The core of our disciplinary practice, some might say literary study’s distinctive claim to disciplinarity, rests on “close reading.”\u00a0 However, the massive digitizing of literary texts and the development of tools to harvest, mine, organize, visualize, and otherwise manipulate data have recently spawned counter-intuitive approaches to reading and interpretation.\u00a0 Stephen Ramsay, for instance, posits textual analysis as a way to practice algorithmic criticism<\/a>; Franco Moretti argues that “big data” can shape new modes of “distant reading<\/a>.”\u00a0 This project – – inspired by Paul Fyfe<\/a> at Florida State University and Ryan Cordell<\/a> at Northeastern University – –\u00a0 asked students to experiment with algorithmic criticism and distant reading by treating literary texts as data.\u00a0 In each case, students reflected on how learning “to not read a novel” can generate new questions about reading, interpretation, and narrative.<\/p>\n

Click the images below to explore a selection of multimedia guides to “not reading a novel” published by students in English 495: Digital Literacies and Humanities<\/strong> (Spring 2017)<\/p>\n

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The core of our disciplinary practice, some might say literary study’s distinctive claim to disciplinarity, rests on “close reading.”\u00a0 However,…
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