ABSTRACT
This article explores the strategies employed by eleven teachers participating in a research project on literature didactics in Barcelona, Spain, focusing on multimodality in digital fiction works. Using a qualitative approach, it investigates the discourse of the subjects concerning the process of meaning-making and identifies interpretive challenges encountered in reading these works while developing didactic materials for classroom use. The analysis draws upon research on multimodality, intermediality, and digital fiction, utilizing video recordings of teachers’ meetings dedicated to discussing the reading of these works. The findings reveal strategies that emphasize the necessity of meticulous reading to discern the interplay between semiotic modes and analyze their functions within the works, as well as comparisons with other cultural systems. Additionally, the study uncovers challenges associated with the novel storytelling formats offered by the digital environment in the reading experience.
KEYWORDS:
Multimodality; Digital fiction; Literary reading; Teacher reflection