Discourse or gimmick? Digital marginalia in online scholarship

Marginalia has been studied as discourse, as historical documentation and as evidence of reader response. As many academic texts are now available electronically, it seems a natural step to incorporate the interactive, social functions of the Web 2.0. Digital marginalia in an academic publishing context has been a largely unsuccessful venture to this date, yet there are several promising developments. Tools have emerged that enable readers annotate online texts in an approximation of paper-based marginalia, with the additional affordances of two- (or many-) way discourse, digital archiving, and the ability to hide the annotations. This article reviews the contemporary practices of digital marginalia, narrowing in to focus on digital marginalia as a form of academic discourse and peer review. I analyse several case studies of digital marginalia and discourse within this context, including Nature’s trial of open peer review, Wellcome Open Research, PLOS ONE and PubPeer’s systems, as well as my own experience using open peer review with Hypothes.is in a special ‘disrupted’ issue of the Journal of Media Practice. The article examines the relative success of these initiatives, attitudes toward open peer review and concludes with some promising developments for the future of digital marginalia and discourse in academic publishing

Postmodern Literary Labyrinths: Spaces of Horror Reimagined

Cox examines horror in Angela Carter’s The Passion of New Eve (1977) and Mark Z. Danielewski’s House of Leaves (2000) as the confrontation with labyrinthine architecture that represents bodily and psychological reflections of self as monstrous, disorientating, and feminine. The reimagined space (re)absorbs and so threatens the protagonists with existential nothingness. Drawing on the abject body, there is an inevitable confrontation with an active maternal origin. Horror is elicited, not by the expected confrontation with the monster, but by encounter with the anthropomorphic labyrinth’s ability to entrap, nullify, and transform. Surprisingly, the experience of these labyrinths, as a reimagined space of horror, typically results in positive transformation. The labyrinth is both the locus of horror and a means to understand and move on from trauma

Teaching digital fiction: integrating experimental writing and current technologies

Today’s creative writers are immersed in a multiplicative, multimodal—digital—universe. It requires “multiliteracies”, all in a constantly and rapidly evolving technological environment, which are not yet fundamentally integrated into the basic literacy skills entrenched in school learning. How can creative writing instructors in higher education best prepare their students for the real-world contexts of their creative practice? One approach is to integrate the creative writing workshop with a focus on digital and interactive design. This paper outlines a module incorporating multiple literacies into a creative writing course, Playable Fiction, noting the affordances, limitations, and benefits of teaching workshops for writing digital fiction (“born-digital” fiction, composed for and read on digital devices). The researcher took an ethnographical approach to the question, designing a module to encourage creative writing students to experiment with digital fiction, and observing the effects on the students’ attitudes and their coursework. Included is a discussion of the benefits to students of developing multiliteracies and considerations for teaching, including issues of technical know-how and the lack of infrastructural support