Digital literature: between practices and representations

Abstract

This concept takes on a terminological range that is as varied as it is distinguished. From there, a set of definitions, acceptances and representations emerge within the framework of the various researches developed around the concept in question. In this sense, some (Bouchardon, 2011) highlight its genealogical aspect, while others (Bootz, 2006) present it as an aesthetic structure governed by a computer object. It is these reflections on the acceptance of digital literature that have led us to question the existing representations in the Algerian university context. In this perspective, a survey by the questionnaire intended for the students of the University of Annaba, allowed us to identify a set of controversial representations, insofar as the students conceive digital literature in an erroneous way. Indeed, the brainstorming exercise revealed some confusion as to the definition of this type of literature that would be overlooked by students. But how to explain in this case the enthusiasm which is carried to him? To this end, we turned to "literature specialists" to find out more about their view of digital literature: simplistic was the key word to define this literature which lacks quality for the majority of teachers. . Others, on the contrary, expressed a nascent enthusiasm and curiosity for the contribution of digital technology in this field. From there, a question arose: what about actual practices in literature class?