1

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Copyright , 2015

Creative Commons - 3.0.

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9, 15780
www.kallipos.gr

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, (2008). : .
, 1.7.2008.

(15.9.2015)
www.europeana.eu
http://gallica.bnf.fr
http://www.abbyy.com/finereader/professional
https://books.google.com
https://github.com/tesseract-ocr
http://gallica.bnf.fr/ark:/12148/btv1b8600060t
https://archive.org/details/lhystoyreetplais00lasauoft
https://el.wikipedia.org/wiki/Crowdsourcing
https://ia802705.us.archive.org/12/items/lhystoyreetplais00lasauoft/lhystoyreetplais00lasauoft
_bw.pdf
https://goo.gl/fqemik
http://www.snhell.gr/anthology/writer.asp?id=74
http://www.potheg.gr/WriterDetails.aspx?id=7711018&lan=1
http://ebooks.edu.gr/modules/ebook/show.php/DSGL-C132/638/4102,18785/
http://photodentro.edu.gr/lor/r/8521/3983?locale=el
http://photodentro.edu.gr/lor/r/8521/6550?locale=el
https://www.dartmouth.edu/~milton/reading_room/pl/book_1/text.shtml
http://www.cavi.univ-paris3.fr/phalese/LaforgueHtml/oeuvres/comp14.htm
http://www.cavi.univ-paris3.fr/phalese/LaforgueHtml/lexique/lex234.htm
http://blog.instagram.com/
https://www.ted.com/talks/aleph_molinari_let_s_bridge_the_digital_divide
https://www.youtube.com/watch?v=cRrioGpmP8k
http://lab.softwarestudies.com/
http://platformstudies.com/index.html
http://www.futureofthebook.org/
http://futureofthebook.org/commentpress/
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https://grandtextauto.soe.ucsc.edu
http://scalar.usc.edu/
http://platformstudies.com/index.html
http://www.internetsociety.org/sites/default/files/Online%20Identity-An%20Overview.pdf
http://groups.csail.mit.edu/mac/classes/6.805/student-papers/fall98-papers/identity/linkedwhite-paper.html
http://storycenter.org/
http://psilikatzoy.blogspot.gr/
http://vitamo.blogspot.gr/2015/03/blog-post.html
http://goo.gl/EcGkx8
http://goo.gl/UZFv0G
http://blogs.law.harvard.edu/whatmakesaweblogaweblog.html
http://vitamo.blogspot.gr/2014/10/blog-post.html
http://vitamo.blogspot.gr/2014/10/blog-post.html
https://www.youtube.com/watch?v=Mom4cdAwLl0
https://www.youtube.com/watch?v=cpF7zmFJlyc

93

(, , )

1
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(http://www.karampataki.gr/metoikoi.php) , In
search of Oldton (http://oldton.com/7clubs.html).
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Alexandra
Saemmer
Bhmische
Drfer
(https://prezi.com/m7lq5txsl5qz/copy-of-wegekreuz/)
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94

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(blogs, facebook ..), ,
,
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, .
,

. 1995 Sven
Birkerts

.5
4

2010,
Amazon (. Liu 2012, . 86). 2011,
e-books 4% 2010 (.
http://www.tovima.gr/books-ideas/article/?aid=444963). , 1995 35
, 0,6% , 2015,
39% , 2,8 (.
http://www.kpcb.com/internet-trends).
5

(The Gutenberg Elegies: The Fate of Reading in an Electronic Age)

. Birkerts 1997. ,

95

, ,
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(, video)
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(links),
, (. Bolter 2006, . 15-23, 69-108).

(E. 3.1).

3.1 ,

, , .
( )
2015, Birkerts Changing the Subject. Art and
Attention in the Internet Age (Minneapolis: Graywolf Press, 2015).

96


(. Liu 2012, . 86-87).
.. , In
Search of Oldton (E. 3.2 . . 2 )
(E. 3.3).

3.2 In Search of Oldton

, http://www.oldton.com/my_oldton.html

3.3 HTML
(http://www.w3schools.com/html/html_paragraphs.asp),

, ,

97

3.1 ;

,
,
: ,
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( )
(scanning) :

Google
.
'
.
: , .

,
.
" ", ""
" " [...] (Grafton 2013, . 102).7
Reading on the Internet demands a great deal of responsibility from the
reader. Giffard remarks how browsing the Internet is a good representation
of the indecisive nature of digital reading.Browsing often leads to zapping
behaviour: jumping from one web page to another. In a short space of time,
the reader has to estimate the interest of the page and decide whether to
leave or return to it. He navigates the Internet, deciding on what to read and
what to discard with just a few rapid mouse clicks. This leaves the reader
with a double responsibility: has he constructed a coherent corpus and at
which point should he start to read the texts accumulated?
An illustration of this activity can be found in the reading behaviour
of an average digital reader. Every morning, after checking his e-mail, he
browses through several news websites. Each promising link is opened in
another tab or window, leaving the reader with a large quantity of selected
texts. The activity of following hyperlinks and accumulating texts continues
until the reader decides to stop. The value of each link is estimated by
scanning the header and the introduction. The reader subsequently decides
whether to leave the link open for a later time or to close it right away.
According to Giffard, the digital reader is left with a functional and
cognitive task and an intellectual responsibility, which makes him both an
author and an editor (Bleeker 2010, . 14).

""
,
,
6

. Miall & Dobson 2001,

(Thinking in links).
7

Grafton
21
. . Miall & Dobson 2001.

98

 , ,
, , :
if a Web page does not load within three seconds, people click their way to
another Web page or site. Clicking is fast becoming a substitute for
thinking. Clicking requires less effort than thinking and is in some instances
less painful than thinking (Thirunarayanan 2003 Liu 2012, . 87).
" ",
18 19 , (intensive)
(extensive) ,8 , ,
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1900

,
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Google
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(Grafton
2013, . 99-100).9
Grafton
: - .

. Cavallo & Chartier 2008, . 41.

. . Wolf 2007 Murray 2000 ( Bleeker 2010, . 12, 20).

99

3.2 "Google effect";10

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.13
[R]eading linear narrative and expository texts on a computer screen leads
to poorer reading comprehension than reading the same texts on paper.
These results have several pedagogical implications. Firstly, we should not
assume that changing the presentation format for even short texts used in
reading assessments will not have a significant impact on reading
10

"Google effect"

Sparrow et al. 2011.
11

. . Wolf 2007 Giffard 2009, . 175 .. (: Bleeker 2010, . 13-15 22-23) Carr
2010

http://academicearth.org/electives/internet-changing-your-brain/
(2013) 18 34 , 55
(15% vs. 7%), (14% vs. 8%)
(9% vs. 3%).
" " ,
.http://www.leflein.com/poll-shows-18-34-year-olds-are-more-forgetful-than-seniors/
12

13

. Liu 2012, . 88.

. Miall & Dobson 2001 angen et al. 2013 Foasberg 2014 Aharony & Bar-Ilan 2015.

100

performance. If texts are longer than a page, scrolling and the lack of
spatiotemporal markers of the digital texts to aid memory and reading
comprehension might impede reading performance. Furthermore, our
results suggest that implementing both reading assessment tasks (i.e., text
reading and response tasks) in the same medium the computer leads to
additional cognitive costs (angen et al. 2013, . 67).
, :
In recent research literature, many studies report on differences between
print and digital reading. For example, Eshet-Alkalai & Geri (2007; 2010)
found that younger participants read text more critically in a digital format,
whereas older people read the same text more critically in a print format,
and that converting text from print to digital display and visa versa, harms
comprehension. Ackerman (2009; 2011) found that without timeconstraints, a comprehension from digital text was lower than print,
whereas under conditions of time-constraints, no difference was found.
Ackerman's findings are similar to the findings of the present study -there is
no difference in the performance between print and digital readers. (Eden &
Eshet-Alkalai 2012, . 18).
, , :
.
, (.
.., . 19).

3.3 vs ;
, , ,
(. Birkerts 1997).
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on line (.. e-mails),
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Bleeker (2010), ,

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,
14

. .. Raymond Queneau, Italo Calvino, .

101

 (. Bleeker .., . 40). ,

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102


(
) (2008, . 40-41).

3.5 ;
(scribal culture) (print
culture) . ,
. , ,
: , .
, .


(. Bleeker 2012, . 59)
.
, ,
(. Liu 2012, 91)
. , (digital natives, born-digitally),
,
,
.
, .
, spritz (http://www.spritzinc.com/),
the best way to engage with content in the digital age. (We deliver a
focused reading experience and help readers get their content faster, with less effort...) [
. (

, ...)].

3.4 spritz

, Reading
Reimagined, ,
103

 . ,
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. 100 700 ,
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(. . 3.5 3.6).

3.5 Atavist (https://atavist.com/)

( )

15

. Dowling 2014.

104

 3.6 Longform.org , ,
.

Aharony, Noa & Bar-Ilan, Judit (2015). Students reading preferences. An exploratory
study. A MEITAL/IUCEL (Israeli InterUniversity
Center
for
e-Learning).

15.9.2015

http://meital.iucc.ac.il/conf2015/papers15/B1_1.pdf
, (1997). .
, . . : .
Sparrow, etsy, Liu, Jenny & Wegner, M. Daniel (2011). Google Effects on Memory:
Cognitive Consequences of Having Information at Our Fingertips. Science, 333,
6042,
.
776-778.

15.9.2015

http://www.sciencemag.org/content/333/6043/776
Bleeker, lli (2010). On Reading in the Digital Age. Amsterdam: Stichting Lezen.
olter, Jay David (2006). . ,
, . . : .
Carr, Nicholas (2010). The Shallows: What The Internet Is Doing To Our Brains. ew York:
W. W. Norton & Company.
Cavallo, Guglielmo & Roger Chartier (.) (2008).
, . , , &
. : .
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Dowling, David (2014). Escaping the Shallows: Deep Reading's Revival in the Digital
Age. Digital humanities quarterly, 8, 2. 15.9.2015
http://www.digitalhumanities.org/dhq/vol/8/2/000180/000180.html
Eden, Sigal & Eshet-Alkalai, Yoram (2012). Print versus Digital: The effect of format on
performance in editing text. Eshet-Alkalai, Yoram et al. (eds.), Proceedings of
the Chais Conference on Instructional Technologies Research 2012. Learning in the
Technological Era, . 13-21. Raanana: The Open University of Israel.
Foasberg, Nancy M. (2014). Student reading practices in print and electronic media.
College and Research Libraries 75, 5, . 705-723.
Giffard, Alain (2009). Des lectures industrielles. Pour en finir avec la mcroissance,
. Bernard Stiegler, Alain Giffard & Christian Faur, 117-216. Paris: Flammarion.
Grafton, Anthony (2013). . , .
. : .
Hillesund, Terje (2010). Digital reading spaces. How expert readers handle books, the Web
and electronic paper. First Monday 15, 4-5. 15.9.2015
http://firstmonday.org/article/view/2762/2504
Liu, Ziming. 2012. Digital reading. Chinese Journal of Library and Information Science
(English edition), 5, 1, . 85-94.
Mangen, Anne, Bente R. Walgermo & Kolbjrn Brnnick (2013). Reading linear texts on
paper versus computer screen. Effects on reading comprehension. International
Journal of Educational Research, 58, . 61-68.
Miall, David S. & Teresa Dobson (2001). Reading hypertext and the experience of
literature. Journal of Digital Information 2 (1). 15.9.2015
https://journals.tdl.org/jodi/index.php/jodi/article/view/35/37
Murray, Denise (2000). Changing technologies, changing literacy communities. Language
Learning & Technology 4, 2, . 43-58.
Thirunarayanan, Mandayam . (2003). From thinkers to clickers: The World Wide Web and
the transformation of the essence of being human. Ubiquity, 4, 12.
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Cambridge: Icon Books.
, (.) (2010). . : Gutenberg.
, (2015). . ,
& , (.),
. : , . 145-151.

106

, , , ,

/
1

Miall & Dobson 2001 (Thinking in links).
Hypertext systems that are premised on creative and imaginative linking,
the type celebrated by Bolter or Lanham, thus conflict with the familiar, systematic processes
of reading, and would appear to be inherently ineffective;

2
http://academicearth.org/electives/internetchanging-your-brain/
;

3
http://antikleidi.com/2014/09/26/tablet-destroy-video/

107

 ,
. , ,
;

4
Miall & Dobson 2011 (5. Postscript:
Literary politics)
.
Lanham, whose work is discussed above, first declared his faith in the new
electronic environment in 1989. He argued that the electronic medium in
itself "democratizes the world of arts and letters," and that "the political
direction of the technological force is strong and unmistakable; value
structures, markets ideological as well as financial and theoretical, will be
reassessed." Thus, he insists, in teaching students of literature "we must
accommodate literary study to the electronic world in which that world will
increasingly deal" (1993, p. 23). This seems a compelling argument, but at
the present moment the market forces that are now set to take over and
control the electronic world seem to have little interest in literary study.
Much bigger goals are in prospect: interactive, Internet-based television and
other high-resolution digitized forms of entertainment. Despite Lanham's
attempts at creating a new electronic rhetoric, the reading of literary texts
may simply seem rather dull in competition with the multimedia, virtual
reality simulations that are now being rushed to market. How will literature
fare in an environment where the computer medium has itself largely been
appropriated and developed by commercial interests (Golumbia 1996)?
The key issue here will not be how far literature can be made to
dance to the multimedia tune in order to seize the attention of the Internetsurfing audience for electronic entertainment, but how far we can establish
the distinctive qualities of the literary experience that makes it a clear and
significant alternative to what commercial interests are willing to provide.
The really urgent issue facing literary scholarship now is to understand
what is at stake in literary experience before Lanham and his colleagues
convince us to change it into something else. "I hope," Lanham remarks,
that technology will be seen not as "driving us where we don't want to go
[but] as an opportunity to go where we have never been, and to do things no
one has done before" (p. 26). We would agree, but first we need to know
where we are, and on that score the claim of hypertext theorists that
conventional reading is restrictive and imprisoning has been a disabling
error, forestalling serious attention to the relationship of hypertext and
reading.

108

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. Ecdotica. 15.9.2015
http://www.carocci.it/index.php?option=com_carocci&task=schedarivista&Itemid=262&id_rivista=56

109

18
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4.1. :
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19

Dino Buzzetti
[...] a digital edition is in the first place a representation, a particular form of representation of textual
information (Buzzetti 2009, . 44).

110

 , , ,
..., , , ,
...
, 19 Dante Gabriel
Rossetti (The Rossetti Archive)
19 (he Walt Whitman Archive). ,
/

.

4.1 Dante Gabriel Rossetti.

4.2 Walt Whitman .

111

 , Rossetti
Whitman
, ,20
/ ,
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. ;
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(Price 2008);
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. Theimer 2012
Rossetti Whitman.
21

cGann (1996),
(hypermedia editions).
22

,
(. 1997 . 3 ).

112

 ,
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-,
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(Greetham 1994 Robinson 1993 1997).
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(Finneran 1996 Donaldson 1997),
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Rossetti (. 4.3). ,
(Greetham 1994),
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(Landow 1992).
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,
(Horton 1994 Sutherland 1997 2009).

.
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1997). ,
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(Sutherland 2009).

113

 4.3 Ballads and Sonnets

Rossetti.

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(Price 2008). ,
114


,
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,
ISBN;
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,
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Whitman (. 4.2)
Samuel Beckett (. 4.4).

4.4 The Unnamable

Beckett.

Beckett (Samuel Beckett Digital

Manuscript Project), ,
. :
The purpose of the Beckett Digital Manuscript Project is to reunite the manuscripts of
Samuel Beckett's works in a digital way, and to facilitate genetic research: the project
brings together digital facsimiles of documents that are now preserved in different
holding libraries, and adds transcriptions of Beckett's manuscripts, tools for bilingual
and genetic version comparison, a search engine, and an analysis of the textual
genesis of his works.
(critique gntique, genetic editing)
1970
,
- (avant-textes).23

,
23

. 2008 Deppman, Ferrer & Groden (.) (2004).

115


, , .24
-
Walden (. 1854) , ,
Henry David Thoreau (Digital Thoreau).

4.5 , ,
Henry David Thoreau.

4.6 Walden Thoreau

.
, , ,
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24

. Pierazzo 2009.

116


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PDF.

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.

, ..
(http://www.snhell.gr/index.asp),
(http://www.greek-language.gr/greekLang/index.html)27
(http://www.myriobiblos.gr/index.htm).
26

. . 6.3.10.

27

. 2014 2015 & 2015.

119

 4.10
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4.11 ,
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 4.12 (http://www.greek-language.gr/digitalResources/index.html)
,
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29

(. Petridu
2015).
30

. 2003 Petridu 2015 Tiktopulu 2015.

31

. 1964 .. 1998-2012

32

. 1982 1991 1979 1989 2001

2003 2009.

121

 4.13

122


, (2001). . , '
. , 51 2, . 295-333.

, (2014).
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, 22 2014.
, (2015).
.
Text Encoding Initiative. :
,
.
, & , (2015).
.
( ). :
(

http://www.greeklanguage.gr/digitalResources/literature/tools/concordance/index.html)
, (20119). . . : .
, (2003). " ".
. : .
, . . (2002). ,
. . . ,
: , . 160-172.
, (1979). .
. , . 153-184.
, (1989). Carmen Seculare . ,
5 ( ), . 407-431.
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, (2008). .
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[ ].
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. .
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45

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Poughkeepsie, -
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56

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164

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6.3.1. |TEI Header

XML ,
. TEI,
TEI Header, : 57
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57

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165

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6.12 <titleStmt>.

166

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6.14 <sourceDesc>.

167

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168

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58

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169

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6.3.2. |
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171

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. . , , , 1897-1933,
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173

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6.3.4. |
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,

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61

@aloud , @direct
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xml:id . .
6.3.4.
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174

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, @notBefore @notAfter,
175

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.

.
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6.18 <term> <gloss>.

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176

6.3.5. | &
, TEI
,
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.
<add>
<del>
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<subst>
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<del reason="illegible" rend="overstrike">
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, <gap>
.
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, <unclear>
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.
, TEI
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<sic>
<corr>
64

177

<choice>
<orig>
<reg>
<abbr>
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<sic> , <corr>
(correction) . ,
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,
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<expan>.

6.3.6. | &
XML ,
XML XSL CSS .
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<hi>
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. ,
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178

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6.3.7. |
, TEI
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<table>
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65

. . , ( 1897),
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1848), . , ( 1863), . ,
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(1926), , ,
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179

<cell>
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6.3.8. | &

, ,
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<ref>
<ptr/>
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180

<note>
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2 3</span>
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6.3.9.
XML
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XML, .
SXL, XSLT, CSS, XHTML (html 5.0).
, XML
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181

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182

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183

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HTML, ePub, mobi(kindle), (plain text). To XML :
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184

 ,
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6.21 Shakespeare, The tragedie of Hamlet, University of Oxford Text Archive.

185


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Course
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15.9.2015

http://dh.obdurodon.org/what-is-xml.xhtml
Bosak, Jon (2006). Closing Keynote. XML Conference, Boston (7 2006).
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Bosak, Jon (2010). The Birth of XML. Oracle Corporation (20 2010).

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. , corpus
. & .
: , 22 2014.
, (2015).
.
Text Encoding Initiative. :
,
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http://www.greeklanguage.gr/digitalResources/literature/tools/concordance/index.html)
, (2010). :
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, (2004). Text Encoding Initiative: ,
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, , News
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Weaver, 1949. , ,
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189

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Development, 1, 3, . 249-256.

, , ,
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192

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.
:
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, 1307, 14-7-1894. 15.9.2015
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, (2013). (1946-1947).
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(12.4.2015)
https://goo.gl/yrakTl
http://www.tapor.ca
http://www.cavi.univ-paris3.fr/phalese
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http://www.clarin.gr/
http://www.europeana.eu/portal/
http://niobe.frl.auth.gr/corpora
http://www.populismus.gr
https://ec.europa.eu/jrc/en/language-technologies/dgt-acquis
http://www.webcorp.org.uk/live/
https://goo.gl/GCvqMU
http://www.frantext.fr/categ.htm
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https://dlsanthology.commons.mla.org/textual-analysis
https://goo.gl/vsrWA0
https://goo.gl/zUVSSB
http://googlebooks.byu.edu/
http://www.tagxedo.com/
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http://voyeurtools.org/tool/Bubblelines/
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Selected
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http://www.greeklanguage.gr/digitalResources/literature/education/urban/browse.html?urb=26
http://www.phalese.fr/bdhl/bdhl.php
http://www.phalese.fr/bdhl/auteurs.php
http://www.phalese.fr/bdhl/oeuvres.php
http://www.phalese.fr/bdhl/dates.php
https://community.watsonanalytics.com/
http://republicofletters.stanford.edu/
http://ink.designhumanities.org/voltaire/
http://www.randelshofer.ch/treeviz/
http://observatory.populismus.gr/timeline
http://www.greek-language.gr/digitalResources/literature/education/greek_history/index.html
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226


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228

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229

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230

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