TRANSMEDIA IDENTITY OF LITERATURE: STORYTELLING, TEACHING, AND LEARNING IN THE DIGITAL AGE CULTURE(S)
TRANSMEDIA IDENTITY OF LITERATURE: STORYTELLING, TEACHING, AND LEARNING IN THE DIGITAL AGE CULTURE(S)

Author(s): Carolina Dodu-Savca
Subject(s): Social Sciences, Media studies, Communication studies, Theory of Communication, Theory of Literature
Published by: CEEOLPRESS
Keywords: digital age culture(s); storytelling; transmedia literature; edutainment; identity;
Summary/Abstract: The digital age has brought about meaningful changes in all the domains of human activity, introducing new-fangled ways of interaction in the public, social, tribal, and neuropsychological spheres. In our article, we will focus on prominent developments in the realm of transmedia literary productions, such as storytelling and transmedia narrative. The digital age culture did not wipe away from the public arena the traditional arts and specifically the literary world. On the contrary, it empowered the literary production to expand its borders, firstly, abolishing the old-style boundaries between work, text, and content, and secondly, it facilitated the fusion of traditional and emergent ways of ‘consuming’ literature complexly across multimedia platforms. The main objective is to highlight the manifold “affordances” of learning literature via immersive experience in multimodal setups of reading, writing, observing, following, playing, filming, watching, recording, webbing, editing, designing, gaming, distinguishing, expressing, blogging, vlogging, chatting, foruming, conversing, debating, and interpreting new and old narratives. From our viewpoint, even in this overcrowded networked culture, literature can and will continue playing its role as a chief contributor to the development of conceptual, procedural, and factual knowledge of humanity.

• Details
• Contents