Nuevos ecosistemas transmedia para la promoción de la lectura en la era de los booktubers

Abstract

En el presente trabajo se analizan los principales elementos constitutivos que convierten a los booktubers en unos de los principales agentes de difusión y promoción de la lectura en YouTube. El objetivo principal de este estudio pretende identificar a los principales referentes entre la comunidad de booktubers en España (y en español) a partir de una serie de variables que nos permiten establecer patrones de consumo. Para realizar este análisis, se toma como punto de partida la acotación realizada por Carbajo (2014) y Soto (2015) sobre el concepto booktuber a partir del cual proponemos una actualización tanto en su definición como en su pragmática. La delimitación inicial nos permite analizar cuáles son las similitudes entre youtubers y booktubers en relación a la información emitida y estructurar cómo los segundos amplían la tipología de vídeos en relación a sus prácticas lectoras. Los vínculos entre booktubers y sus espectadores son unos de los valores que consideramos importantes para el estudio puesto que ejercen una gran difusión entre el alumnado en edad escolar obligatoria. Las conclusiones del trabajo muestran una consolidación tanto del fenómeno booktuber como del número de protagonistas. La implicación emocional de esta tipología de vídeos coincide con estudios como los de Chen & Wu (2019) en relación a la replicabilidad de los vídeos generados en YouTube en otras redes sociales, algunas de las cuales pueden ser objeto de análisis en próximos trabajos.

BookTubers as Multimodal Reading Influencers: An Analysis of Subscriber Interactions

“…They also referred to other aspects associated with the video, including its presentation and edition, the protagonist's appearance, etc. Therefore, we can conclude that the users not only value the content's substance but also its form, which is confirmed by recent research works on Booktubers [53,54].…”

Towards digital competence from the conception of students in language instruction: A study within the master's degree in teaching in Andalusia

“…A similar situation occurs with the variable "previous degree", where in general terms, the students who entered the master's degree program with the preferred degree or a degree related to Spanish language and literature have a more favorable opinion regarding the use of SMD and SMS in education. We have no previous research with which to make comparisons, but a trend has been recorded in recent years to conduct research that takes into account these technologies in university studies (Martín-Díaz & Sampedro, 2023), their inclusion in Spanish language and literature classrooms (Álvarez-Ramos & Romero, 2018;Hernández-Ortega et al, 2021;Romero, Heredia & Romero-Claudio, 2023, among others) and a gradual integration of them for the teaching of foreign languages (Bañares & Rayón, 2019;Castillo-Rodríguez et al, 2022;Rodríguez-Núñez et al, 2017).…”

“…But is the teaching staff really ready to face instruction using Learning and Knowledge Technologies (hereinafter, LKT)? It would seem not, since even though numerous studies have shared hopeful experiences for the use of LKT in the classroom, from both the perspectives of initial training (Álvarez-Ramos & Romero, 2018;Castillo-Rodríguez, Santos-Díaz & Díaz-Lague, 2022;Torralba, 2018, among others) and the practice of teaching (Barrientos, Pérez-García & Caldevilla, 2021;Calvo, 2018;Hernández-Ortega, Sánchez & Rovira-Collado, 2021;Labio-Bernal, Romero-Domínguez, García-Orta & García-Prieto, 2020;Porto, 2022, among others), Bañares and Rayón (2019), based on a bibliographic review, detect a need to continue to train educators through strategies that are aimed at technological literacy, competence development and building digital knowledge.…”

‘Booktuber: promoting reading and literacy in the classroom among Spanish pre‐service teachers through a video review’

“…Many feared the technological turn in literature and literacy would have a negative impact on reading habits; this fear has not come to pass. New multimodal developments within this sector has incentivised interest in reading practice for young people through new multimedia products: the so-called Web 2.0 tools (Lluch Crespo, 2011, 2014Lluch Crespo and Sánchez-García, 2017;Rovira-Collado, 2016, 2017Hernández et al (2021;Torralba Miralles, 2018;Lankshear and Knobel, 2011 or Davies and Merchant, 2009), which implied we were and are approaching a mixed model of reading: traditional and digital. Both Rovira-Collado (2016) and Lluch Crespo (2011 pointed out the numerous possibilities such Web 2.0 tools might provide to promote literacy among young readers through innovative dynamics such as blogs, forums, digital libraries, Youtube channels or through social networks such as Facebook, Tuenti or Twitter.…”