's the nature of the delivery system and the ways in which the reader(s) can interact with it that enhance the reading experience, but they don't change the essential nature of the text itself.

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Any plans to expand the research to the Global South using titles that are context related and relevant?