Speaker
Description
This presentation describes activities integrating Collaborative Strategic Reading (CSR) with transmedia narrative in a multilevel Spanish classroom. Building on CSR’s established comprehension framework, a fifth stage—multimodal expansion—was added. This phase guides students beyond the original text, fostering connections across media. Results indicate this approach supports the progression from reading linear texts to creative transmedia authorship appropriate for varying proficiency levels.
Keywords
multilevel Spanish classes, transmedia narrative, collaborative strategic reading, multimodality
Abstract
Transmedia narrative is a multimodal pedagogical approach that encourages meaningful connections across texts and media to support reading comprehension. This presentation describes a set of instructional activities that integrate Collaborative Strategic Reading (CSR; Klingner & Vaughn, 1998) with transmedia narrative (Pratten, 2011; Scolari, 2013) in a multilevel Spanish as a Foreign Language classroom. CSR enhances reading comprehension by maximizing student engagement through four stages: preview, clicks and clunks, get the gist, and wrap-up. Building on this framework, a fifth stage—multimodal expansion—was added to guide students beyond the original text. This stage was designed to foster connections and apply grammatical structures and vocabulary in new contexts.
Two groups of learners at CEFR A2 and B1 levels participated in this semester-final project. During the preview stage, illustrations were analyzed to predict the topic of the text (A2: a diary entry; B1: an essay on the five senses). In subsequent stages, comprehension activities were completed based on the texts. During the multimodal expansion stage, original contributions were created for an open-ended narrative, developing connections through characters and cultural perspectives. The results suggest that transmedia narrative supports the progression from reading linear texts to expanding stories across media. It is observed that this approach allows for the demonstration of language proficiency and interests through creative production.
References
Klingner, J. K. & Vaughn, S. (1998, July). Using Collaborative Strategic Reading. https://www.researchgate.net/publication/237520752_Using_Collaborative_Strategic_Reading/link/0c960537b7f7ae98a6000000/download
Pratten, R. (2011). Getting started in Transmedia Storytelling. Transmedia Storyteller Community.
Scolari, C. (2013). Narrativas transmedia. Cuando todos los medios cuentan. Deusto.
Short summary
This presentation describes activities integrating Collaborative Strategic Reading (CSR) with transmedia narrative in a multilevel Spanish classroom. Building on CSR’s established comprehension framework, a fifth stage—multimodal expansion—was added. This phase guides students beyond the original text, fostering connections across media. Results indicate this approach supports the progression from reading linear texts to creative transmedia authorship appropriate for varying proficiency levels.
| Scheduling preference | Anytime on Sunday |
|---|---|
| Title | Beyond the Text: Using Transmedia Narrative to Support Reading in Spanish |