Learning how to read children's books in the digital society: Book trailers as an educational tool in higher education
Tabernero Sala, Rosa (Universidad de Zaragoza) ; Campos Bandrés, Iris Orosia (Universidad de Zaragoza) ; Colón Castillo, María Jesús (Universidad de Zaragoza) ; Laliena Cantero, Daniel (Universidad de Zaragoza)
Resumen: The 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.
Idioma: Inglés
DOI: 10.3926/jotse.2530
Año: 2024
Publicado en: Journal of Technology and Science Education 14, 1 (2024), 224-243
ISSN: 2014-5349
Financiación: info:eu-repo/grantAgreement/ES/DGA/S61-23R
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Lengua y Liter. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2024-04-24-13:24:48)
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Idioma: Inglés
DOI: 10.3926/jotse.2530
Año: 2024
Publicado en: Journal of Technology and Science Education 14, 1 (2024), 224-243
ISSN: 2014-5349
Financiación: info:eu-repo/grantAgreement/ES/DGA/S61-23R
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Lengua y Liter. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2024-04-24-13:24:48)
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Articles > Artículos por área > Didáctica de la Lengua y la Literatura
Record created 2024-04-24, last modified 2024-04-24