The term "remediation" was first introduced in 1999 by Jay David Bolter and David Grusin in their now classic Remediation: Understanding New Media (MIT Press). They adopted the term in order to describe the way new media refashion visual content initially created within "traditional" media such as photography, painting, film and television, a content which often itself turned out to have been a product of successive repurposings or "remediations". According to the authors, central to Western art history and to the very circulation of cultural objects is the project of offering a rival illusion of the real by playing against the differential opacity intrinsic to media:
Multi-perspective approaches to changes and transitions within the fields of linguistics, bilingualism, literature and culture
Language and Semiotic Studies is a peer-reviewed academic journal of international scope. Published by Soochow University Press, China, it is an authorized quarterly journal with an independent ISSN (2096-031X) and CN (32-1859/H) granted by the State Administration of Press, Publication, Radio, Film and Television of the People's Republic of China. With all its contents appearing in English, the journal serves and supports the Chinese Association for Language and Semiotic Studies (founded at Soochow University in 1994) while it reaches out and joins colleagues from all around the world for trans-cultural exchange and inter-disciplinary dialogue.
Akda: The Asian Journal of Literature, Culture, Performance is an international peer-reviewed journal that seeks to publish cutting-edge articles in the areas and intersections of Literary, Cultural, and Performance Studies. We especially welcome articles that will inaugurate new and dynamic directions for scholarly inquiry on the literary and cultural production of the Asian region. Further, in our commitment to diversity and to multicultural dialogue, we welcome contributions that may potentially be relevant to the concerns of the region from various national and cultural backgrounds. The journal is supported by a distinguished editorial board that represents the journal's scholarly depth and geographic scope.
This permanent MMLA panel invites abstracts that engage with collectives, communities, and print culture, widely conceived. In line with the conference theme, "border states," how does print culture give us a sense of community boundaries? How are collective identities formed, altered, or dismantled? What role does print culture play in shaping collectives or communities? How can we (re)conceive solidarity or community through the literary? This panel can engage with but is not limited to the following topics: literary criticism, critical theory (including theories of affect), aesthetics, propaganda, literary texts, and print culture more broadly.
The 9/11 and Popular Culture area is looking for abstract proposals for the MPCA conference in Chicago, IL, at the Hilton Rosemont/Chicago O'Hare from Thursday-Sunday, October 6-9.
The 9/11 Popular Culture area seeks essays that explore the convergence of post-9/11 themes in contemporary television, film, fiction, poetry, comics, and other artistic expression. I am especially interested in essays that approach issues of trauma theory and Islamophobia, as well as critiques of American exceptionalism and politics across artistic expression.
I welcome papers that analyze
the immediate American literary responses and considerations of the 9/11 terrorist attack (Extremely Loud and Incredibly Close, The Writing on the Wall);
It has been more than 50 years since the beginning of an intense period of socio-political action around issues of race, gender, and class in the U.S. and beyond. Once again, in 2016, we ﬁnd ourselves in a moment of burgeoning activism around the unﬁnished work of earlier movements. As we celebrate our 50th anniversary at the University of Maryland, Baltimore County (UMBC), we oﬀer this conference as an opportunity to look back as we look forward. Please join us at this 2nd LLC Graduate Student Conference, an all-day event on October 1st, 2016.
What happens when instructors of English migrate from the borders of a physical classroom to digital teaching environments? As administrators and students call for more courses to be made available online, instructors are placed in the position of translating or recreating courses typically taught in face‑to‑face environments to digital spaces. This panel calls for presentations of instructors' experiences—successes and otherwise—teaching English courses online. This call welcomes instructors of literature, first‑year composition, rhetoric, writing, English for non‑native speakers, technical writing, literary criticism, and creative writing.