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In this study, Christian Vandendorpe examines how digital media and the Internet have changed the process of reading and writing, significantly altering our approaches toward research and reading, our assumptions about audience and response, and our theories of memory, legibility, and context. Reflecting on the full history of the written word, Vandendorpe provides a clear overview of how materiality makes a difference in the creation and interpretation of texts.

Surveying the conventions of reading and writing that have appeared and disappeared in the Internet's wake, Vandendorpe considers various forms of organization, textual design, the use (and distrust) of illustrations, and styles of reference and annotation. He also examines the novel components of digital texts, including hyperlinks and emoticons, and looks at emergent, collaborative genres such as blogs and wikis, which blur the distinction between author and reader. Looking to the future, reading and writing will continue to evolve based on the current, contested trends of universal digitization and accessibility.

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CHOICE Review

This updated edition, and the first English translation, of Vandendorpe's 1999 field-defining survey deserves to inaugurate the "Topics in the Digital Humanities" series. Vanderdorpe (Univ. of Ottawa) contextualizes the digital revolution by situating its communicative technologies, especially hypertext, within the longue duree of reading and writing. In 40 pithy essays, the author considers technological innovations that have transformed writing, altering the activity of reading and the processing of texts, individually and collectively. Developing a distinction between linear and tabular textuality, Vandendorpe notes how a long-term shift toward "tabularity," accelerated by computing, promotes "extensive," selective reading habits that dispel language's authoritative aura and disrupt cognition. Culturally, he contends, humans are becoming less meditative, but digital environments can promote connectivity, generating opportunities for creative collaboration. The book's fragmentary organization--the adroit syntheses can be read in any order--makes it exceptionally accessible and a worthy companion to Walter Ong's classic Orality and Literacy (CH, Apr'83) for the born-digital generation. Seasoned technologists and humanists will also benefit from Vandendorpe's media-ecology approach: by focusing on cognitive processes different "reading situations" require, the author suggests possibilities for building global knowledge networks that productively harness the power of books. Summing Up: Essential. All readers. E. D. Rasmussen Nord-Trøndelag University College

Notas de autor provistas por Syndetics

Christian Vandendorpe is professor of lettres françaises at the University of Ottawa. His publications include Les défis de la publication sur le web: hyperlectures, cybertextes et méta-éditions and other works. Phyllis Aronoff and Howard Scott live and translate in Montreal, Quebec.