000126287 001__ 126287
000126287 005__ 20240731103400.0
000126287 0247_ $$2doi$$a10.3389/fpsyg.2023.1154513
000126287 0248_ $$2sideral$$a133741
000126287 037__ $$aART-2023-133741
000126287 041__ $$aeng
000126287 100__ $$0(orcid)0000-0002-2332-5807$$aTabernero-Sala, Rosa$$uUniversidad de Zaragoza
000126287 245__ $$aThe promotion of critical reading through the digital environment: A study on the virtual epitexts used to promote children’s picturebooks
000126287 260__ $$c2023
000126287 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126287 5203_ $$aThe most recent research studies in the field of reading describe a new cultural ecosystem in which analog and digital reading coexist and contribute to transform what is read, either through the way reading is performed or by promoting reading. In this context, the training of critical readers is particularly important, an aspect emphasized by UNESCO and the curriculum frameworks based on its premises. In order to provide data for reflection on this question, this paper presents an essentially qualitative and interpretive documentary study of a sample of 836 virtual epitexts that promote children’s picturebooks. The selected documents consist of the postings by 45 publishing houses between 2020 and 2022 on their YouTube and Vimeo channels. The results of the content analysis present the current tendencies in digital promotion of children’s books and the strategies most likely to encourage critical reading. The insistence on the author’s presence, the emphasis on the materiality of the book as an object, the strengthening of artistic discourse and the hybridization of reality and fiction, among other aspects, all propose a type of reading that favors the development of critical thinking. The results are complemented by a selection of virtual epitexts suggested to mediators and readers as resources of interest in promoting critical reading in socio-educational contexts.
000126287 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
000126287 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000126287 590__ $$a2.6$$b2023
000126287 592__ $$a0.8$$b2023
000126287 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b56 / 218 = 0.257$$c2023$$dQ2$$eT1
000126287 593__ $$aPsychology (miscellaneous)$$c2023$$dQ2
000126287 594__ $$a5.3$$b2023
000126287 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000126287 700__ $$0(orcid)0000-0003-0942-1840$$aColón-Castillo, María Jesús$$uUniversidad de Zaragoza
000126287 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000126287 773__ $$g14 (2023), 1154513 [17 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000126287 8564_ $$s1258296$$uhttps://zaguan.unizar.es/record/126287/files/texto_completo.pdf$$yVersión publicada
000126287 8564_ $$s2285230$$uhttps://zaguan.unizar.es/record/126287/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000126287 909CO $$ooai:zaguan.unizar.es:126287$$particulos$$pdriver
000126287 951__ $$a2024-07-31-09:58:51
000126287 980__ $$aARTICLE