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Nele Noppe

Death of the Author - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Death_of_the_Author

author literature readers fanficforensics phd

shared by Nele Noppe on 22 Feb 10 - Cached
  • he Death of the Author is an essay by the French literary critic Roland Barthes.
  • The essay argues against incorporating the intentions and biographical context of an author in an interpretation of text, and says that writing and creator are unrelated.

  • In this type of criticism, the experiences and biases of the author serve as a definitive "explanation" of the text. For Barthes, this method of reading may be apparently tidy and convenient but is actually sloppy and flawed:

    "To give a text an Author" and assign a single, corresponding interpretation to it "is to impose a limit on that text."

  • ...1 more annotation...
  • arthes' articulation of the death of the author is a radical and drastic recognition of this severing of authority and authorship. Instead of discovering a "single 'theological' meaning (the 'message' of the Author-God)," readers of text discover that writing, in reality, constitutes "a multi-dimensional space," which cannot be "deciphered," only "disentangled."
Nele Noppe

Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views

chronicle.com/...04b01001.htm

internet education readers academia plwo fanficforensics phd

shared by Nele Noppe on 01 Dec 09 - Cached
  • So let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces.
  • The shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them.
  • er federal technology subsidies (the E-Rate program) had granted 30 percent more schools in the state Internet access, they determined that "the additional investment
  • Nele Noppe on 01 Dec 09
     
    Don't agree with a lot of points here, like the title itself, but some interesting observations. Author asserts that "the shape and tempo of online texts differ so much from academic texts that e-learning initiatives in college classrooms can't bridge them". To the problem of students being unable to process long, in-depth 'traditional' texts, author offers the following solution: "let's restrain the digitizing of all liberal-arts classrooms. More than that, given the tidal wave of technology in young people's lives, let's frame a number of classrooms and courses as slow-reading (and slow-writing) spaces." I doubt it's even possible to create slow-reading 'islands' when the whole of students' lives takes place in a fast-reading environment, as the author confirms. Would it not be more effective/doable to adapt academic materials and the way we handle them, so that they can be better processed in 'fast-reading' manner?
Nele Noppe

Reading Harry Potter: A personal and collective experience - 0 views

www.participations.org/...5_02_olivier.htm

harry_potter france readers fanficforensics phd

shared by Nele Noppe on 29 May 09 - Cached
  • reception of the Harry Potter novels in France.
  • “media talk” has shaped an image of the Harry Potter readership and ascribed meanings to the novels.
  • Harry Potter readership seems to be very diverse, blurring some traditional age, gender or social distinctions related to reading preferences.
  • ...11 more annotations...
  • Our research interest was to investigate how these very heterogeneous readers made sense of the books and organized their Harry Potter “reading career.”
  • We have tried to avoid the intellectualist bias of the academic discourse privileging the most analytic and erudite forms of reception, or the most articulate and literary forms of newspaper reviews (Barker, 2004). As Elizabeth Long pointed out, “the traditional imagery of the solitary reader” has privileged “a certain kind of reading: erudite, analytic” (Long, 2003, p. 2-3), and it “legitimat[es] only certain kinds of literary values and certain modes of reading” (p. 11).
  • The Harry Potter books are characterized by their serial publication over ten years, their dispersion on different media and tie-ins, and their symbolic status as best-sellers and objects of public attention: all these elements have shaped reading experiences.
  • Martin Barker emphasized the importance of the secondary, ancillary, or satellite texts that shape in advance the conditions under which interpretations of novels are formed: marketing campaigns, articles, reviews and debates in the media, and fan productions (Barker, 2004).
  • All these public discourses constitute discursive frames around the novels. They tend to ascribe meanings and effects to the Harry Potter books and to spread a homogeneous and sometimes simplistic image of Harry Potter readers.
  • Although the Harry Potter readership is much wider, the readers who were mostly described were teenagers. Assumptions about teenagers’ emotional instability, vulnerability, and identity crises have influenced many of the categories used in media discourse to talk about Harry Potter.
  • Reading Harry Potter was supposed to contribute to the harmonious maturation of the readers, as the characters themselves were growing up. The mechanism of this readers’ transformation was supposed to be “identification”:
  • layed an important role in turning Harry Potter into a part of legitimate and safe culture.
  • These ancillary discourses targeting teenagers were thus clearly gendered, and the labels applied to the movies and the novels can help to define a diversity of reading expectations. But do actual readers conform to these solicitations? How do they appropriate the novels? How do their reading experiences relate to their movie experiences with Harry Potter?
  • The Harry Potter novels, by their wide and diverse readership, lent themselves very well to an investigation of the diversity of “appropriation” and levels of engagement.

  • Cultures of feelings and ethical perceptions:

    2.a: a preference for adult or “bad” characters: the appeal of psychological complexity

Nele Noppe

Fandom Involvement: Just some musings - 0 views

cleo2584.livejournal.com/468040.html

fan_fiction fandom fans readers fanficforensics phd

shared by Nele Noppe on 31 Mar 09 - Cached
  • Reading is active participation; whether we realize it or not, our mind is engaging with the text. Choosing not to comment does not constitute passive participation. These readers have watched/read/listened to the source text (text in the broad sense) and actively sough out more for some reason or another.
  • Whoa! There is no passive involvement in fandom!
  • There's a part of me that is really annoyed by "reading deeply." That whole school mentality. Sometimes, when an author describes red shoes, they just mean read shoes - not a journey, not separation from the womb, just SHOES. And, since it is fandom, I like to enjoy it on a superficial level. If it's for fun, I don't want to have to really think about it. Lazy.

    I can understand that. Though, my first though is that the author might have just meant "red shoes" but the reader brings more meaning than just that.
  • ...5 more annotations...
  • the author might have just meant "red shoes" but the reader brings more meaning than just that.
  • a writer is not fully in control of his/her reading, a reader brings new and different meanings to a reading, and culture and canon do the same
  • I love how half of fandom dies down for a month or two when it is time for college finals (not because everyone in fandom is a student but because half of fandom is grading papers).
  • I think for some of us, it's fun to take it seriously. I have a hard time just...relaxing and having fun with anything, though.
  • Once upon a time, being a fan was fun. And now there's fandom drama and politics and fansite mergers and splitaways and people being mad at each other and blackmailing and lawsuits and all sorts of fandomwank and some of that fun is no longer there, but at the same time it's so much more... meaningful. And it builds character.
  • Nele Noppe on 31 Mar 09
     
    "...the author might have just meant "red shoes" but the reader brings more meaning than just that."
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