Search

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. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 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. [ABSTRACT FROM AUTHOR]

The 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.

Within 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. [ABSTRACT FROM AUTHOR]

Genette introduced and defined the concept of paratext in 1987, and applied studies have demonstrated the effectiveness of this methodological approach. However, reviewing the scientific literature shows a lack of studies of a paratext that is essential to the promotion of reading on social networks: public virtual epitext. The first aim of this paper is to review and analyze the scientific literature about virtual epitext. Next, we propose lines of research to advance the promotion of books and reading on social networks. Finally, we show the need to broaden the virtual epitext concept in order to analyze internet-related changes in the dissemination of books and reading. [ABSTRACT FROM AUTHOR]