The Practice of Intermedia Literature in Early School Education. Revealing Symbols – Exemplification

Abstract

The article discusses the issue of literary education in primary school in the context of cultural change brought about by new media. The concept of intermedial plays a key role here – understood as the in-between space of art and life, encompassing both the functioning of a media society, cultural phenomena, and the individual experience of a person in a mediated world. Literary texts, especially those addressed to young readers, are increasingly characterized by narrative heterogeneity, and fit into the media competencies of contemporary children, who use a "navigational" way of reading. At the same time, the sketch emphasizes the need to develop symbolic interpretation skills, which are important in the context of losing contact with the symbolic language in the era of visual overload. An example of the practical implementation of the concept of intermedia literature in early school education is the interpretation of the book Zgubiona dusza by Olga Tokarczuk and Joanna Concejo. The symbolic nature of the work enables such early school literature practice, which through conversation and analysis of metaphors, supports the process of understanding symbols, symbolic thinking, and the language capabilities of the student. Intermedia literature also provides a space for reflection on human existence and humanity, and a way to slow down life in a world dominated by acceleration.