000120903 001__ 120903
000120903 005__ 20240319080951.0
000120903 0247_ $$2doi$$a10.3145/epi.2022.mar.13
000120903 0248_ $$2sideral$$a128834
000120903 037__ $$aART-2022-128834
000120903 041__ $$aspa
000120903 100__ $$0(orcid)0000-0002-2332-5807$$aTabernero-Sala, Rosa$$uUniversidad de Zaragoza
000120903 245__ $$aPromotion of reading in the digital society: the book-trailer of the illustrated nonfiction book as a virtual epitext in the definition of a new discourse
000120903 260__ $$c2022
000120903 5060_ $$aAccess copy available to the general public$$fUnrestricted
000120903 5203_ $$aWithin the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader''s critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between art and knowledge. As a way of promoting these books, the book-trailer is defined as a virtual peritext that generates meanings, guides the reading, and projects a model of the reader that is immersed in the culture of the social web. To identify the keys that determine this reader, an exploratory study based on content analysis on the characteristics of the book-trailer of illustrated nonfiction books aimed at children was carried out. A sample of 397 book-trailers from 50 publishing houses was selected for the analysis. The results reveal that the promotion of nonfiction books defines a reading model that emphasizes the physical dimension of reading, the artistic proposal, an interactive, fragmented, free reading that is also guided, the solvency provided by the recognition of authorship, and learning linked to the playful and emotional component through hybridization as the axis of construction. It is concluded that the book-trailer of the illustrated nonfiction book corresponds to a curious and reflective implicit reader in line with the needs posed by the digital society of the 21st century in terms of reading.
000120903 536__ $$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/RTI2018-093825-B-I00
000120903 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000120903 590__ $$a4.2$$b2022
000120903 592__ $$a0.872$$b2022
000120903 591__ $$aCOMMUNICATION$$b19 / 96 = 0.198$$c2022$$dQ1$$eT1
000120903 593__ $$aCommunication$$c2022$$dQ1
000120903 591__ $$aINFORMATION SCIENCE & LIBRARY SCIENCE$$b27 / 84 = 0.321$$c2022$$dQ2$$eT1
000120903 593__ $$aLibrary and Information Sciences$$c2022$$dQ1
000120903 593__ $$aInformation Systems$$c2022$$dQ1
000120903 593__ $$aCultural Studies$$c2022$$dQ1
000120903 594__ $$a6.1$$b2022
000120903 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000120903 700__ $$0(orcid)0000-0003-0942-1840$$aColón-Castillo, María-Jesús$$uUniversidad de Zaragoza
000120903 700__ $$0(orcid)0000-0003-2624-7477$$aSampériz-Hernández, Marta$$uUniversidad de Zaragoza
000120903 700__ $$0(orcid)0000-0003-2039-031X$$aCampos-Bandrés, Iris-Orosia$$uUniversidad de Zaragoza
000120903 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000120903 773__ $$g31, 2 (2022), e310213 [17 pp]$$pProf. inf.$$tProfesional de la Informacion$$x1386-6710
000120903 8564_ $$s710851$$uhttps://zaguan.unizar.es/record/120903/files/texto_completo.pdf$$yVersión publicada
000120903 8564_ $$s2810074$$uhttps://zaguan.unizar.es/record/120903/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000120903 909CO $$ooai:zaguan.unizar.es:120903$$particulos$$pdriver
000120903 951__ $$a2024-03-18-13:03:32
000120903 980__ $$aARTICLE