The development of undergraduate students’ cyberliterary texts
DOI:
https://doi.org/10.5433/1519-5392.2020v20n1p9Keywords:
Creative Writing, Sociocultural theory, FanfictionAbstract
The Digital Creative Writing (DCW) has not been extensively researched in Brazil. There are few courses on DCW in Brazilian Universities, and even fewer publications available in this area (MYERS, 2006, MORLEY, 2007, BLYTHE and SWEET, 2008, HEALEY, 2009; OBERHOLZER, 2014). The Law on Educational Guidelines and Bases of Brazil (LDB, in Portuguese), Law 9.394/96, values education and national cultures. Thus, multimodality (HODGES & KESS, 1998) becomes part of this valuation. In addition, multimodality, multiliteracy and multidisciplinarity/transdisciplinarity are also reinforced by the 1998 National Curricular Parameters (PCNs, in Portuguese). However, few Brazilian universities provide their undergraduate students with subjects that they can help them develop multimodal texts such as fanfictions. For these reasons, a Fanfictional Creative Writing in English (FCW) course was developed and taught at USP at the end of 2016. This course had 5 participants, all USP undergraduate students. The objectives of the FCW course were mainly to help its participants develop cyberliterary texts. The methodology of this research involved the organization and teaching of the FCW as an extracurricular course at USP. To achieve these objectives, the organization of the FCW course was based on the Vygotskian sociocultural theory (VYGOTSKY, 2004; 2007). The collected data indicated that FCW students may have developed both multimodality concepts as well as cyberliterary texts.
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