Transmedia And New Narratives in Humanities Education

Abstract

In the current cultural and technological context, disciplines and university education face unprecedented challenges regarding teaching and learning practices, since technological mediations, new media and archives have transformed these processes. In this article we explore the alternatives that transmedia narratives offer to the humanities, particularly literature and philosophy. We emphasize the need to incorporate other media and other narratives in the work of these areas, including and taking advantage of technological mediations. Therefore, instead of gaps between education and technology, we identify the challenges implied by the transformations of actors, roles and formative processes, as well as the emergence of "informal" methodologies and platforms. To this end, we begin with the conceptual characterization of the technologically mediated environment that university education is increasingly facing. Secondly, we identify some contemporary literary practices, and a list is made of some Latin American works that can be analyzed from the category of transmedia literature. Consequently, we address the convergence between media ecology and transmedia expansion as an emerging alternative for narrative production. Finally, we problematize the written and visual registers that are transformed and conditioned by information flows on the internet, television, and other electrically supported circuit screens. The discussion of technological mediations puts us in a problematizing context of the usual places and uses of literary, philosophical, and educational discourse.