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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| GERMAN LANGUAGE TEACHING (PhD) (GERMAN) | |
| Code | ADE813 |
| Name | Literary Forms, Narrative Technologies and Education. I |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 2-2 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Almanca |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. MUNİSE AKSÖZ |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
This course aims to examine the transition process of literary text from printed form to digital environment with the "Narrative Technologies" method. The main goal of the course is to understand how technological transformations restructure literary genres and to discuss the reflections of this transformation on educational processes (curriculum, reading habits, use of artificial intelligence).
Course Content
"Literary Forms, Narrative Technologies and Education" course is an interdisciplinary study that deals with the historical adventure of the text through technological tools and the changes these tools create in our minds. We can summarize this course through three main pillars: 1. Physical Transformation of the Text (Literary Forms) 2. History of Tools and Our Mindset (Narrative Technologies) 3. New Generation Learning and Curriculum (Education)
Course Precondition
no
Resources
scientific articles related to the field
Notes
scientific articles related to the field
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | 1. Comprehension of the Relationship between Media and Text: Analyzes at a theoretical level how the literary text is not just about the content, but how the media in which it is born (paper, screen, voice recording, etc.) determines the meaning and structure of the text. |
| LO02 | 2. Narrative Technologies Perspective Development: By tracing the historical roots of current digital technologies (printing press, typewriter, telegraph, etc.), it deciphers the long-term effects of technology on human thought and aesthetic perception. |
| LO03 | 3. Interdisciplinary Synthesis: Creates an original academic perspective by determining the intersection points between literary theory, media philosophy and educational sciences. |
| LO04 | 4. Applying the Narrative Technologies Method: Adapts the methodologies developed by thinkers such as Foucault and Kittler to literary text analysis; It separates the "hardware" and "software" layers of the text. |
| LO05 | 5. Getting to Know Digital Humanities Tools: Evaluates the possibilities and limits of modern research methods such as big data, remote reading and text mining in literary studies. |
| LO06 | 6. Narrative Analysis Competency: Gains the ability to comparatively analyze classical narrative structures and narrative structures in digital media. |
| LO07 | . Developing New Generation Literacy Strategies: It produces concrete strategies on how to provide students with "deep reading" and "critical digital literacy" skills in the digital age. |
| LO08 | 8. Artificial Intelligence (AI) and Ethics Management: Understanding the role of artificial intelligence (LLM) in literary production, envisions how this technology can be positioned in educational settings as a "creative assistant" rather than a plagiarist. |
| LO09 | 9. Curriculum Design and Adaptation: It creates innovative literature curricula that are suitable for the changing media ecology and blend classic works with new media forms. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Examine scientific events with a broad and deep perspective. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Analyzes and interprets events and issues from a scientific perspective. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Defines scientific research and analysis methods used in social sciences. | 2 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Brings innovation to his field. | 5 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Can apply a known method to a new field. | 5 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Establishes scientific connections between knowledge areas. | 4 |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Makes independent research. | 2 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Develop their knowledge and skills of graduate level on foreign language learning and teaching on an advanced level. | 3 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Plans and executes scientific research. | 1 |
| PLO10 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Manages a study requiring expertise in the field independently. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Questions scientific and social issues from new perspectives. | |
| PLO12 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By supporting it with qualitative and quantitative data, student presents a scientific work carried out in its field in a written, oral or visual way to people who are experts or not experts in the field. | |
| PLO13 | Yetkinlikler - Alana Özgü Yetkinlik | Considers the social, scientific, cultural and ethical values while carrying out a scientific research or project or interpreting a study in the field. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | What are narrative technologies? How are they integrated with literature and education? | To understand the historical development of narrative technologies and their role in education, a fundamental literature review is needed, covering the means of recording information (papyrus, printing, screen) from oral tradition to the digital age. | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | From Orality to Literacy: The impact of writing on memory and education; Plato's critique of writing. | A brief literature review examining Walter Ong's book Oral and Written Culture and the myth of "Theuth and Thamus" in Plato's Phaedrus dialogue, through the lens of the claim that writing dulls the mind. | Öğretim Yöntemleri: Anlatım, Tartışma |
| 3 | The Gutenberg Revolution and Typographic Man: The role of printing on the nation-state, standard language, and the modern education system. | Literature review | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Typewriters and Stylistic Analysis: The speed of the typewriter and the mechanization of writing; the examples of Friedrich Kittler and Nietzsche. | To understand how the speed and sound of the typewriter mechanized the writer's mind, a text analysis comparing Nietzsche's short, sharp aphorisms typed on a typewriter with her longer, handwritten sentences is necessary. | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | Visual Media and the Crisis of Realism o The influence of photography and cinema on novel descriptions and narrative speed. | To understand how the lengthy descriptions in late 20th-century novels were accelerated and transformed into a "camera point of view" with the invention of photography and cinema, compare a classic realist text with a modern text with cinematic editing (such as a screenplay or a modernist novel) in terms of descriptive intensity. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 6 | The Archaeology of Sound and Auditory Education From radio drama to podcast: The literary authority of sound and the culture of listening. | A sound archive survey that compares the differences between the audio narration techniques of the golden age of radio drama and today's podcast culture, through the concepts of "listening attention" and "spatial sound design". | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Screen Culture and Hypertext o Non-linear reading: The transition from Borges' labyrinths to digital novels | To see the difference between reading a traditional book from cover to cover and reading online by clicking (skipping) links, consider a simple reading that compares Borges' logic of multiple finite stories to the structure of a website. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | no | Ölçme Yöntemleri: Ödev |
| 9 | Transmedia Storytelling and Participatory Culture o The distribution of stories across media; Henry Jenkins and fan fiction. | To observe how a popular story (like Harry Potter or Marvel) extends beyond the book to films, games, and fan-written spin-offs (fanfiction), a universe map showing how a single story is divided across different mediums is used. | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 10 | Gamification and Interactive Fiction o Video games and the concept of "prosumer" in literature education | Observe the "player-writer" relationship by comparing the freedom to make choices and steer the story in a video game to the unchanging flow of a traditional novel. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 11 | Gamification and Interactive Fiction o Video games and the concept of "prosumer" in literature education II | Observe the "player-writer"Observe the "player-writer" relationship by comparing the freedom to make choices and steer the story in a video game to the unchanging flow of a traditional novel. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | Algorithmic Authoring and Artificial Intelligence (AI) o The role of ChatGPT and LLMs in literary production; the crisis of homework and originality in education. | Compare the speed at which AI (like ChatGPT) can transcribe a topic into text in seconds with the original thought and writing process of a human, and discuss the boundaries between "machine production" and "human creativity." | Öğretim Yöntemleri: Tartışma |
| 13 | Algorithmic Authoring and Artificial Intelligence (AI) o The role of ChatGPT and LLMs in literary production; the crisis of homework and originality in education.II | Compare the speed at which AI (like ChatGPT) can convert a topic into text in seconds to the original human thought and writing process, and discuss the boundaries between "machine production" and "human creativity." | Öğretim Yöntemleri: Tartışma |
| 14 | Digital Humanities and "Distance Reading" o Computerized literary analysis: Integration of data mining into the curriculum. | Examine the "bird's-eye view" analysis method. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | Digital Humanities and "Distance Reading" o Computerized literary analysis: Integration of data mining into the curriculum.II | Examine the "bird's-eye view" analysis method. | Öğretim Yöntemleri: Tartışma |
| 16 | Term Exams | no | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | no | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 4 | 56 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 143 | ||
| Total Workload / 25 (h) | 5,72 | ||
| ECTS | 6 ECTS | ||