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 same title of this essay, it is proposed to play with a transition from the “multi” and “inter” prefix to the “trans” prefix contained in the term “transgression”. Starting from a theoretical-conceptual analysis of a philosophical nature of the most relevant theoretical texts of the literature on multimodality and intermediality we ask ourselves the following question: how and in what sense the “multi” and “inter” prefixes allow us to link the concepts of “way” 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 achieve this question with the proposal of an understanding scheme of the term "transgression" from the contemporary critical theories of culture and society, that is, a spatial interpretation of transgression as a form of relationship with the limits and borders between modes and means, on the one hand, and a temporary interpretation of transgression as a constructive form of relationship with the anachronism and Update in communication processes, on the other hand. The hypothesis pursued by the essay is to show that spatial and temporal transgressions that multimodality and intermediality would potentially promote, in the internal of the communication forms and processes, extend as criticism of the contemporary forms of experience. Applied to teaching-learning, information and communication, knowledge and understanding contexts, the notion of transgression that this essay tries to build help to understand how the passive process of recognition, reproduction and transmission of content to potential scenarios of active appropriation of symbolic capital and critical, reflective and creative production of communication content can be transcended.

In recent decades, the advances and transformations that impose the development of virtual reality, augmented or mixed have impacted the education sector in Latin America. Increased narratives as an early stimulus for the little ones such as Lubeooks in Colombia innovate the Latin American children's editorial space with aesthetics and dynamics that go beyond traditional linear literacy processes. Initiatives such as Aula 365 in Argentina have consolidated over the years successful transmedia projects that promote ubiquitous multimodal learning to the region and, in recent years, it has taken the pillar of the 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 reality, augmented and 360 videos for the technological transfer and training of young people from technical rural 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 the look and discusses theoretical aspects about multimodality and transfmediality. Today the ways of seeing and mediatizing the contents have bifurcated considerably, however, that new ergonomics of multimodal literacy can be enriched greatly if it is put in dialogue with neurodidactic and with a critical pedagogy located in the Latin American contest. The second part analyzes transmedia literacy as media transhumance. Explain 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 videos and/or photography 360.

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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. In the training, the participation of the project researchers, the attendees of the same, and figures such as Booktubers were attended. In addition, a cinephoro was held the last day of training. XII Scientific Convention: The training was developed from October 26, 2020 to January 10, 2021. It was made up of five modules: multimodal literacy and their didactics, main dimensions of multimodal texts, non -literary genres of MEP programs, material workshops with analog and digital technologies, and strategies for the development of reading comprehension of multimodal texts and multimedia. The contents were facilitated on an online platform in various formats: videos, podcast, PowerPoint presentations and instructions, mainly. In addition, each module had their respective practices, training evaluations and final evaluations. XIV Scientific Convention: Words and images, a trip in every way The training was carried out virtually on December 2,3 and 4, 2021. The participation of primary and secondary school teachers were attended.

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.