@inproceedings{bilstrup-etal-2026-sentiment-interpretation,
title = "From Sentiment to Interpretation: Teaching {NLP} for Literary Understanding Across Educational Contexts",
author = "Bilstrup, Karl-Emil Kj{\ae}r and
Degn, Kirstine Nielsen and
Schultz, Morten and
Conroy, Alexander and
Bjerring-Hansen, Jens and
Hershcovich, Daniel",
editor = {A{\ss}enmacher, Matthias and
Biester, Laura and
Borg, Claudia and
Kov{\'a}cs, Gy{\"o}rgy and
Mieskes, Margot and
Serrano, Sofia},
booktitle = "Proceedings of the Seventh Workshop on Teaching Natural Language Processing ({T}each{NLP} 2026)",
month = mar,
year = "2026",
address = "Rabat, Morocco",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/2026.teachingnlp-1.16/",
pages = "118--128",
ISBN = "979-8-89176-375-3",
abstract = "We developed Litteraturmaskinen, a graphical annotation and exploration interface that enables students to collaborate on labeling sentiment in literary passages, comparing their decisions with model predictions, and justifying their interpretations. We deployed the system in two educational settings: A university module on computational literary studies and regular teaching by two first-language high school teachers. Based on observations, collected teaching plans, and interviews, we find that tensions between epistemic and academic traditions are both a barrier for integration and a productive entry point for literary reflection and argumentation. We conclude with recommendations for integrating NLP into literature and first-language curricula."
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<abstract>We developed Litteraturmaskinen, a graphical annotation and exploration interface that enables students to collaborate on labeling sentiment in literary passages, comparing their decisions with model predictions, and justifying their interpretations. We deployed the system in two educational settings: A university module on computational literary studies and regular teaching by two first-language high school teachers. Based on observations, collected teaching plans, and interviews, we find that tensions between epistemic and academic traditions are both a barrier for integration and a productive entry point for literary reflection and argumentation. We conclude with recommendations for integrating NLP into literature and first-language curricula.</abstract>
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%0 Conference Proceedings
%T From Sentiment to Interpretation: Teaching NLP for Literary Understanding Across Educational Contexts
%A Bilstrup, Karl-Emil Kjær
%A Degn, Kirstine Nielsen
%A Schultz, Morten
%A Conroy, Alexander
%A Bjerring-Hansen, Jens
%A Hershcovich, Daniel
%Y Aßenmacher, Matthias
%Y Biester, Laura
%Y Borg, Claudia
%Y Kovács, György
%Y Mieskes, Margot
%Y Serrano, Sofia
%S Proceedings of the Seventh Workshop on Teaching Natural Language Processing (TeachNLP 2026)
%D 2026
%8 March
%I Association for Computational Linguistics
%C Rabat, Morocco
%@ 979-8-89176-375-3
%F bilstrup-etal-2026-sentiment-interpretation
%X We developed Litteraturmaskinen, a graphical annotation and exploration interface that enables students to collaborate on labeling sentiment in literary passages, comparing their decisions with model predictions, and justifying their interpretations. We deployed the system in two educational settings: A university module on computational literary studies and regular teaching by two first-language high school teachers. Based on observations, collected teaching plans, and interviews, we find that tensions between epistemic and academic traditions are both a barrier for integration and a productive entry point for literary reflection and argumentation. We conclude with recommendations for integrating NLP into literature and first-language curricula.
%U https://aclanthology.org/2026.teachingnlp-1.16/
%P 118-128
Markdown (Informal)
[From Sentiment to Interpretation: Teaching NLP for Literary Understanding Across Educational Contexts](https://aclanthology.org/2026.teachingnlp-1.16/) (Bilstrup et al., TeachingNLP 2026)
ACL