’n Verkenning van die transmedianarratief in Afrikaanse hoërskoolletterkunde

Abstract

Hierdie studie verken die potensiaal van transmedianarratiewe in die Afrikaanse hoërskoolletterkundeonderrig. Dit spruit uit die besef dat tradisionele, teksgebaseerde benaderings dikwels onvoldoende is om die multimodale, interaktiewe en komplekse aard van 21ste-eeuse storievertelling vas te vang. Transmedia word daarom geposisioneer as ’n interdissiplinêre strategie wat narratiefteorie, multimodaliteit, semiotiek, edusemiotiek, digitale geletterdheid en kritiese denke integreer. Hierdie benadering beklemtoon dat betekenis nie slegs in die geskrewe woord lê nie, maar in die samewerking van uiteenlopende modusse en platforms wat leerervarings verdiep en verryk. Die navorsing volg ’n kwalitatiewe, interpretivistiese ontwerp met drie fases van data-insameling: (1) ’n multimodale analise van geselekteerde Afrikaanse transmediatekste, (2) semi-gestruktureerde onderhoude met drie skeppers of regisseurs van hierdie werke, en (3) vraelyste aan onderwysers, departementshoofde, vakadviseurs en opvoedkundige uitgewers. Die data is tematies ontleed en deur triangulasie is geloofwaardigheid en betroubaarheid versterk. Die bevindinge wys dat transmedianarratiewe unieke geleenthede skep vir leerderbetrokkenheid, kreatiewe denke en kritiese analise. Onderwysers en vakspesialiste wys wel op praktiese uitdagings – soos ongelyke toegang tot tegnologie en ’n oorlaaide kurrikulum – maar erken dat transmedia ’n belangrike rol kan speel in die ontwikkeling van leerders se digitale en kulturele geletterdheid. Skeppers van transmedia beklemtoon die kreatiewe waarde daarvan om narratiewe te verdiep, gehore te betrek en betekenis oor verskillende platforms uit te brei. ’n Oorspronklike transmedialeersiklus-model word in hierdie studie ontwikkel, wat die prosesse van inset, verwerking, uitset en terugvoer sistematiseer. Hierdie model dien as ’n praktiese riglyn vir die implementering van transmedia in die Afrikaanse letterkundeklas. Uiteindelik argumenteer die studie dat transmedianarratiewe nie bloot ’n alternatiewe onderrigstrategie is nie, maar ’n transformatiewe instrument wat bydra tot meer inklusiewe, betrokke en kritiese letterkundeonderrig in Suid-Afrika.This study explores the potential of transmedia narratives in the teaching of Afrikaans high school literature. It arises from the recognition that traditional, text-based approaches are often inadequate to capture the multimodal, interactive and complex nature of 21st-century storytelling. Transmedia is therefore positioned as an interdisciplinary strategy that integrates narrative theory, multimodality, semiotics, edusemiotics, digital literacy and critical thinking. This approach highlights that meaning does not reside solely in the written word, but in the collaboration of diverse modes and platforms that enrich and deepen learning experiences. The research follows a qualitative, interpretivist design with three phases of data collection: (1) a multimodal analysis of selected Afrikaans transmedia texts, (2) semi-structured interviews with three creators or directors of these works, and (3) questionnaires completed by teachers, heads of department, subject advisors and educational publishers. The data were thematically analysed, and triangulation was applied to enhance credibility and trustworthiness. Findings indicate that transmedia narratives create unique opportunities for learner engagement, creative thinking and critical analysis. Teachers and subject specialists acknowledge practical challenges – such as unequal access to technology and an overloaded curriculum – but also recognise that transmedia can play a vital role in developing learners’ digital and cultural literacy. The creators emphasise the creative value of transmedia as a means of deepening stories, engaging audiences, and extending meaning across platforms. This study develops an original Transmedia Learning Cycle model, which systematises the processes of input, transformation, output and feedback. The model serves as a practical guideline for the implementation of transmedia in the Afrikaans literature classroom. Ultimately, the study argues that the inclusion of transmedia narratives is not merely an alternative teaching strategy, but a transformative instrument that can contribute to more inclusive, engaged and critical literature education in South Africa.