INTERTEXTUAL / INTERMEDIA / INFOMEDIA ANALYSIS OF THE WORK IN SCHOOL PRACTICE (ON THE EXAMPLE OF THE ANALYSIS OF E. HEMINGWAY'S STORY «THE OLD MAN AND THE SEA»)

Abstract

The article addresses the issue of preparing students as readers for text analysis. The modern technological information environment has endowed texts with new features (intertextuality, creolization, mediatization, etc.), requiring learners to demonstrate skills in perceiving, analyzing, interpreting, and critically evaluating information in various types of texts (both literary and mediatexts). The school literature curriculum aims to develop students' skills in working with literary works as art. However, other types of texts and approaches to their analysis remain overlooked. Therefore, it is important to illustrate to practicing teachers the potential of different types of text analysis, highlighting their purposes and methods using a single work as an example.

The goal of the article is to compare the objectives and methods of implementing intertextual, intermedial, and infomedial analyses of a text and to demonstrate their differences using a specific work as a case study. Today, every literary work is not only intertextual but also a mediatext containing artistic codes from various art forms. This provides a basis for discussing commonalities in their analysis. Introducing modern approaches to analyzing texts based on intertextuality, mediatization, and medialiteracy principles will not only promote students’ literary development but also contribute to their personal growth and socialization. Intertextual analysis involves identifying the subtext or symbolism of a text or image by comparing it with similar elements in literature or other forms of art (intermedial analysis), including those created using various media formats and artificial intelligence. Such an approach allows educators to merge intertextuality and intermediality in school practice, focusing on shared principles against the backdrop of diverse representational tools (text = mediatext). In an era of active Internet use, the importance of not only intermediality in literary education but also media literacy becomes evident. Although the terms are similar, their goals and outcomes differ (Table 2). Media literacy analysis of a text involves identifying truthful information about an event or phenomenon (fact versus judgment — key concepts of medialiteracy) either within the text or from reliable external sources. For the first time, this article attempts to compare intertextual, intermedial, and infomedial approaches to analyzing a single text. These varied types of analysis provide opportunities to uncover not only subtext but also to construct personal interpretations. Therefore, integrating intertextual, intermedial and infomedial text analyses into teaching practice holds significant value.