Inmediatez, hipermediación, remediación

The authors review some concepts of media analysis such as hypermediacy, inmediacy, adding the original concept of re-mediation to define the form-retrieving processes of representation in new media that appear when a new technology of communication is born. The three processes: immediacy, hypermediacy and re-mediation, constitute formal evolutions with dynamics of a defined nature in each case, that could help us to understand the technological processes and their cultural action.Los autores revisan categorías del análisis mediológico como las de hipermediación, inmediatez y añaden el concepto original de la remediación para delimitar el proceso de recuperación de formas representacionales de medios anteriores perdidas en el surgimiento de una nueva tecnología de comunicación. Los tres procesos: inmediatez, hipermediación y remediación constituyen evoluciones formales con dinámica propia que pueden servirnos para entender el proceso tecnológico y su acción en la cultura.Les autheurs révisent quelques cathégories de l’analyse des médias comme l’inmediat, l’hiper-médiation et présentent le concepte original de la re-médiation comme le procès de recuperation des formes antérieures perdues dans l’evolution des nouvelles médias de communication. Les trois procès, l’ inmediat, l’ hiper-médiation et la re-médiation constituent des evolutions formelles chacune avec leur dynamisme à elle, que peuvent nous aider à comprendre le procès technologique et son action culturelle

What's all this hype about hypertext?: Teaching literature with George P. Landow's The Dickens Web

The essay describes the use of George P. Landow's hypertext, The Dickens Web, in an advanced undergraduate literature class and analyzes its practical and theoretical implications. Hypertext is shown to encourage active student engagement, especially with contextual material; to lead to more focused research topics; and to facilitate student collaboration. Some of Landow's claims about the ease with which this occurs, however, are questioned. The difficulty of teaching students how to follow and construct conceptual hypertextual links is examined, and the instructor's role in relation to student contributions to the Web is presented as much more problematic than Landow allows.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42572/1/10579_2004_Article_BF00419788.pd

Historicism and constructionism: rival ideas of historical change

Simon ZB. Historicism and constructionism: rival ideas of historical change. History of European Ideas. 2019;45(8):1171-1190.A seemingly unitary appeal to history might evoke today two incompatible operations of historicization that yield contradictory results. This article attempts to understand two co-existing senses of historicity as conflicting ideas of historical change and rival practices of temporal comparison: historicism and constructionism. At their respective births, both claimed to make sense of the world and ourselves as changing over time. Historicism, dominating nineteenth-century Western thought and overseeing the professionalization of historical studies, advocated an understanding of the present condition of the human world as developing out of past conditions. Constructionism, dominating the second half of the twentieth century, understood the present condition as the recent invention of certain ‘historical’ environments, without prior existence. As competing ideas of historical change, they both entail a comparison between past and present conditions of their investigated subjects, but their practices of temporal comparison are irreconcilable and represent two distinct ways of historicization