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Digital Literature for Children

Texts, Readers and Educational Practices

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Edited By Mireia Manresa and Neus Real

This book is the result of a research project carried out by the research group GRETEL from the Universitat Autònoma de Barcelona (UAB) on children’s and adolescents’ digital literary education. It offers some of the outcomes of this project and combines them with other contributions from internationally renowned authors to address the three pillars of digital literary reader training: the texts themselves, the responses they generate in children and adolescents and digital reading practices at home and at school.
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.
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About the Authors

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Cristina Aliagas holds a BA and a PhD in Humanities from the Universitat Pompeu Fabra (UPF, Pompeu Fabra University, Barcelona, Spain). She is a Postdoctoral Researcher at The University of Sheffield and a member of the GRETEL research group. She researches literacy in the life of Catalan/Spanish children and teenagers. Her research covers a variety of topics: ethnography and literacy, social networks (e.g., Facebook and Twitter), literacy identities in adolescent subcultures (manga readers, rap singers, fanfiction members), family literacy practices and the complex interface between vernacular, digital literacies and the curriculum in secondary education.

Arnal Ballester is a graphic illustrator and professor of Visual Storytelling in the Escola Massana – Centre d’Art i Disseny (Massana School – Art and Design Centre, Barcelona, Spain) – affiliated to the Universitat Autònoma de Barcelona (UAB, Autonomous University of Barcelona, Spain). His artistic work has mainly been involved with the field of editorial illustration and animation.

Laura Borràs holds a BA in Catalan Philology and a PhD in Romance Philology from the Universitat de Barcelona (UB, University of Barcelona) where she is a professor, combining her teaching with e-learning and blended learning in literature. She has been Director of the HERMENEIA research group since 2000. Since 2007 she has been the Academic Director of the Master in Literature in the Digital Era of the UB. President of E-poetry 2009 and guest editor of Volume II of the Electronic Literature Collection, she is also a member of the International Literary...

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