ABSTRACT While “born digital” artefacts such as video games and e-books have been part of secondary school English in Anglophone countries for over two decades, databases of mass-digitised (hence “re-mediated”) literary texts are yet to have a significant presence in, or influence on, literary work in subject English. The authors contend that engagement with these digitised texts requires a postdigital “literary literacy”. They explore how “distant reading” – applying digital tools to large-scale data to identify patterns beyond the scale of human perception – offers a form of postdigital literary literacy that can be enacted alongside others, including productive reading and code switching. Using the example of the To be continued… database of fiction originally published in 19th and 20th century Australian newspapers, the article argues that postdigital literary objects offer new literary knowledge and new ways of thinking about literary study and teacher expertise in English in the 21st century.

中文翻译：

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（后）数字时代的阅读：大型数据库和中学英语课堂文学的未来

摘要 二十多年来，电子游戏和电子书等“天生的数字化”人工制品已成为英语国家中学英语的一部分，但大规模数字化（因此“重新中介”）文学文本的数据库尚未获得在英语学科的文学作品中有重要的存在或影响。作者认为，与这些数字化文本的接触需要后数字化的“文学素养”。他们探索了“远程阅读”——将数字工具应用于大规模数据以识别超出人类感知范围的模式——如何提供一种可以与其他人一起制定的后数字文学素养，包括高效阅读和代码转换。以最初发表于 19 世纪和 20 世纪澳大利亚报纸的《待续……》小说数据库为例，