HYPERTEXTUAL LITERACY: AN AMALGAM OF LITERACIES REQUIRED FOR PROGRAMS OFFERED IN A WEB-BASED FORMAT

Pinheiro, Regina Cláudia; Araújo, Júlio César

doi:10.1590/010318134949176161

ABSTRACT

In this paper we redefine the concept of hypertextual literacy, which was proposed by Bolter (1998)BOLTER, J. D. (1998). Hypertext and the Question of Visual Literacy. In: REINKING, D.; McKENNA, M. C; LABBO, L. D.; KIEFFER, R.D. Handbook of Literacy and Technology: Transformations in a Post-Typographic World. New Jersey/London: Lawrence Erlbaum Associates. , because it does not fit anymore in the current social practices that are mediated by hypertexts. For this, we used the following references: Scribner; Cole (1981)SCRIBNER, S. & COLE, M. (1981). The Psychology of Literacy. Cambrigde, Mass., Harvard Univerity Press.; Bolter (1998)BOLTER, J. D. (1998). Hypertext and the Question of Visual Literacy. In: REINKING, D.; McKENNA, M. C; LABBO, L. D.; KIEFFER, R.D. Handbook of Literacy and Technology: Transformations in a Post-Typographic World. New Jersey/London: Lawrence Erlbaum Associates. ; Semali (2001)SEMALI, L. (2001). Defining new literacy in curricular practic. Reading on-line, 5(4), Nov.,. Disponível em: Disponível em: http://www.readingon-line.org/newliteracies/lit_index.asp?HREF=semali1/index.html . Acesso em: 24 maio 2010.
http://www.readingon-line.org/newliterac... ; Soares (2000)SOARES, M. (2000). Letramento: um tema em três gêneros. 2. ed. Belo Horizonte: Autêntica. ; Cavalcante Jr. (2003)CAVALCANTE Jr, F. S. (2003). Por uma escola do sujeito: o método (con)texto de letramentos múltiplos. 2. ed. Fortaleza: Edições Demócrito Rocha. ; Street (2003)STREET, B. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. . v. 5, n. 2. pp. 77-91. Disponível em: Disponível em: http://www.tc.columbia.edu/cice/archives/5.2/52street.pdf . Acesso em: 14 set. 2008.
http://www.tc.columbia.edu/cice/archives... ; Primo and Recuero (2006)PRIMO, A.; RECUERO, R.C. (2006). A terceira geração da hipertextualidade: cooperação e conflito na escrita coletiva de hipertextos com links multidirecionais. Líbero (FACASPER), v. IX, pp. 83-93. ; Martin (2008)MARTIN, A. (2008). Digital Literacy and the "Digital Society" In: LANKSHEAR, C.; KNOBEL, M. Digital Literacies: concepts, policies and practices. Peter Lang Publishing: New York, U.S.A.; Barton (2009)BARTON, D. (2009). Understanding textual practices in a changing world. In: BAYNHAM, M; PRINSLOO, M. The future of literacy studies. Palgrave Macmillan: Great Britain, pp. 38-53. ; Lemke (2010)LEMKE, J. L. (2010). Letramento metamidiático: transformando significados e mídias. Trabalhos em Lingüística Aplicada , Campinas, nº 49, pp. 311-524.; Pinheiro and Araújo (2012)PINHEIRO, R.C; ARAÚJO, J. (2012). Letramento hipertextual: por uma análise e redefinição do conceito. Revista Brasileira de Linguística Aplicada, Vol. 12, n. 4, pp. 811-834.; and Hardy-Vallée (2013)HARDY-VALLÉE, B. (2013). O que é um conceito?, trad. Marcos Bagno. São Paulo: Parábola.. We worked with a Case Study Method upon the didactic material that is produced for undergraduate programs offered in a web-based format at the Federal University of Ceará (UFC/Brazil), in a partnership with the Open University of Brazil system (UAB). The subjects of the research were professors, known as "professores conteudistas" at UFC, who write the didactic content of the material, as well the team of technical personnel that is responsible for the transformation of the printed material into hypertextual content. Our instruments and techniques were: (i) Semi structured interviews, (ii) Sessions of accompaniment regarding the creation of material by some of the professors, (iii) Sessions of accompaniment regarding the work of the team of technical personnel, and finally, (iv) Analysis of the material in its three versions: the printed version written by the professors; the suggestion of the team of technical personnel for web-based format, and its final version that is exhibited on the web. The analyses show that the literacies, which we found, can be categorized as traditional, oral, visual, technological, communicational, and informational. In addition, we observed they interact with each other, and that some of them can gain prominence over others. Therefore, the concept of hypertextual literacy can be redefined as being social practices mediated by hypertext, through which we can identify several types of literacies, harmonizing among themselves within the process of sense making.

Keywords:
literacy(ies); hypertext; hypertextual literacy