Periodic Reporting for period 2 - READIT (Reading Literature in a Digital Culture)
Okres sprawozdawczy: 2020-12-01 do 2021-11-30
In order to set the ground for later more comprehensive answers, the READIT project focuses on two kinds of Digital Literary Experience: online social reading (a form of reader participation in the flowing process of text production-reception) and literary digital environments (simulated spaces created using one or more digital devices in order to provide a multimodal experience of literature).
I published several articles, presented my work at conferences, and a monograph summarizing the results of my work has been positively evaluated by 3 external reviewers for MIT Press.
These are the scientific publications related to the project:
• Pianzola, Federico. 2021. Digital Social Reading: Sharing Fiction in the 21st Century. (MIT Press open peer review)
• Rebora, Simone, Peter Boot, Federico Pianzola, Brigitte Gasser, J. Berenike Herrmann, Maria Kraxenberger, Moniek Kuijpers, et al. 2021. “Digital Humanities and Digital Social Reading”. Digital Scholarship in the Humanities.
• Pianzola, Federico, Maurizio Toccu, and Marco Viviani. 2021. “Readers’ Engagement through Digital Social Reading on Twitter: The TwLetteratura Case Study”. Library Hi Tech
• Pianzola, Federico, Giuseppe Riva, Karin Kukkonen, and Fabrizia Mantovani. 2021. “Presence, Flow, and Narrative Absorption: An Interdisciplinary Theoretical Exploration with a New Spatiotemporal Integrated Model Based on Predictive Processing”. Open Research Europe, 1.28: 1-25.
• Pianzola, Federico. 2021. “Presence, flow, and narrative absorption questionnaires: A scoping review”. Open Research Europe, 1.11: 1-12.
• Rhee, Boa, Federico Pianzola, Nayea Oh, Gangta Choi, and Jungho Kim. 2021. “Remediating Tradition with Technology: A Case Study of ‘From Tangible to Intangible: A Media Showcase of Kisa Chin p’yori Chinch’an Uigwe’”. Digital Creativity, January: 1-15. (Preprint here)
• Pianzola, Federico, Simone Rebora, and Gerhard Lauer. 2020. “Wattpad as a resource for literary studies. Quantitative and qualitative examples of the importance of digital social reading and readers’ comments in the margins”. PLoS ONE 15.1: e0226708.
• Pianzola, Federico, and Wayne de Fremery. 2020. “Designing a Virtual Reality Environment for Reading Literature: Prelude to an Experiment with Alice’s Adventures in Wonderland”. The Materiality of Reading. Eds. Theresa Schilhab and Sue Walker. Aarhus University Press. 67–93.
• Pianzola, Federico, Katalin Bálint, and Jessica Weller. 2019. “Virtual Reality as a Tool for Promoting Reading via Enhanced Narrative Absorption and Empathy”. Scientific Study of Literature 9.2: 162–93.
Below is a detailed list of the dissemination activities done:
Date Location Type Details
14-15 April 2021 Online Dissemination Invited presentation “Narrative absorption and enactive predictive processing” at the Symposium on Reading in a dialogical-embodied perspective (U. of Southern Denmark)
19-22 May 2021 Online Dissemination Presentation “An Empirical Study of Teenage Readers’ Co-Construction of Teen Fiction Narrative” at ISSN 2021
30 June – 2 July 2021 Online Dissemination Presentation “Presence, Flow, and Narrative Absorption: A New Integrated Model based on Predictive Processing” Art and Affect in the Predictive Mind (U. of York, UK)
26-30 July 2021 Online Dissemination Presentation “Cultural capital and digital reading on Wattpad: The case of Italian readers“ at SHARP2021
22-23 September 2021 Online Dissemination Presentation “Narrative, fiction, and predictive processing” at AETNA 2021
17 November 2021 Online Communication Video presentation of the monograph “Digital Social Reading” during a 1 hour streaming on YouTube https://www.youtube.com/watch?v=OgqCpRs0C28
In addition, the use of Twitter to disseminate and communicate my research allowed me to reach more than 30,000 people.
I have published a monograph summarizing my research and indicating a new framework for the investigation of reading practices in the 21st century. My theoretical and practical suggestions can be useful for cultural institutions promoting reading and teaching literacy, since I will provide guidelines about how to use digital and social media to promote reading and orient existing interest for reading towards a more effective development of literacy and critical thinking. Non-institutional reading platforms are particularly important to foster more inclusive reading practices and fight inequalities with respect to the mediatic representation of gender, race, and sexual orientation.