Abstract:This research is based on the hypothesis that the cognitive processes that depend upon analog reading are very different from those required by digital, fragmented, and non-hierarchical. It also aims to pay attention to the relationship established with the medium and the support that enables multimedia, rhizomatic, and non-linear structures. The investigation focuses on the study of the personal connection maintaining pupils with reading habits from various sectors, such as playful, academic, and participator… Show more
“…It is therefore understood that promotional virtual epitexts create meaning ( Gray, 2010 ) and propose, from the digital paradigm, a way of reading that fosters the essential analogical aspect of in-depth reading, which is key to critical thinking. Consequently, a corpus such as the one selected for this research could be defined as a selection of recommended good practices in the context of training future mediators ( Trigo-Ibáñez and Santos-Díaz, 2023 ; Álvarez-Ramos et al, 2023 ).…”
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.
“…It is therefore understood that promotional virtual epitexts create meaning ( Gray, 2010 ) and propose, from the digital paradigm, a way of reading that fosters the essential analogical aspect of in-depth reading, which is key to critical thinking. Consequently, a corpus such as the one selected for this research could be defined as a selection of recommended good practices in the context of training future mediators ( Trigo-Ibáñez and Santos-Díaz, 2023 ; Álvarez-Ramos et al, 2023 ).…”
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.
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