Writing and Transmedia Literacy. From Learning Textual Skills to Teaching Hypertextual Composition of Transmedia Narrative

Abstract

This article presents a research that aimed to design, implement and evaluate an educational experience that, in addition to instructing textuality, would teach how to apply hypertextuality to transmedia narratives. Based on educational action-research and using the field diary and the in-depth interview, an experience of renovation of the teaching of writing and media in secondary education was promoted and systematized. Among the main results, there is a theoretical substratum of the adaptation of textual criteria to the realization of transmedia narratives, the description of a curricular design of transmedia literacy and the assessment of the manufacturing process of an interactive narrative flowing through multiple media.