A look at black literature with a decolonial bias:

implications for a critical literary literacy on the skoob platform

Abstract

This article discusses the role of decolonial literature, with an emphasis on literature produced by black women, as a prerequisite for the formation of critical literary literacy on the Skoob platform (2009), an open and free virtual reading social network: to discuss the use of digital technologies as a resource for pluralizing the use of language in a conscious and ethical way; foster the development of critical thinking as a contribution to the decolonization of knowledge and language; and, finally, argue in favour of critical literary literacy on the Skoob platform, as a way of elevating black Literature. Methodologically, we relied on netnographic research, Kozinets (2014), analyzed under the premises of the interpretivist qualitative approach, in the concepts of decolonial studies, Guerrero Arias (2010), multilearning, New London Group (2021), Rojo (2009) and critical literacies. We inferred that given the multiplicity of communication channels and media, combined with multiculturalism, the use of spaces such as the Skoob (2009) reading social network helps to strengthening the plurality of discourses, favoring engagement in critical literary literacy. It was also found that the Skoob platform shows pedagogical potential for the practice of multiliteracies by "giving a voice" to the reader, who through their interlocutions and positions construct the meanings of their literary experiences, based on the use of multiple languages, contributing to ratifying the place of Black Literature, as well as suggesting agency in literary choices through a dialogical and critical discursive space.