Texts, Readers and Educational Practices
Edited By Mireia Manresa and Neus Real
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.
Part III. Readers and Digital Literature
Part III readers and dIgItal lIterature 105 Traditional Readers and Electronic Literature An Exploration of Perceptions and Readings of Digital Works Mireia Manresa Universitat Autònoma de Barcelona Introduction The exposure of children and young adults to digital texts has strong implications in terms of training competent readers in today’s society due to the impact on the reading experience and the comprehension and interpretation skills and strategies that come into play. The results from the studies on how readers read digitally are essential in order to advance in the training of readers in this context. There is abundant empirical research available on digital reading, often comparing comprehension strategies between reading in print and reading in digital formats via the Internet, e-books or tablets. Most of this research has addressed cognitive aspects of visual perception or the effects of the materiality of the text on reading processes; it has mainly been carried out using informative or academic texts, but fewer studies have addressed literary reading. The research conducted in this area has mainly focused on literary texts in e-book or digital (pdf) formats. From their cognitive perspective, the works of Mangen (2008) and Mangen, Walgermo and Brønnick (2013) are representative of this idea and they include, among others, fictional narrative texts in comprehension tests and provide insights into the differences between reading the same text in print or on an e-book reader; they show the difficulty of immersion and the lower levels of comprehension of texts in digital version as...
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