Strategies for hypermodal text production

from planning to revision

Abstract

This paper aims to propose a strategy guide for hypermodal textual production in Portuguese. Theoretically, this work is based on the concepts of the theory on hyper/multimodality (Lemke, 2002; Kress; Van Leeuwen, 2006), on the Cognitive Theory of Multimedia Learning, henceforth TCAM (Mayer, 2001), the vision of digital multiliteracies by Selber (2009) and the design concepts of Norman (2008), Istrate (2009), Lidwell, Holden and Butler (2010) and Van Leeuwen (2011). Methodologically, a survey was carried out on the Scielo portals and Capes journals of publications that address strategies for hypermodal writing, from 2015 to the second half of 2024. However, research was found more directly on hypermodal writing and not specifically writing strategies. From this, it was noted that there was a need for specific work with hypermodal writing, since, although there are initiatives with production work in the digital environment, they are limited to basic education, generally the result of professional master's degree research, and almost none are aimed at higher education. Furthermore, many of the existing proposals still focus on working with multimodality, not covering the use of links and, therefore, hypermodal writing. Furthermore, in most cases, the student is guided to produce intuitively, after watching a tutorial. Thus, based on Koch's definition of strategies (1998) and understanding writing as a process (Koch, 2003), hypermodal writing strategies are proposed, organized into four categories: Planning, Organizing, Producing/Reflecting and Revising. Thus, the aim is to guide the producer from the planning and elaboration of the writing script to the organization of the layout, contributing to the construction of a reflective production. Furthermore, revision is considered as a fundamental final step for the student to verify whether the hypermodal text offers the reader multiple interpretative paths. Finally, it is intended that this proposal contributes to teacher training.