So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review

Transmedia storytelling is an increasingly used didactic approach to develop digital and transmedia competences in education. However, how the concept of transmedia storytelling is used beyond its foundational definition—which underpins educational practices—remains underexplored. The long period since Jenkins's initial definition, its adaptation to education, and the lack of reviews on its educational use justify the need for this study. The systematic literature review was conducted using the keywords “transmedia” AND “education”, searching in four databases which identified a total of 573 studies, with a final inclusion of 43, with a focus ranging from primary to secondary education, although post‐compulsory cases are identified. Findings reveal Jenkins's foundational definition strongly influences how transmedia storytelling is conceptualised in the educational field. However, discrepancies emerge when comparing definitions to their actual practices, revealing a heterogeneous, often implicit use of ‘transmedia’ and ‘storytelling’. This prompts an examination of the concept's practical utilisation, as opposed to its theoretical characterisation. Therefore, a plural scenario of uses pivoting under the very same Jenkins definition is characterised, which can be grouped under five different uses of the term ‘transmedia storytelling’: (1) transmedia and transmedia storytelling as a synonym; (2) crossmedia, transmedia narratives, and transmedia as synonyms; (3) use of the narrative (4) media focus; and (5) transmedia mimicking daily life. Consequently, this facilitates a thorough investigation into a wide array of transmedia practices within the educational sector, which have previously been concealed under the definition of transmedia storytelling. The discussion underscores that transmedia storytelling represents merely one approach within the broader framework of transmedia. It emphasises the necessity of recognising that transmedia encompasses and can extend beyond the confines of transmedia storytelling. Context and implications Rationale for this study: Development of transmedia literacy is crucial for acquiring the skills and competences necessary for comprehensive citizenship development in the twenty‐first century. This study analyses academic production in education by examining the conceptual utilisation and application of transmedia storytelling across various cases. This analysis is significant, as the foundational definitions of the term were not originally formulated to address literacy achievement, but rather to describe a media phenomenon. Why the new findings matter: The findings elucidate the diverse interpretations and applications of the transmedia storytelling concept within the educational field, a phenomenon that engenders challenges in comprehending associated practices. Consequently, this investigation proposes a more comprehensive taxonomy of transmedia learning scenarios, delineating how extant practices can be categorised within the field of transmedia literacy. Implications for researchers, policy makers and practitioners: The analysis and conclusions of this research present a perspective on the underlying applications within transmedia educational practices that are more diverse and replete with possibilities than the definition of transmedia storytelling suggests. Consequently, this reveals a broad spectrum of potential avenues for developing transmedia literacy and transmedia learning processes.