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Digital Literature for Children

Texts, Readers and Educational Practices


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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The Reader (in) Digital. Forms of Reading on Screens


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The Reader (in) Digital

Forms of Reading on Screens


Universitat de Barcelona

Only if we are able to inhabit can we build.

Martin Heidegger

Inhabiting the digital space: this is what we have been devoted to with stubborn determination since 1998 when Manuel Castells identified the technological revolution that we were living at the time (and have not stopped living since), and an information-based revolution (Castells 2006). And if reading allows us to make a more habitable world, it has also been necessary to explore the possibilities of reading (in) digital in order to inhabit this kind of reading and make it habitable. The network society as defined by Castells refers to a type of life in which social behaviours are organised around electronically processed information networks; and Matthew A. Zook and Mark Graham (2007) have used the concept DigiPlace to refer to this new spatial environment in which we interact in an interconnected way, in a network, through a potentially unlimited virtual flow of information. Readers have found in this virtual space called the Internet a scenario in which to project our vision of the reading reality in a network. In the course of these pages, we will try to account for the different ways of reading on screens, between screens. We will try to trace, in short, a vantage point from which to see the spectacle of constant creation...

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