Hypertext and Cognition: Education

A popular claim is that hypertext can be very useful for learning and instruction.  But what type of learning and instruction are we talking about?  And how can hypertext be used in this context?  Several chapters in the present volume attempt to provide more consistent analyses of this issue.  pg. 6

An Introduction to the Glossa Ordinaria as Medieval Hypertext

The Glossa Ordinaria, the medieval glossed Bible first printed in 1480/81, has been a rich source of biblical commentary for centuries. Circulated first in manuscript, the text is the Latin Vulgate Bible of St. Jerome with patristic commentary both in the margins and within the text itself. This study, the first of its kind, introduces the reader to the Glossa Ordinaria both historically and through the lens of contemporary hypertext theory, arguing that the Glossa Ordinaria is a hypertext of the mind. By application of ancient, medieval and modern theories, this study encourages the reader to engage the Glossa Ordinaria in new and exciting ways. This book serves both as primer on the Glossa Ordinaria and examination of the text in light of modern theories

Reading Hypertext and the Experience of Literature

Hypertext has been promoted as a vehicle that will change literary reading, especially through its recovery of images, supposed to be suppressed by print, and through the choice offered to the reader by links. Evidence from empirical studies of reading, however, suggests that these aspects of hypertext may disrupt reading. In a study of readers who read either a simulated literary hypertext or the same text in linear form, we found a range of significant differences: these suggest that hypertext discourages the absorbed and reflective mode that characterizes literary reading.