Purpose: Sustainable development (SD) does not usually form part of the curriculum of ICTrelated study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the findings of a study into which specific topics in the field of SD have the greatest potential to motivate students on ICT-related study programs to engage with the topic of sustainability. Design/methodology/approach: In this exploratory study, the authors evaluated Bachelor's and Master's courses that introduced the topic of SD to students on ICT-related study programs. The evaluation focuses on the insights that the students gained into sustainability and the extent to which their motivation to engage with the subject was increased. The evaluation combines qualitative and quantitative approaches. Findings: The authors identify five thematic clusters with the greatest potential to motivate students to engage with the topic of sustainability: A conceptual model of the positive and negative impacts of ICT; Reports on the recycling of ICT hardware; Examples of using ICT to reduce greenhouse gas emissions with a focus on the substitution of virtual for physical presence; Statistical data on post-industrial seemingly dematerialized economies and the contradiction with regard to the total material demand of such economies; Evidence for rebound effects that lead to increasing demand for goods or services that are produced with less energy input or can be consumed faster. Originality/value: ICT is a transformational and to a certain extent disruptive technology. It is therefore important to discuss the development of ICT and its applications in the context of SD. Several authors have pointed out the need to integrate the topic of sustainability into ICT courses at universities and similar, but few have discussed how this can be done in practice. Our study is the first to explore which topics have the greatest potential to motivate students on ICT-related programs to engage with the area of SD.
Epistolary texts are often incorporated into 18th-century prose literature, but only rarely do they self-referentially discuss intertextuality as the mimesis of memory (Neumann 2005; 2008). Carl August Thielo’s “comic novel” uses a letter to the Muse to juxtapose a writer’s reliance on literary memoria and the demand for innovation.Drawing on Mikhail M. Bakhtin’s (1984) term “genre memory,” this paper examines the relationship between memory, generic hybridity and epistolography. Genre memory describes how, through the process of “novelization,” genres are incorporated and contemporised by the novel. Creative genre memory drives innovation by giving the most archaic generic elements a voice in narration and by establishing a ground for their hybrid interplay, thus producing a semantic surplus. By connecting this approach to epistolography, generic hybridity is illustrated as a product of material and narrative practices.In lieu of a preface to the reader, Thielo’s text begins with a Muse letter asking for assistance with the poetic work. This opens a discussion of generic differences and similarities, as well as the workings of intertextuality. At the same time, the engagement of texts with literary history is visualised via addresses to a mythical being belonging to literature’s memoria. Hence, the Muse letter depicts how poetical inventio builds on intertextuality to spark inspiration, thereby materialising the otherwise invisible, but crucial stage of writing before writing.This article serves to elaborate a first understanding of novelised epistolography and its potential for literary memory studies, which emphasises material and paratextual aspects over purely linguistic elements.
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