Wednesday, November 5, 2008

Intertexuality

As a discipline, folkloristics is built on the principle of intertextuality. While contemporary folklorists respect each performance a folktale as a unique text, folklorists believe that critical consideration of that text must take into account not only other iterations of the same tale, but also various versions of related tales. The key reference works of folkloristics—the Aarne-Thompson classification system and Stith Thompson’s Motif-Index of Folk-Literature—are, essentially, attempts to map the terrain of folklore by identifying common elements and tracing them through multiple variants of thousands of tale types.

These works are amazing artifacts of the structuralist impulse, and they are invaluable tools for folkloristics. This is not, however, to say that they are easy to use. There are a number of reasons why this is the case, but one of them is the dumb physical labor or repeatedly flipping back and forth—referencing and cross-referencing—across several thick volumes of close type. I am, at the moment, involved in a research project that relies heavily on both the AT system and the motif index, and it has occurred to me—several times an hour—that this is one instance in which electronic text would be vastly superior to print text.

It has also occurred to me, as I have amassed information and tried to wrestle it into coherence, that my project itself would make so much more sense in hypertext than on paper. Electronic expression allows me to demonstrate how the intertextual approach to folklore works, rather than just describe it. It also makes it easy for the reader to take whatever avenue of exploration is most compelling, rather than follow my narrowly delimited argument—a feature that is especially appealing to me, since I don’t actually have an argument. My project is research of the purest kind: I’m not seeking evidence in support of a thesis; I am, rather, just travelling through the texts, looking for whatever I find.

So, here it is: my research project, one step at a time…

3 comments:

The Captain! said...

I'd like to hear more how folks feel that intertextuality will be a part of learning with technology.
1. We have learned what intertextual is reading literature when we see allusions to other texts or even the presence of other texts embedded in new works.
2. How will that process play out with all the new electronic forms? Will some students know the allusions and others not?
3. Will new hybid forms made up of you tube and facebook and blogs and all the other stuff that is emerging reference each other in an intertextual way?
4. Thinking in terms of the ability to recognize allusions and intertextuality as a skill, is that ability part of media literacy or electronic literacy?
The Captain

The Captain! said...

Since we are talking about how technology is transforming literary research and literature and literacy as well, did you see that there is a course offered next semester called Language and Media Discourse ENGLISH 514. I am not sure what the emphasis will be, but I think the communications theory and rhetorical components would be very interesting for this research.

The Captain

The Captain! said...

Problems to Be Faced with all this

What does everyone think the main problems or obstacles will be in Glenn's research and in the implementation of what he finds? Will schools fund was it needed?

Will there be a big disparity of abilities in the students?

Will there be resistance from authorities feeling that this will be replacing material like classic literature that does not get enough attention now?

The Captain