Literary Criticism

Celebrates postmodernistic qualities of hypertext author plays much less prominent role in creation of text (if any role at all) reader can follow multiple paths (Borges "Garden of the Forking Paths") disperses control of information application of Derrida and other deconstructionist or reader-response theories to hypertext (Landow is the best representative for such arguments) or Challenges the value of a new medium linear versus non-linear structure debates hypertext nothing more than electronic book can we create a literary text in hypertext what do we lose and what do we gain in this new medium? (Moulthrop, Kolb, Tabbi)

Educational Research

Questions the effectiveness of hypertext in the classroom imposes a higher cognitive load on the reader (Rouet) compounds the readers' burden of creating a coherent mental representation of the text (Charney) lacks well-defined patterns or structures that facilitate text comprehension (Charney) faultily assumes that reader can choose pertinent information and effective paths (Charney) inexperienced readers get disoriented, exhibit lack of control (Rouet) only students with certain cognitive styles benefit from hypertext environment (Rouet) or Celebrates hypertext as community learning knowledge construction is interactive simulations games microworlds collaborate with other students, teachers, other experts in the field allows students to encounter multiple voices and perspectives - encourages plurality Contributes to learning environment construction kits "phenominaria" - aquariums for learning Knowledge is integrated because students are encouraged to connect information from multiple knowledge domains (more interdisciplinary learning) Teaches students to think relationally and associatively, develops flexible thinking (Merrill, Li, and Jones; Yang; Perkins)

Hypertext is not inherently linear, non-linear, anarchical, classical, etc. Like printed text, hypertext is a linguistic medium, so an author can create closure or openness in hypertext. However, we expect a hypertext document to be open, i.e. to be dynamic. Conversely, we sense a need for closure or structure because an infinitude of possibilities is overwhelming. Our expectations match reader-response definitions of literary texts. So perhaps we have yet another question to be asking ourselves about hypertext: if it functions as a literary text does, then does it potentially hold the same value in education as does literature?