In the digital age, social media has evolved into a dynamic cultural archive, shaping and reshaping narratives within a shared yet often polarised public sphere. This paper explores the role of social media in constructing and disseminating narratives surrounding Lord Sri Ram, against the backdrop of the post-truth era. Adopting a comparative literature framework, the study examines digital discourses and user-generated content on social media platforms, where historical accounts and mythological interpretations intersect, diverge, and conflict. Social media, as a modern-day archive, captures fragmented memories, collective emotions, and competing "truths," contributing to an evolving digital mythos. The study investigates how traditional narratives of Lord Sri Ram are reimagined and reframed in Social media, creating hybridised storytelling that reflects the values, anxieties, and beliefs of diverse online communities. Furthermore, it examines the role of algorithmic amplification in elevating specific narratives, which can distort cultural and historical truths. By comparing these digital representations with classical literary accounts and folk traditions, the paper underscores the transformative impact of digital technology on cultural memory and identity. It argues that in a post-truth era—where emotions often supersede facts—social media not only archives but actively reshapes collective understanding of cultural and historical identity. This study calls for critical engagement with the ways in which technology mediates and redefines cultural memory and the historiography of Lord Sri Ram.

As a part of the Sharana movement, Vachana literature flourished in the 12th century and gained momentum in Karnataka under Basavanna's leadership. It is a type of Kannada rhythmic writing. Vachanas are texts in prose that are easily understood.

In a distinctive literary form called as Vachana, Sharanas have documented their experiences and journey towards divinity. The word Vachana means ‘Speech’. It also refers to a verbal commitment. The Sharanas' vachanas are the tools for purifying one's words, deeds, and vision. Despite their straightforward language, they contain deep philosophical and thought-provoking ideas. Vachanas written by Sharanas brought awareness to many people about the simplicity of life and religion. These vachanas also inspired many people to follow Dharma (righteousness) and to give up superstitions.

Though Sufism and Vachana Sahitya evolved over a period of time they share some of the characteristics like Social cause, Connecting with God, Spiritual enlightenment, Use common people’s language etc . The objective of movements and the literature was to serve one or the other cause of society. Sufism and Bhaktism focused on bridging the gap between different sections of society. Sufism and Vachana Movement worked to achieve common objectives despite some of the differences in their ways to do so.

The present paper aims to compare the principles of Sufism and Sharana Movement expressed in Vachana Literature.

ICLA 2025 Innovations in Technology and the Dissemination of Poetry

Technology had enhanced access to the dissemination of poetry in the English, French, and Spanish-speaking worlds. This paper will explore the chronology and the implantation of digital means of dissemination poetry whether it be in written or oral form. The Poetry Foundation of America, for example, provides an avenue for new voices by sending its members a poem-a-day via the internet. Organizations such as la Maison de la poésie in Paris posts video recordings of its readings and debates about poetry on a YouTube channel which is accessible to those who are members. In Spain, the University of Granada’s Vocal Archive, Voices of Spanish poets uses digital humanities to archive and study the reading of poetry. Authors such as Michel Deguy have used electronic means to disseminate chronicles to share their poetics, and Christian Bok use digital means as a point of departure. This paper will serve attempt to enumerate these efforts and institutions and compare the auditive experience with that of the reading.