El proyecto “Desarrollo de la comprensión lectora de textos multimodales y multimedia en educación secundaria” es un proyecto de investigación internacional e interdisciplinario en el que participan investigadores e investigadoras de Costa Rica, Chile, Alemania y España. Este proyecto se desarrolla gracias al financiamiento del Espacio de Estudios Avanzados de la Universidad de Costa Rica, UCREA.

From the very title of this essay it is proposed to play with a transition from the prefixes “multi” and “inter” towards the prefix “trans” contained in the term “transgression”. Starting from a theoretical-conceptual analysis of a philosophical nature of the most relevant theoretical texts in the literature on multimodality and intermediality, we pose the following question: In what way and in what sense do the prefixes “multi” and “inter” allow us to link the concepts of “mode” and “medium” to the transgression of the communicative conventions prevailing in the rhetorical field that we culturally inhabit? In addition to the aforementioned philosophical analysis, the essay aims to reach the answer to this question with the proposal of a scheme for understanding the term “transgression” from contemporary critical theories of culture and society, that is, a spatial interpretation of the transgression as a form of relationship with the limits and borders between modes and media, on the one hand, and a temporal interpretation of transgression as a constructive form of relationship with anachronism and updating in communication processes, on the other hand. The hypothesis pursued by the essay consists of showing that the spatial and temporal transgressions that multimodality and intermediality would potentially promote, within the forms and processes of communication, extend as criticisms of contemporary forms of experience. Applied to contexts of teaching-learning, information and communication, knowledge and understanding, the notion of transgression that this essay attempts to construct helps to understand how the passive process of recognition, reproduction and transmission of content can be transcended towards potential scenarios of active appropriation of symbolic capital and critical, reflective and creative production of communication content.

In recent decades, the advances and transformations imposed by the development of virtual, augmented or mixed reality have impacted the educational sector in Latin America. Augmented narratives as an early stimulus for the little ones such as LuaBooks in Colombia innovate the Latin American children's publishing space with aesthetics and dynamics that go beyond traditional linear literacy processes. Initiatives such as Aula 365 in Argentina have consolidated successful transmedia projects over the years that promote ubiquitous multimodal learning in the region and, in recent years, have brought the pillar of transmedia seriality to Netflix, thus reaching global audiences beyond the continent. . Recently, the World Bank supported Active AR 2018, a technical secondary education project with virtual and augmented reality and 360 videos for the technology transfer and training of young people from rural technical schools in remote areas of Ecuador. This article discusses some multimodal literacy experiences developed in Latin America from different educational levels and with different audiences and purposes. The first part explores transmediality as a new practice of seeing and discusses theoretical aspects of multimodality and transmediality. Today the ways of seeing and mediating content have bifurcated considerably, however, this new ergonomics of multimodal literacy can be greatly enriched if it is put in dialogue with neurodidactics and with a critical pedagogy located in the Latin American context. The second part analyzes transmedia literacy as media transhumance. Explains the origins of this pastoral technique and the metaphorical implications it has in the new media ecosystem. The third part analyzes several projects developed in Latin America in the field of multimodal literacy that appropriate augmented reality, virtual reality or 360 videos and/or photography.

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Marroquín Velásquez, L., Vergara Heidke, A. y González Chacón, M. (2022). Multimodalidad en carteles preventivos de la salud: una mirada a la estructura del hecho lingüístico y a las formas de transmisión del mensaje. Revista Comunicación. Año 43, volumen 31, número 1, pp. 64-84. https://revistas.tec.ac.cr/index.php/comunicacion/article/view/6282/6013 Torres Calderón, G., Vergara Heidke, A. yCruz Volio, G. (2021). Discursos sobre discapacidad en la prensa escrita costarricense: una revisión desde el Análisis Crítico del Discurso al discurso publicitario. Discurso & Sociedad, Vol. 15, Nº 2, pp. 498-527. http://www.dissoc.org/ediciones/v15n02/DS15%282%29Vergara%20et%20al.pdf Torres Calderón, G. y Vergara Heidke, A. 2019. Representación de las personas con discapacidad en los anuncios publicitarios: revisión desde el análisis multimodal. Logos, Revista de Lingüística, Filosofía y Literatura 29 (1), pp. 149-164. https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0719-32622019000100149 Torres Calderón, G. y Vergara Heidke, A. (2019). Recursos semióticos en los anuncios publicitarios sobre discapacidad en la prensa escrita costarricense. Comunicación, Volumen 28, año 40, núm. 1, enero-junio, pp. 61-75. https://revistas.tec.ac.cr/index.php/comunicacion/article/view/

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XI Scientific Convention: Multimodal and digital literacy It was held at the University of Costa Rica on November 21, 22 and 23, 2019. The training included the participation of project researchers, project assistants, and figures such as booktubers. In addition, a cineforum was held on the last day of the training. XII Scientific Convention: The training took place from October 26, 2020 to January 10, 2021. It was made up of five modules: Multimodal literacy and its didactics, Main dimensions of multimodal texts, Non-literary genres of the MEP programs, Materials workshops with analog and digital technologies, and Strategies for the development of reading comprehension of multimodal and multimedia texts. The content was provided on an online platform in various formats: videos, podcasts, PowerPoint presentations and instructions, mainly. In addition, each module had its respective practices, formative evaluations and final evaluations. XIV Scientific Convention: Words and images, a journey in every sense The training was carried out virtually on December 2, 3 and 4, 2021. Primary and secondary Spanish teachers participated.

Multimodig es un espacio de encuentro, divulgación y formación para personas, investigaciones, actividades y productos que se relacionen con la comunicación, las palabras, las imágenes, la tecnología o el arte.

Multimodig es un espacio de encuentro, divulgación y formación para personas, investigaciones, actividades y productos que se relacionen con la comunicación, la multimodalidad, la intermedialidad, las palabras, las imágenes y la comunicación digital y analógica.