What (cyber)reading for the (cyber)classroom?


In the present paper, we take as a starting point the debate on the relationships between the changes in writing supports and the changes in reading rituals, defending the need to pluralize the models and functions of literary reading so as to be able to approach different typologies of literary digital texts. Firstly, after revising and situating in a historical context the different types of reading rituals that the print text has developed, we reflect upon the type of reading that the academia is implicitly demanding in this new context through its use of ICCT and the design of learning sites. Secondly, we discuss how our readers, the students, are adjusting to the new digital literature and how can the teacher guide them through this permanently morphing scenario. We argue about the need to develop functional models for digital literary readings, and in the final section of the paper, we offer several reading strategies that can help teachers and students build a bridge between print and digital literary texts.

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  1. 1.

    Abad, winner of the Prize ARCO Electrónico in 1999, has been the first Spanish artist to sell his net-art to an institution (the healthcare foundation Sanitas bought his work 1.000.000 presented in ARCO in February 1999).

  2. 2.

    Curiously enough, it has been recently discovered that synesthesia is much more frequent than it was previously thought, occurring perhaps in one of 200 people. According to neuroscientist V.S. Ramachandran, from the University of California, San Diego, synesthesia is much more common in artists, poets, and novelists (Zandonella 2006).

  3. 3.

    For example, a random selection of quotes from texts by Severo Sarduy, Chuang-Tzu, and Elena Poniatowa can yield the following sequence: Wings of a butterfly imitating a dead leaf>A man dreaming he is a butterfly>A lover feels her happiness has gone when she sees her partner desiccate a butterfly.


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Correspondence to María Goicoechea de Jorge.

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Goicoechea de Jorge, M., Sanz, A. What (cyber)reading for the (cyber)classroom?. Neohelicon 36, 533 (2009). https://doi.org/10.1007/s11059-009-0022-4

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  • Digital literature
  • Learning
  • Reading strategies
  • ICCT
  • Wreaders
  • Digital texts