Digital Literacy, Language and Literature in Cyberculture: Fanfics as a Pedagogical Resource
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Abstract
This study aims at qualitatively discussing and analyzing fanfics as pedagogical resources for Spanish as a Foreign Language (SFL) and Hispanic literature teaching, approaching its implications for digital literacy of young readers. We use as theoretical support: Lemos (2015), Alves (2015), Buzato (2004 and 2013), Coscarelli (2009), Vargas (2005), Neves (2014), Azzari & Custódio (2013), Almeida (2013), Almeida & Pais (2012), Cope and Kalantzis (2006) and Schlemmer (2010, 2013 and 2014). We conclude that language and literature teaching, in digital contexts, contribute to digital literacy; therefore, schools need to embrace new attitudes to follow social and cultural changes in social practices concerning inclusion and immersion of new technologies, as well as to promote moments of interaction, reflection and discussion on literature, reading and authorship. Fanfics as a digital genre, when used pedagogically, work as a border between two generations or mentalities; in addition, it brings social practical experiences of young students to classroom.