Year: 2026
Type: article
Abstract: Background: Contemporary literary didactics seeks to move beyond approaches focused on content transmission to foster interpretive, dialogic, and critical reading experiences. Objective: To analyze how recent research shapes the mediations that favor interpretive, dialogic, critical, and multimodal reading, and to identify their implications for planning and assessment in secondary education and teacher training. Method: A qualitative documentary and interpretive study was conducted. The purposive and non-exhaustive corpus included 27 articles published between 2017 and 2025. Analytical reading, cross-study comparison, and thematic coding of mediation practices, evidence of learning, and didactic tensions were performed. Results: Five interdependent core themes were identified: literary conversation as a space for co-construction, teacher scaffolding in the face of ambiguity, the integration of digital and multimodal forms, reading as a cultural and critical practice, and assessment focused on interpretive trajectories and creative production. Textual selection and teacher literary training emerged as cross-cutting conditions. Conclusions: Literary didactics requires shifting the emphasis from information transmission toward situations that allow for sustaining, revising, and communicating grounded interpretations. This demands teacher mediation, textual plurality, formative assessment, and the pedagogically relevant use of technology.
Author: Carlos Guevara-Martínez
Institution: Universidad de Salamanca
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7213543748