Texts, Readers and Educational Practices
This work is intended as a contribution to international research on digital literature for children and young adults and its impact on the teaching practices of literary education. Its main goals are to guide the inclusion of this training in classrooms and to investigate strategies for accessing multimedia, interactive and hypertextual messages and products that form a part of fictional products today.
The volume begins by contextualising electronic literary reading and specifying the new research framework of digital literature for children and adolescents. It then provides an overview of the relationships between the electronic medium and children and young adult production on the one hand, and of the digital works and their features on the other, to reflect on their potential for literary education. Subsequently, it tackles the effective contact of children and adolescents with this literature in order to determine what happens when different electronic works are made available to children readers without eliminating printed literature from their environment. Finally, the floor is given to two leading creators.
Introduction (Mireia Manresa and Neus Real)
9Introduction Mireia Manresa and Neus Real Universitat Autònoma de Barcelona Literacy is currently facing new demands that have arisen from the expansion of the languages and codes in cultural products. This means that integration into 21st century society requires the ability to interpret a reality that is no longer represented and expressed merely through the written word. In the virtual context, literature and reading socialisation circuits are spaces where the digitality and different codes that configure the messages clearly demand an increase in the reader’s interpretive skills within the framework of the digital literacy of the population. Although the new forms of electronic fiction present a notable specificity with regard to other digital products, they are completely located in this new cultural and communication paradigm which allows access to knowledge, interaction with others, the communication of one’s own ideas, access to information in a virtual and virtualised world and the interpretation of different semiotic systems in coexistence with the products on the analogue circuit. Teachers are therefore required to investigate the most suitable strategies in order to provide support to the receiver with this type of reading and with a focus on educating citizens in the interpretation of the different codes that contribute to forming the construction of meaning in the texts. It is therefore necessary for schools to take into account the expansion of these fictional and artistic designs and to introduce effective ways of facilitating the access keys to the multimedia, interactive and hypertextual messages and products...
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