As an alternative to print media, digital media make us newly aware of the materiality of experimental poetic texts and require us to account for their media-specific differences. Although already several theoretical models have been put forward to define these differences, so far few poems have been analyzed in terms of their media-specific textual materiality. This thesis seeks to fill this gap in the applied media-specific analysis of experimental poetry. It combines traditional close reading with a media-specific approach in order to investigate the relationship between the physical characteristics and signifying strategies of four experimental poetic texts in various digital and non-digital media. It critically interrogates the specific use of the given medium in each poem, and illustrates that their respective textual materiality cannot be specified in advance based on general assumptions concerning the medium in question. A digital poem is not inherently more innovative than a non-digital poem. Rather, a poem is perceived as innovative if it resists conventional reading strategies by establishing a particularly complex, dynamic, and effectively anomalous sense of textual materiality, which necessarily only emerges from the direct interplay among text, object, and reader.

Die vorliegende Dissertation analysiert Textgeneratoren aus der Frühzeit der Computergeschichte, seit den 1970er Jahren, ausgehend von ihrem Quelltext. Variablenskripte, Joseph Weizenbaums "Eliza", Kenneth Colbys "Parry", frühe Adventurespiele und Terry Winograds "SHRDLU" werden auf die ihnen zugrundelegienden metaphorischen und algorithmischen Strukturen untersucht. Alle diese Programme lassen sich auf den Glauben der formallogischen Tradition zurückführen, Sprache und das in ihr repräsentierte Wissen von Welt stellten vollständig explizierbare und sogar formalisierbare Sachverhalte dar, wie er in Ludwig Wittgensteins "Tractatus" kulminiert. Technisch werden hier optionale Elemente in Baumstrukturen angeordnet und erzeugen scheinbar unerschöpfliche Varianz. Dem wird eine zweite Traditionslinie gegenübergestellt, die statt an Optionen an Operationen arbeitet und mit dem Dadaisten Tristan Tzara, der Wiederentdeckung des russischen Mathematikers Andrei Markov durch Claude Shannon und den Cutup-Experimenten von William S. Burroughs verbunden ist. Als deren Weiterführung beschreibt die Arbeit das im Rahmen dieser Promotion entwickelte Computerprogramm "Poetry Machine", einen auf semantischen Netzwerken basierenden, interaktiven Textgenerator, der sich selbständig mit Informationen aus dem Internet versorgt. Im Anhang findet sich die Übersetzung des grundlegenden Textes "Ein Beispiel statistischer Forschung am Text ''Eugen Onegin'' zur Verbindung von Proben in Ketten" von A. Markov ins Deutsche. / The present dissertation analyses text generators from the early times of computer history, since the 1970ies, starting from their source code. Variable scripts, Joseph Weizenbaum''s "Eliza", Kenneth Colby''s "Parry", early adventure games and Terry Winograd''s "SHRDLU" are investigated regarding their metaphorical and arithmetical structure. These programs can be traced back to the belief of the formal-logic tradition that language and the knowledge about the world represented by it can be fully explained and even be formalised, like it culminates in Ludwig Wittgenstein''s "Tractatus". Technically, optional elements are arranged in tree-like structures and generate seemingly endless variance. A second line of tradition is opposed to this, that works on operations rather than on options. It is linked to the dadaist Tristan Tzara, the re-discovery of the Russian mathematician Andrei Markov by Claude Shannon and the cutup-experiments of William S. Burroughs. As a continuation, the computer program "Poetry Machine" is described in detail, which was developed within the framework of the present dissertation. This interactive text generator is based on semantic networks and acquires its information autonomously from the internet. The translation of the fundamental text "An Example of Statistical Investigation of the Text ''Eugene Onegin'' Concerning the Connection of Samples in Chains" by A. Markov into German is given in the appendix.

O campo educacional, assim como várias outras esferas da sociedade, passa por mudanças influenciadas por ferramentas tecnológicas digitais de informação e comunicação (TDIC) à disposição da geração digital (TAPSCOTT, 2010). A literatura infantil e juvenil também encontrou nas tecnologias digitais campo para o texto literário. Partindo dessas afirmações, este trabalho tem como objetivo observar a navegabilidade e analisar a recepção de estudantes do sétimo ano do ensino fundamental de uma escola pública de Curitiba-PR, pelos ciberpoemas da página Ciberpoesia, de Sérgio Capparelli e Ana Cláudia Gruszynski. O trabalho justifica-se, portanto, pela finalidade de constituir material analítico acerca da navegação e recepção de ciberpoemas, além da criação de aporte teórico que corrobore com outras pesquisas relacionadas à estética de poemas digitais. Para desenvolver este trabalho investigativo, utilizou-se da pesquisa participante de cunho qualitativo em que crianças integraram uma Oficina de Leitura na sala informatizada da escola, onde estão regularmente matriculadas. As análises apresentadas nesta pesquisa estão fundamentadas à luz de um aporte teórico relativo ao hipertexto (NOJOSA, 2012), leitura e ao meio digital (HAYLES, 2009; SANTAELLA, 2013), debatidos no primeiro capítulo. O segundo capítulo apresenta a plataforma Capparelli.com.br e versa sobre as questões relacionadas à cibercultura e a formação do leitor (LEMOS, 2013; LEVY, 2000). O último capítulo reserva-se à apresentação da metodologia que segue os pressupostos da pesquisa participante (DEMO, 1982), a navegação (SANTAELLA, 2004) e recepção dos sujeitos da pesquisa por ciberpoemas (JAUSS, 2002). Chega-se às considerações finais com a compreensão de que a ciberpoesia forma um gênero literário digital intersemiótico e que, apesar de ser constituinte da influência cultural das tecnologias digitais, ainda carece de diferentes suportes técnicos, tecnológicos e de mediação pedagógica para integrar as práticas escolares. / The educational field, as well as several other spheres of society, go through changes influenced by digital tools of information and communication technology (ICT) available to the digital generation (TAPSCOTT, 2010). Children's and youth literature also found in digital technologies field for the literary text. Based on these statements, this paper aims to observe the navigability and analyze the appreciation of seventh-year students of elementary school in a public school by their cyberpoems in Ciberpoesia´s webpage by Sérgio Capparelli and Ana Cláudia Gruszynski. This academic work is therefore justified by the purpose of constituting analytical material regarding the navigation and reception of cyberpoems, as well as the creation of a theoretical contribution that corroborates with other researches related to the aesthetics of digital poems. To develop this investigative research, it was used the qualitative participant research in which children integrated a Reading Workshop in a computerized room of the school, where they are regularly enrolled. The analysis presented in this research are based on a theoretical contribution related to hypertext (NOJOSA, 2012), reading and the digital media (HAYLES, 2009; SANTAELLA, 2013), discussed in the first chapter. The second chapter presents Capparelli.com.br platform and deals with the issues related to cyber culture and the reader’s formation (LEMOS, 2013; LEVY, 2000). The last chapter reserves to the presentation of the methodology that follows the assumptions of the participant research (DEMO, 1982), the navigation (SANTAELLA, 2004) and subject’s appreciation by cyberpoems research (JAUSS, 2002). It comes to the final considerations with the understanding that cyberspace forms an intersemiotic digital literary gender and that, although constituting the digital technologies cultural influence, still lacks from different technical and technological supports, and pedagogical mediation to integrate school practices.