Postmodern Literacy: Mutlimodal, Hypertextual, Intertextual Reading

Postmodern Literacy: Mutlimodal, Hypertextual, Intertextual Reading

Isabella Monika Leibrandt (Universidad de Navarra, Spain)
Copyright: © 2019 |Pages: 19
DOI: 10.4018/978-1-5225-5796-8.ch014

Abstract

In this chapter, the author reflects on the importance of today's literality in terms of multimodal reading and literary competence. This competence should include a multidimensional ability and contribute significantly to enrich life. An adequate multimodality is also presented as a co-constructive creation of meanings, so that didactic preconditions for the reception of mulitmodal texts are irreplaceable. As an example of dealing with multimodal texts in the classroom, conceptual foundations of postmodern texts are presented, which also include hypertextual and intertextual reading as part of a new learning experience. This is why practical suggestions and didactic aspects of literary communication are illustrated as a prerequisite for a successful classroom conversation, which should enable the reader to become an intellectual accomplice of the author.
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