Abstract
The study examines literary serials as a resource for contemporary literary education in the context of postmodernism and post-postmodern culture. The study addresses the gap between the growing popularity of serial texts among young readers and their limited representation in Kazakhstan's curricula, where the poetics of seriality is rarely analyzed. Using Liliya Kalaus's blog collection «The Hieroglyph of Life» as a case study, the study argues for the didactic potential of literary serials. The article proposes a model for integrating seriality into secondary and higher education. The methodology combines theoretical analysis of seriality and intertextuality with an anonymous survey of 172 respondents aged 18–35. The study also includes a pedagogical component in which the elective course “Poetics of Seriality in Postmodernism” was designed for undergraduate students. Structural, hermeneutic, deconstructive, and intertextual methods are applied. Survey results indicate that 50% of respondents prefer serial narratives, while 52.3% support the inclusion of literary serials in educational curricula. The pedagogical component demonstrates the applicability of Kalaus’s blogs for developing skills in literary analysis, intertextual interpretation, critical thinking, and project-based learning. Key markers of serial poetics—mosaic composition, recurring characters, an open chronotope, genre contamination, intermedial references, and an interactive blog format—prove to be methodologically useful. The study concludes that literary serials can bridge mass and canonical literature and may contribute to the formation of cultural identity. Serials function as both scholarly objects and educational tools, integrating traditional and contemporary approaches. The authors advocate the systematic development of a theoretical-methodological framework to incorporate the poetics of seriality into national educational standards.