teachers of the different languages which make up this stage, including Spanish Language and Literature. The aim of this

article is to offer a proposal for an approach to the analysis of digital literary texts in accordance with the level required

at the aforementioned educational stage. To support this proposal, we have chosen a theoretical framework based on

multimodality, which allows the analysis of digital text and its discourse in a more complete way than a purely textual

analysis because it considers more parameters such as graphic design, user experience, and web design itself. Based on

this theoretical framework, a methodology is created that facilitates the examination of any digital text, although it is

worth mentioning that this methodology will be applied here to the analysis of a specific digital literary product, which

can be applied inferentially to other digital texts.

This article aims to provide teachers with a theoretical resource to extract as much information as possible from a digital

text and its consequent discourse, thus facilitating their performance in the classroom when working with students on this

semiotically complex messages– in the context of the

subject of Spanish Language and Literature in Secondary

Education in Spain has not yet been unanimously agreed

This theoretical research is qualitative in nature and focuses

on the analysis of a single interactive digital product based

on a theoretical framework based on multimodal discourse

analysis. Two digital resources have been used as support

These tools will be explained in the methodology section.

December 26, which establishes the basic curriculum for

to reconstruct the explicit and implicit ideas in the text in

order to develop their own critical and creative thinking”

(2015, p. 358). In the presentation of the subject of Spanish

Language and Literature in the curriculum, as well as its

content, assessment criteria, and learning standards, there

are numerous references to the reading and interpretation

of various types of texts with different degrees of

complexity and belonging to different fields and genres, for

the understanding of which the development of specific

Although it is true that the term “digital text” or “web

different blocks linked to the subject referred to in this

work, it is important to remember the high degree of access

have daily and, therefore, to all the information contained

curriculum, the recommendations of the European Union

(EU) should be considered. The Official Journal of the

European Union itself, in its Council Recommendation of

reference is made to an unlikely teaching of digital

competence on the part of teachers of Spanish Language

and Literature in Spanish Secondary Education (Rodríguez

& Ruiz-Domínguez, 2021, p. 12). This circumstance

justifies the need to offer some literacy tools in this sense

and, therefore, the proposal presented here. The digital

medium is a medium that is close to students and present in

Spanish government published in the Official State Gazette

(BOE) Royal Decree 463/2020, on March 14, declaring a

state of alarm for the management of the health crisis

caused by COVID-19. This unfortunate phenomenon has

Domínguez, due to a lack of knowledge, the perception of

the usefulness of ICT resources in literature classes is low

and, for this reason, their widespread use is not assumed

(Rodríguez & Ruiz-Domínguez, 2021, p. 11).

We must take into account the added factors that this type

and other elements inherent to this type of edition that have

caused important changes in traditional linear reading as

well as the ability to maintain the necessary concentration

(Jiménez-Pérez, Gutiérrez, & Díez, 2017, p. 172) due to the

meaning, it is proposed to work on multimodal literacy in

the secondary classroom and to carry out its reading from

minimal units of meaning of different natures (audio,

visual, text, audio-visual) that interact at the same time in

the context of a message arriving through a web page. The

model of website content analysis proposed in this paper is

based on multimodal semiotic theory (Kress & van

multimodal discourse analysis has been chosen because it

comes to extracting meaning from the analysed object.

Following the theoretical basis of social semiotics

proposed by Halliday (1978, p. 64), on which

multimodality is based, it is possible to extract three large

blocks of meaning derived from the meta functions

proposed by this author: ideational, interpersonal, and

textual. The ideational presents the ideas we have about our

known world, and this includes experiential meanings and

the meaning of texts as a unit and in terms of their

coherence with the context.

Through the literature consulted, it is possible to establish

the hypothesis that teachers of this discipline and

educational level do not have an effective methodology for

the multimodal analysis of literary digital texts. Thus, the

aim of this work is to propose a method that allows reading

and understanding texts of this nature, from multimodality,

a subdiscipline of knowledge that is concerned with the

meaning that is created through the different configurations

and combinations that can have, in the same message, text,

expressed using languages that go beyond the text and

semiotic sources, such as videos, images, logos, text,

audios.

For the current analysis, we have chosen a resource that

will allow us to work with digital text and, specifically,

literary text. The selection of an object for analysis has

involved consulting the repository offered by the

Electronic Literature Organization (ELO). This non-profit

organisation, currently located at Washington State

University Vancouver, has published the Electronic

Literature Collection in three volumes. One of the sixteen

tale by the Brothers Grimm. For this case study, the

Mexican Spanish version will be used.

Regarding the typology of medium (López, 2021b), the

The navigation allowed is linear, so that it only offers the

possibility of navigating to the next or previous page, so

that one of the characteristics mentioned above in relation

to the definition of DLP offered by Gretel (n.d., n.p.) is not

structure of the site, there is a menu with two buttons for

selecting the language of the DLP.

tags. Meta tags are important for several reasons, including

making it easier for search engines to find the claimed

website; they also allow us to know how the product is

defined and thus target it to a specific audience, like how

books are divided by genre or category in a school library.

As mentioned above, the overall structure of the site is

series of continuous vignettes; each page forms a thematic

is possible to establish, then, that the minimum unit of this

DLP is the vignette.

In this step, the different modes that will allow the analysis

of this DLP are selected and are divided into two main

groups: static and dynamic. Among the dynamic elements,

we can select the animation and sound modes. Among the

static elements we can select the modes of story location,

text of each vignette, relevant elements of the vignette,

characters, objects-artifacts, scenery, climatic time,

intertextual elements, proxemic disposition of the vignette,

descriptors obtained from the image recognition software,

The online application Google Api Visio was used to

complement the information on the graphic section of the

vignettes, while the online application Textalyzer

(https://seoscout.com/tools/text-analyzer) was used to

study the purely textual section. Based on the modes

proposed above, an analysis grid has been established in

thematic unity of the story. In addition to the internal action

provided by the text, the colour palette is different on each

page. This fact reinforces the change of sequence, and it

can be seen in the following table how the Google Api

Vision tool helps to clearly see the difference in the

dominant colours on each of the pages. From this

association, it can be extracted that there is an interrelation

a link implies a change in the thematic unity of the story.

Another interesting element to deal with in the classroom

Also of interest is the example in which different modes are

combined to achieve an adequacy of meaning. This is

located on page 3, vignette 1, in which, although there is no

is happening, there is a “sound” mode, which has a diegetic

character since it is decisive for the comprehension of the

extract the meaning that the story takes place in a natural

environment with a nocturnal atmosphere.

• Re-elect Mayor Lañonga

• Mayor Lañonga or you bear the consequences

• Wing big!

discourse, a radio interview arrangement, or a political

analysis arrangement. In the “text” mode, the term “mayor”

folk tale sub-genre that serves for the story construction. In

this regard, the importance of the experiential meanings

that lies at the heart of our knowledge of the concepts of

political campaign or political discourse from the mass

media should be considered.

In order to work on interpersonal meaning in the classroom,

it is interesting to look at the relationship established

between the characters of Vago Lobo [Lazy Wolf] and

Mayor Lañonga. For this reason, it is possible to use a

combination of different modes: the text and, specifically,

the dialogue, the two characters, and the colours used in the

different vignettes in which both appear together. It can be

observed that in vignettes 8 and 9 of page 3, there are

gestures of praise and agreement in an asymmetrical way

used, which have a clear positive feeling and contribute to

reinforce the kinesic communication. A different state of

relationship is observed between these two characters in

As far as textual meaning is concerned, it is possible to

point out that in the example of this DLP, it is the text

mode, made up of 1740 words, which forms the backbone

of the story. It is a literary text which corresponds, both in

its external and internal structure, to the narrative sub-genre

of the short story. In this respect, the opening syntagm

meaning with the graphic and sound elements that make up

this DLP.

t is now interesting to recover the aim that guided this

article, which consisted of offering a proposal for a

multimodal analysis applied to the reading and

comprehension of digital texts through the examination of

their visual, sound, discursive, or navigational components.

Although it is possible to access these types of digital texts

from different theoretical points of view, in this work we