Hyperstory and digital literature teaching: a methodological approach to Elementary School

Abstract

Digital literature is moved by the engines of contemporary culture. Made on electronic devices and usually read on a digital support, it concerns an interactive reading which interchanges with multiple digital resources. This research aims to verify the reception of eighth grade elementary students, regarding the fruition of the digital literature reading, more specifically of the suspense hyperstory Um Estudo em Vermelho, by Marcelo Spalding. Informed by the studies of Hayles (2009), and its follower Kirchof (2016), one seeks to understand the functioning and contributions of digital literature to teaching. Therefore, the study took place in the form of an action research, whose methodological approach is based on the Reader-response Method, by Bordini and Aguiar (1988). The data were collected through questionnaires applied from the beginning to the end of the workshop, and was analyzed in a qualitative and quantitative way. As a result, the importance of readers' development is reinforced, along with the notion that digital literature, mainly the hyperstory, appeals to students, and transforms reading into an inviting and pleasant activity.