In recent years, social networks have become the most common spaces for interaction and communication, especially for young people, and have influenced the way young people express themselves. Consequently, authors, Literature, teaching practices and other related habits are also affected. The aim of this paper is to analyse the scientific production in specialised journals at national level, indexed in Dialnet, in relation to literature and social networks, from 2016 to the present. The purpose of this study is to identify practices linked to literary education in the Spanish educational context, determining relevant aspects of these practices. To this end, a systematic selection methodology is applied, using PRISMA standards and content analysis. The results show the scarcity of studies on the subject despite the increasingly widespread use of networks. The results highlight the need for training and literacy and prove the use of networks as resources in Secondary education, in practices related to literature, reading and creative writing. Of particular note are the experiences with YouTube for the promotion of reading and writing and storytelling using Instagram and Twitter.
Article Details
How to Cite
Pérez-Rodríguez, A., Delgado-Ponce, Águeda, & Bonilla-del-Río, M. (2024). Literary education and social networks: Analysis of scientific production in Spanish. Ocnos. Journal of reading research, 23(1). https://doi.org/10.18239/ocnos_2024.23.1.365
Pérez-Rodríguez, Delgado-Ponce, and Bonilla-del-Río: Literary education and social networks. Analysis of scientific production in Spanish
Introduction
The relevance that the use of social networks has experienced in recent years is a
fact. 85% of the Spanish population is a user of social networks (). The impact of the resulting practices on communication habits is the subject of
analysis and studies, especially in the field of education −at different educational
levels and areas, formal or non-formal education− and communication −in the fields
of journalism, health, leisure, advertising, fashion, etc.− (; ;; ). Aspects such as creation possibilities, the duality of being user/author, prosumer/producer,
creativity, interaction, participation and collaboration are key in these communications
(; ). The foregoing expands the options and spaces for communication, integrating written,
graphic, iconic, audio, audio-visual and multimedia in a synchronous and asynchronous
manner.. As a novelty, it is also worth considering the impact generated by influencers,
especially among the younger population. 78% of users aged 12-17 follow these opinion
leaders, especially on Instagram (80%), YouTube (44%) and TikTok (52%) ().
As for literature -notably literary education-, social networks have modified the
ways of telling and narratives, enhancing their potential (; ; ). These digital narratives are articulated on the basis of interactive hypermedia
language, rhizomatic, arboreal and relational reasoning, the incidence of algorithms
and virality, so that creative and sequential visual thinking gains importance over
alphabetic-continuous thinking (; Sánchez-López et al., ; ).
Many authors believe that the expression framework resulting from the use of social
networks is a problem that affects reading and writing skills and, most acutely, the
youngest. However, other authors believe that the possibilities for expression and
creativity are enhanced, so that we read and write differently (; ).
Undoubtedly, a change is taking place in the sphere of reference of creation, consumption
and education related to the literary. Fundamentally with regard to the role of the
user facilitated by Web 2.0, which in education constitutes “a new didactic model”
(). This model makes it possible to develop aspects such as “multimodality, participation,
shared knowledge and peer interaction” (), based on more attractive and motivating knowledge for students, who learn by “doing
things” (), through learning in which the everyday and the academic intersect (). In this process of innovation, social networks have been incorporated into the
literature class, as their use has become more widespread, from a variety of perspectives.
Among the first, the promotion of reading and books, highlighting the greater participation
of the reader, their appropriation and/or personalisation of the text (); the promotion of reading (; ); and the creation of “virtual communities” in which “young people become opinion
leaders” (). As for writing, since 2009, Twitter has been used within transmedia narratives
as a space for literary creation, thus initiating the so-called “tuiteratura” (; ). identify the removal of spatio-temporal limitations -making access to any type of
information possible- and the development of tools and mechanisms for the reader’s
social intervention as the main transformations in this sense. Therefore, it is important
to take into consideration, in addition to content, narrative, languages, contexts,
innovation and resources in communicative strategies, production and reception processes,
creativity and the aesthetics of these productions. On the other hand, the participatory
culture () that fosters digital and media use when digital content is shared, published, recommended,
commented on and re-operated, establishing dispersed connections under a new set of
rules, in a creative process of meaning-making (), and in a context that is “much more dynamic and interactive than any other medium
can enjoy” ().
The ways of telling things have increased: emails, posts, text messages, statuses
on social networks, tweets... (). Probably more is being read and written than ever before (). These stories resulting from thousands of apparently innocuous and transparent
narratives on Facebook, Twitter, Google, series, advertising, videogames, Instagram,
YouTube, TikTok... are a challenge for teachers, more specifically for those who teach
Language and Literature (). It is therefore necessary to analyse to what extent these increasingly widespread
experiences have a place in literary education approaches.
On the one hand, we are interested in analysing the forms of communication used, to
see what is being talked about, what is being said, how it is said, and how it is
said, but also to use this language and this creative and communicative space, because
the students are on the social networks. On the other hand, how teaching considers
these contexts of current media consumption and production and the emotional aspects
linked to them, from the necessary critical perspective, as well as considerations
relating to ethical values in production and creation. And finally, integration into
teaching and learning strategies and practices. In this line, highlight certain aspects that have to do with the creator, the editor and the reader,
pointing out, among others, the new informational competences, the recovery of marks
of orality that acquire meaning in the context of immediacy, the proactive role of
the reader, and the experimentation and search for new expressive possibilities. The
foregoing includes blogs, Twitter, YouTube (), and Facebook (). Of particular interest to us is the new recipient profile and the importance of
the community, aspects already highlighted by , regarding the producer and user nature of those accessing the networks.
The review presented here is part of a research project within two R+D+i projects
aimed at studying the uses of Youtubers and Instagramers and media competition. Its
objectives include determining the content, narrative, languages, contexts, innovation
and resources in the communicative strategies of the productions on YouTube, Instagram
and TikTok. In the field of Language and Literature Didactics, we have set out to
analyse these other formats of writing and reading in a sample of articles from the
areas of Social Sciences, Humanities, Education and Philology, in this case focusing on the teaching of Spanish literature in social networks.
Methodology
A systematic literature review (SRL) was conducted, based on PRISMA standards related
to the methodological design: protocol, search process, selection and synthesis of
results (), of studies on Spanish literature through social networks. The SRL is used to identify,
evaluate and interpret the available data within a research field and over a specific
period of time (), for which the following steps were followed:
1) Prior planning based on the definition of the research questions, the choice of
the database or databases, the establishment of the key terms or words and criteria
for the delimitation of the searches.
In relation to the research questions, they were as follows:
RQ1 How many and what kind of studies are available in the Dialnet database on Didactics
of Spanish Literature with social networks?
RQ2 What are the most widely used social networks in the teaching of Spanish literature?
RQ3 What aspects stand out in the Didactics of Spanish Literature with the use of
social networks and what results are obtained?
Dialnet, a bibliographic portal specialising in the production of Hispanic scientific
literature in the fields of Humanities, Law and Social Sciences, was selected, given
that the object of analysis focused on Spanish literature and its didactics. Relevant
terms were used for the selection, such as: “literature”, “poetry”, “narrative”, “theatre”,
“social networks”, “Facebook”, “Instagram”, “Twitter”, “Tiktok” and their connection
by means of Boolean operators to narrow the search.
The results were filtered considering the fields of Social Sciences, Humanities, Psychology
and Education, and Philology; as well as the Spanish language and the range of dates
2016-2022, in accordance with the topicality of the subject of study, assuming a greater
production with research results in more recent dates.
The selection of articles was based on the following criteria:
- Phenomenon of interest: Studies on the Didactics of Spanish Literature using social
networks were considered, excepting works that analysed the dissemination of works
or authors without addressing their teaching or learning.
- Background: We considered articles on popular and open social networks such as Facebook,
Instagram, TikTok, Twitter... We excluded studies focusing exclusively on Internet
or mobile use, which did not include social networks.
- Design: The estimated document type was the article, discarding from the research
the communications in congresses, doctoral theses or conference abstracts, in order
to obtain more objective units of analysis, of greater similarity and manageability.
2) Data extraction and evaluation by means of an inter-person validation conducted
by two people -independently- following the objectives set and a protocol for the
review.
In order to facilitate the identification of duplicates, the search results were managed
using Refworks. In the first phase, the relevance of the studies was established by
reviewing the title, abstract and keywords. The full texts were then analysed by two
independent reviewers. Discrepancies over the eligibility of papers were resolved
by a third reviewer.
3) Content analysis to determine the target audience, the practice developed, the
social network used and the main results in order to contribute to further studies
along the same lines.
In the first place, the determination of the target audience presupposes the recognition
of the educational stage: early childhood education, primary education, secondary
education, university education... As for the practices developed, the skills to which
most attention is paid and to which the use of social networks contributes the most,
which, combined with the results obtained in the different studies, offers the effectiveness
of these in the Didactics of Literature.
Results
Studies, typology and most used networks
As for RQ1, we were interested in quantifying the number of studies, the years and
journals of publication, and their typology, among other aspects. The number of articles
reviewed, after establishing exclusion criteria, eliminating duplicates, and adjusting
the selected texts to the object of study, amounted to 37. Figure 1 shows the evolution of publications, with 2019 and 2021 being the years with the
most research on the subject. The increase in publications may be thought to be due
to the effect of the COVID-19 pandemic and its consequences on digitisation and the
incorporation of resources such as networks into teaching.
Figure 1.Year of publication
Among the journals in which this research is published, there are a significant number
of journals indexed in JCR/JIF such as Ocnos (16.2%), Comunicar (5.4%), Educación XXI (2.7%) and Profesional de la información (2.7%); in Scopus: Pixel-Bit(2.7%) and Cuadernos.info (2.7%). In JCR/JCI there are papers in Edmetic, Revista Eduweb, Contextos educativos, and Lenguaje y textos. Among the non-indexed journals, Textos de Didáctica de la Lengua y la Literatura stands out with 10.8%, ReSed with 2.7% and Microtextualidades with 5.4%. Other publications in which works have been analysed include Revista internacional de microrrelato y minificción, Peonza, Luciérnaga, Azulejo para
el aula de español, DIM magazine, Edetania magazine, RASAL Lingüística, Revista de
estudios e investigación en Psicología y Educación, Aularia, Cuadernos de Pedagogía.
In the sample analysed, there is a predominance of individual authorship (54%) as
opposed to co-authorship (45%), which is more typical of Linguistic or Humanistic
areas than of Social Sciences, which tend towards collaborative projects where interrelation
and interdisciplinarity are present. This type of authorship is noteworthy if we take
into account the object of study, which is the link between literature and social
networks, two different fields that would require teamwork. Another noteworthy fact,
regarding authorship, is that 41.1% are men, and 58.9% are women; furthermore, in
73.3% of the articles with more than one author, the first author is female.
Among the countries on which the research focuses, Spain stands out with more than
73% of the articles. It is thought that this is due to the specificity of the object
of the study, which focuses on the teaching of Spanish literature.
Most research analysed is within the formal context (59.4%). 21.6% of the studies
are addressed to the informal sphere and 13.5% to the non-formal sphere. Secondary
education is the most analysed educational stage (51.7%), as can be seen in figure 2, as well as university education (27.6%). Other target groups are readers, ELE (Spanish
as a foreign language) teachers. There are no articles focused on the uses of older
people, perhaps because the use of social networks to bring literary content is more
motivating at younger ages.
Figure 2.Educational stage
The areas on which the studies analysed focus are, fundamentally, Literature and Education,
both with 43%, obviously due to the eminently educational focus, referring to the
didactics and practice of literature and social networks. In this sense, the educational
subject to which the different research is assigned is, in 93% of the cases, Spanish
Language and Literature. Figure 3 shows how literature and reading are the subject of most of the articles analysed
(62.1%) followed by creative writing (29.7%). The predominance of reading and writing
practices over the development of orality is noteworthy, despite the fact that the
dominant network in the texts under review is YouTube, an eminently audiovisual medium.
Figure 3.Practice conducted
From a methodological point of view, the research format, whether quantitative or
qualitative, stands out with 56.7%. 32.5% are didactic proposals and experiences,
and 10.8% are literature reviews. We believe that this proportion responds to the
requirements that scientific journals of impact require for publication, which prioritise
research over didactic proposals, the latter being disseminated in more professional
journals.
In terms of the most used social networks, in response to RQ2 (figure 4), most studies focus on the most traditional or longest-used networks (YouTube and
Facebook), followed by Instagram and Twitter. The articles reviewed on TikTok correspond
to the last two years analysed (2021-2022).
Figure 4.Social networks
Aspects of Literary Didactics and outcomes
In order to respond to RQ3, we collected data on the aspects that stand out in the
Didactics of Spanish Literature with the use of social networks in terms of the objectives
pursued by the articles in this review, on the one hand, and, on the other, those
related to the results of the various studies.
a) Perceptions and implications of the use of devices, technologies and networks
Several papers analyse how students feel about the use of networks (), or how such use is expressed by children and young people in Children’s and Young
Adult Literature (LIJ, as per its Spanish acronym) (). As for teachers, their perceptions and practice, we find the possibilities of social
networks for communication and learning (), for motivation (), or for documenting cultural practices and their functioning in the case of booktubers
(). More specifically, focus their work on the knowledge of the implications of the use of social networks
on teachers and students, focusing on training experiences from the learning ecologies.
Also in terms of training, proposes offering help to future teachers to use these digital resources, and , the development of digital storytelling through videos in the framework of a telecollaborative
project.
b) Use of networks as educational resources
Among the objectives of most works reviewed are didactic issues and the use of networks
as resources. Thus, the incorporation of these practices, sometimes as “learning environments
within the classroom” () and other times as “new learning formats in alternative scenarios to the physical
classroom” (), will be analysed. More specifically, we study the impact on the development of
language skills in the ELE classroom () or on written culture (), the usefulness of Instagram as a tool in foreign language classes (), the promotion and dissemination and reading of theatrical texts, from the teacher’s
perspective, with a blog (), and identifying the transformations that YouTube introduces in cultural practices
around literary readings (; ).
c) Use of social networks for teaching literature
As for the specific practices of using networks and teaching literature, some works
deal with aspects linked to genres such as the characteristics of experimental, multimodal
and interdisciplinary poems (), instapoetry (), micro-stories through Weibo (), or creative writing through Instagram (). Others show different strategies such as taking advantage of the narrative potential
of the Twitter thread creation tool (), bringing students closer to poetry and literary writing (; ), the use of the advertisement as an “educational-literary tool” through the classification
of YouTube comments (), the use of theatre as a potentially pedagogical tool with the social network TikTok
(), and, also, the comprehension and reading of classical works (; ). The studies that focus on reading and reading promotion are particularly noteworthy.
In this line, we explore the promotion of the reading of literary texts (), fandom (; ), booktubers (; ; ; ), booktokers (), blogs (), or specifically, the roles of author and reader in blogs for the development of
digital literature ().
d) Competence development
The development of different competences is also another perspective of analysis in
the works reviewed. In this sense, we study students’ literary and digital competence
(), reading competence (), linguistic competence both in reading and in oral and written communication and
multimedia supports (; ), the transmedia competences derived from the narrative aspect of booktubers (), booktokers (), fanfics on Wattpad (), and the educational effectiveness of Facebook for the development of reading comprehension
().
e) Teacher training
The research analysed points to the need for teacher training at both initial and
continuous levels in the use of social networks, specifying information literacy (), “cultural and not only professional for this technological society” (), and resources and materials that facilitate teaching tasks, beyond the instrumental
(). Consequently, it is necessary to open perspectives and encourage new ways of using
social networks, with innovative proposals (; ) to “break with the traditional view of understanding teaching” and contribute to
meaningful learning (), highlighting the potential of the use of networks and their impact on the teaching-learning
process and on the “enrichment of curricula” (), in “a momentary or persistent alliance” (). In this sense, there is a commitment to “broaden canon texts, to move away from
the historicist scheme in the teaching of literature and to find ways in digital environments
for the didactic treatment of the contents” (). discusses the importance of booktubers for education in formal contexts and in the
configuration of a school canon, and consider that networks are “the perfect ecosystem for the development of new forms
of expression and interaction around literary activity”. The results mostly refer
to the use of social networks as resources for literary education. Thus, it shows
how classroom reality is transformed, while improving educational practice, bringing
it closer to the day-to-day life of students (), progressing language skills (; ; ), and developing critical thinking, social and civic competence or digital competence
(). It also highlights “the special convergence between verbal language and iconic
language” and what this implies for student communication (). Other findings refer to the promotion of values and peer collaboration and participation
(; ) in the development of experiences using Instagram or YouTube.
f) Benefits and drawbacks of using social networks
Regarding the results that show the benefits of the use of networks in literary education,
“the unprecedented power of transformation both at the level of genres and forms,
as well as the roles assigned to the agents involved” (). Thus, in the case of Twitter, its usefulness for working on creative writing, narration,
literary creation (; ; ), and the importance of the micro-story (). Instagram is effective for the production of creative texts based on readings of
classics (; ) and for working on poetry (). However, points out that teaching strategies are necessary to reflect, create and motivate
pupils and make them see that poetry is current and can form part of their world.
Wattpad is the main meeting place for young reading and writing enthusiasts, where
“digital learners implement collaborative strategies for the acquisition of production
skills, narrative and aesthetic reflection” through paratextual practices of format
integration in writing (). In relation to the use of YouTube and storytelling, highlight their potential to develop communication skills. Most of works under study
have interesting contributions on how the use of social networks affects reading skills
and their improvement (). More specifically, emphasis is placed on the new texts emerging from the Internet
and social networks, the establishment of reading communities and the key role played
by the reader who creates and shares contents (; ; ; ), the emergence of fanfic or the fandom phenomenon as a space for reading and literary
socialisation for authors (), and the new paradigm of textual production, author/reader-author of literary creation
(). explain the effectiveness of these new channels due to their proximity to the learners,
which results in their motivation and in the “deepening of the semantic levels of
the verbal, which is magnified by the image that goes with it”. In this line, it is
pointed out how reading skills are reinforced with the use of Facebook (), based on empathy and relationships with the text (). Most findings of the articles analysed have to do with experiences linked to reading
and booktubers, highlighting contributions that show the creativity and dynamism in
the generation of content on YouTube and the possibilities of video, by young critics
who use their reading to pass on their enthusiasm to others (), and reinforce, among others, writing and reading skills (). Other results expose the possibilities of TikTok and booktokers to encourage reading
().
Finally, there is also an account of drawbacks and reluctance to incorporate social
networks into the teaching of literature. Thus, students are uncomfortable using their
personal accounts for educational use, as they consider social networks to be private,
not a learning tool ().
Discussion and conclusions
The research carried out aimed at identifying practices related to literary education
and the use of social networks, in order to determine the most relevant aspects of
these practices. To this end, a review was carried out of the scientific production
published from 2016 to date in specialised journals in Spanish, as we considered that
there would be a greater number of works and contrasted results. According to research
questions RQ1 and RQ2, referring to the number, typology of the studies and the most
used networks, a similar picture is observed to that of draw attention to the scarcity of work on the possibilities of using social networks
in the teaching of literature.. And along these lines, the work of calls for “these spaces of popular creation” to be analysed by academic research,
in agreement with Hernández-Ortega and . The novelty of the subject matter and methodological approaches required, the difficulties
inherent in qualitative studies and their subsequent publication in high impact journals,
together with the limited culture of dissemination in the field of social sciences
may partly justify this. We agree with that it is necessary to make research in Language and Literature Didactics more rigorous,
as well as to avoid confusion between innovation and research, in order to make approaches
and findings credible, in the light of the reviewed publications. In this sense, 32.4%
of the 37 articles analysed have been published in JCR/JIF and Scopus journals, both
in Education, Communication, Literature and, specifically, Reading, mainly in 2019
and 2021. The increase in publications coincides with the year in which, due to the
pandemic, digital is becoming more relevant than non-face-to-face (; ; ), with YouTube and Facebook being the most used networks, followed by Instagram and
Twitter. This data differs from the results, in terms of awareness and use of social networks, which state that Facebook
is still the most relevant, although Instagram is the preferred network, followed
by Facebook and YouTube.
Most works are research articles that focus on the formal educational context and,
for the most part, on the Secondary Education stage, and on the subject of Spanish
Language and Literature, highlighting experiences related to literature, reading and
creative writing. Reading and writing practices dominate over the development of orality,
with YouTube being one of the most widely used networks, probably because literary
education is fundamentally focused on writing and reading.
With regard to RQ3, the analysis of the aspects that stand out in the Didactics of
Literature with the use of social networks and the results obtained in the articles
under study, we can see, on the one hand, the increasingly widespread use of social
networks and their possibilities for communication and learning, especially as a resource.
The impact on the development of linguistic skills, mainly reading and writing, and
of different competences, such as literary, digital, linguistic and transmedia skills,
is verified. While reinforcement of these is shown, there is also a call to improve
literacy and digital literacy deficiencies (). In relation to the teaching of literature, Instagram, Weibo, Twitter, Facebook,
YouTube and TikTok concentrate practices on poetry, narrative, creative writing, knowledge
and work on literary texts, promotion and encouragement of reading and reading comprehension,
among others. These media achieve, as Merchán-Sánchez-Jara and Gómez-Díaz have pointed
out, that () “spectacularisation of literary creation by virtue of an agile and immediate medium
that allows the collective development of plots, through the choral action of the
users that make up the network”. The interest in and demand for training, both initial
and continuous, to provide the necessary literacy, and above all, in terms of culture,
resources and materials, is another relevant aspect. We agree with that “understanding technology is the first step to its appropriation”. There is
also a need to innovate, “open up the texts of the canon” () and configure a school canon based on the booktuber phenomenon (), in line with what points out about cyberculture and the field of multimodality. Or by , who advocates the integration of these transgressive practices, which are outside
the curriculum and the literary corpus. We conclude, on the other hand, by highlighting
the change that occurs in the classroom and the improvement of educational practice
by connecting with the reality of the students (), which called “new contexts of language use, with authentic audiences, on highly specific
topics”. In this line, TikTok can facilitate learning experiences for learners, in
line with their socio-cultural needs and within the proximate experience of individuals
(). More specifically, the experience of booktubers or booktokers has proved to be
a key factor in reading, reading promotion and writing. Twitter is the network that
is most used in writing, with its own narrative resources based on “micro-tensions
to maintain attention” and the combination of text, images, videos, gifs, emoticons,
tags or hypertext, in a metalanguage of its own ().
Despite the limitations that this type of methodology entails, this research has thus
allowed us to outline some of the most outstanding practices in the use of social
networks for literary education. In this sense, the importance of incorporating these
productions, which are examples of writing, reading and ways of learning languages,
is clear (; ). Literature teaching can take advantage of these new contexts and diverse forms
of communication with their own linguistic codes and genres that involve liquid, hypermedia,
multimodal literary and literary practices (; ). These new ways of telling, of creating, of expressing oneself, of combining different
languages for the production of texts, as well as the ability to interpret them, should
form part of the Didactics of Literature, combining linguistic and digital competence
(; ). Therefore, we believe it is necessary to expand and complete this analysis with
other studies that determine, on the one hand, the drawbacks or reluctance (), as well as the benefits of these literary education practices for the acquisition
of literary competence (), the literacy required for both teachers and students (), as well as the specificity of multimodal uses and their integration into school
curricular proposals.
Notes
[1] The total number of selected articles in English and Spanish N= 2697, after removing
duplicates N=2068 and manually filtering by title, abstract and keywords is reduced
to N=389. From this sample, the one that is the subject of this paper is extracted.
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