Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools
This paper examines the integration of computational linguistics tools into the didactics of literature through the concept of “textual anamorphosis,” understood as the formal reorganization of the text (indexes, concordances, subcorpus partitioning, complexity analysis) without the addition of exte...
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Universidad Nacional de Rosario
2026
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| Acceso en línea: | https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/43 |
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I15-R219-article-432026-04-07T12:02:20Z Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools Anamorfosis textuales en didáctica de la literatura: entre lectura autónoma y herramientas digitales Escoda, Xavier Blanco didáctica de la literatura lingüística informática iRead4Skills NooJ Didactics of Literature Computational linguistics iRead4Skills NooJ This paper examines the integration of computational linguistics tools into the didactics of literature through the concept of “textual anamorphosis,” understood as the formal reorganization of the text (indexes, concordances, subcorpus partitioning, complexity analysis) without the addition of external information. These transformations do not replace autonomous reading; rather, they can enhance and structure it, provided they are embedded within a pedagogical framework that preserves the aesthetic experience and the reader’s interpretative responsibility. First, the European project iRead4Skills is presented, focusing on the automatic analysis of textual complexity and the development of reading competence among adult learners. Next, basic functionalities of the NooJ platform are described, particularly those relevant to work in the digital humanities. On this basis, an example of didactic integration is offered, applied to Victor Hugo’s novel Les Misérables, showing how the exploration of the lexical field of ‘crime’ through textual analysis tools can generate interpretative questions, foster guided inquiry, and articulate the oscillation between involvement and critical distance. The paper advocates a position distanced from both technophilia and technophobia and argues that the reflective incorporation of digital resources into the didactics of literature contributes to the formation of autonomous, critical readers capable of transforming linguistic data into the construction of meaning. Este artículo examina la integración de herramientas de lingüística informática en la didáctica de la literatura a partir del concepto de “anamorfosis textual”, entendido como la reorganización formal del texto (índices, concordancias, particiones en subcorpus, análisis de complejidad) sin incorporación de información externa. Estas transformaciones no sustituyen la lectura autónoma, sino que pueden potenciarla y estructurarla, siempre que se inscriban en un marco pedagógico que preserve la experiencia estética y la responsabilidad interpretativa del lector. En primer lugar, se presenta el proyecto europeo iRead4Skills, orientado al análisis automático de la complejidad textual y al desarrollo de la competencia lectora en población adulta. A continuación, se describen funcionalidades básicas de la plataforma NooJ especialmente pertinentes para el trabajo en humanidades digitales. Sobre esta base, se expone un ejemplo de integración didáctica aplicado a la novela Les Misérables de Víctor Hugo en que se muestra cómo la exploración del campo léxico del ‘crimen’ mediante herramientas de análisis textual puede generar preguntas interpretativas, fomentar la investigación guiada y articular el vaivén entre implicación y distanciamiento crítico. El artículo defiende una posición distanciada tanto de la tecnofilia como de la tecnofobia y sostiene que la incorporación reflexiva de recursos digitales a la didáctica de la literatura contribuye a formar lectores autónomos, críticos y capaces de transformar datos lingüísticos en construcción de sentido. Universidad Nacional de Rosario 2026-04-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/43 10.35305/an.vi6.43 Aprendo con NooJ; Núm. 6 (2026) 2718-8574 spa https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/43/68 https://creativecommons.org/licenses/by-nc-sa/4.0 |
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Universidad Nacional de Rosario |
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I-15 |
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R-219 |
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Aprendo con NooJ |
| language |
Español |
| format |
Artículo revista |
| topic |
didáctica de la literatura lingüística informática iRead4Skills NooJ Didactics of Literature Computational linguistics iRead4Skills NooJ |
| spellingShingle |
didáctica de la literatura lingüística informática iRead4Skills NooJ Didactics of Literature Computational linguistics iRead4Skills NooJ Escoda, Xavier Blanco Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| topic_facet |
didáctica de la literatura lingüística informática iRead4Skills NooJ Didactics of Literature Computational linguistics iRead4Skills NooJ |
| author |
Escoda, Xavier Blanco |
| author_facet |
Escoda, Xavier Blanco |
| author_sort |
Escoda, Xavier Blanco |
| title |
Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| title_short |
Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| title_full |
Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| title_fullStr |
Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| title_full_unstemmed |
Textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| title_sort |
textual anamorphosis in the didactics of literature: between autonomous reading and digital tools |
| description |
This paper examines the integration of computational linguistics tools into the didactics of literature through the concept of “textual anamorphosis,” understood as the formal reorganization of the text (indexes, concordances, subcorpus partitioning, complexity analysis) without the addition of external information. These transformations do not replace autonomous reading; rather, they can enhance and structure it, provided they are embedded within a pedagogical framework that preserves the aesthetic experience and the reader’s interpretative responsibility. First, the European project iRead4Skills is presented, focusing on the automatic analysis of textual complexity and the development of reading competence among adult learners. Next, basic functionalities of the NooJ platform are described, particularly those relevant to work in the digital humanities. On this basis, an example of didactic integration is offered, applied to Victor Hugo’s novel Les Misérables, showing how the exploration of the lexical field of ‘crime’ through textual analysis tools can generate interpretative questions, foster guided inquiry, and articulate the oscillation between involvement and critical distance. The paper advocates a position distanced from both technophilia and technophobia and argues that the reflective incorporation of digital resources into the didactics of literature contributes to the formation of autonomous, critical readers capable of transforming linguistic data into the construction of meaning. |
| publisher |
Universidad Nacional de Rosario |
| publishDate |
2026 |
| url |
https://aprendoconnooj.unr.edu.ar/index.php/revista/article/view/43 |
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