000134625 001__ 134625
000134625 005__ 20240424142036.0
000134625 0247_ $$2doi$$a10.3926/jotse.2530
000134625 0248_ $$2sideral$$a138319
000134625 037__ $$aART-2024-138319
000134625 041__ $$aeng
000134625 100__ $$0(orcid)0000-0002-2332-5807$$aTabernero Sala, Rosa$$uUniversidad de Zaragoza
000134625 245__ $$aLearning how to read children's books in the digital society: Book trailers as an educational tool in higher education
000134625 260__ $$c2024
000134625 5060_ $$aAccess copy available to the general public$$fUnrestricted
000134625 5203_ $$aThe new multimodal reading ecosystem currently contributes to the proposal of forms of mediation that take into account the hybridization of digital and analog paradigms. In this context, illustrated books intended for children can constitute an area of interest, since their discursive and aesthetic codes contribute to the development of multimodal reading strategies and to the positioning of the child reader before the information, at the same time that they generate pleasant reading and knowledge-building experiences. Accordingly, today’s publishing market requires a learning process from the mediator in order to develop the corresponding strategies with which to approach children’s books. Previous research has focused on the book trailer as a virtual epitext for the promotion of publications, and it has analyzed the identity of this tool to demonstrate its effectiveness in the promotion of reading. Along these lines, and with the purpose of verifying how this tool behaves in the introduction of future teachers to children’s books, an intervention is proposed that is based on the creation of book trailers. A total of 860 students from the Early Childhood and Primary Education teaching degree programs participated in the intervention. It included qualitative research that analyzed the documents/epitexts created by the students, written reflections within the framework of this project and the discourse collected a posteriori in interviews and discussion groups on the experience. The results reveal the potential that creating book trailers has for introducing teacher trainees to illustrated children’s books within the framework of the digital society.
000134625 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S61-23R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
000134625 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000134625 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000134625 700__ $$0(orcid)0000-0003-2039-031X$$aCampos Bandrés, Iris Orosia$$uUniversidad de Zaragoza
000134625 700__ $$0(orcid)0000-0003-0942-1840$$aColón Castillo, María Jesús$$uUniversidad de Zaragoza
000134625 700__ $$0(orcid)0000-0001-9476-8472$$aLaliena Cantero, Daniel$$uUniversidad de Zaragoza
000134625 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000134625 773__ $$g14, 1 (2024), 224-243$$pJ. technol. sci. educ.$$tJournal of Technology and Science Education$$x2014-5349
000134625 8564_ $$s264236$$uhttps://zaguan.unizar.es/record/134625/files/texto_completo.pdf$$yVersión publicada
000134625 8564_ $$s1849589$$uhttps://zaguan.unizar.es/record/134625/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000134625 909CO $$ooai:zaguan.unizar.es:134625$$particulos$$pdriver
000134625 951__ $$a2024-04-24-13:24:48
000134625 980__ $$aARTICLE