ABSTRACT
In the author courses that introduce students to Latinx literature in the United States, she start with a unit on nineteenth-century US-based Spanish-language publishing. As students share their findings from the range of texts available to them in the archive, we begin to rethink literature as a dynamic category whose boundaries have shifted over time in relation to changes in media practices and to cultural negotiations. A more fully-developed model of remix culture in the classroom might have gone further to make students partners in researching and compiling the texts and the stories brought together by the course. Within the classroom, shifting our frameworks from canons to archival collections into which students may enter to find their own pathways—or to use another perhaps more fitting metaphor, to create their own playlists—provides a means of increasing participation in humanistic inquiry.
