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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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Digital Literature in Early Childhood. Reading Experiences in Family and School Contexts

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Digital Literature in Early Childhood

Reading Experiences in Family and School Contexts

Neus REAL

Universitat Autònoma de Barcelona

Cristina CORRERO

Universitat Autònoma de Barcelona

Introduction

The use of electronic devices by children under seven years old is a controversial subject. However, recent studies show that with correct supervision and guidance (control over usage times, responsible intervention by adults) the digital device offers undeniable benefits in terms of development in young children. The tablet, in particular, is considered especially suitable as it offers them an object for exploration and learning that has become essential in this technological age. For children of up to two years old, the tablet’s exceptional visual, auditory and tactility characteristics present a format that is very close to their own intelligence, while for children from two to six it diversifies their sources of stimulation and develops an incipient digital conscience, non-analogue thought processes and abilities associated with sensorimotor forms of understanding and interaction (Bach et al. 2013). The spread of the use of these products in children’s environments is, in addition, a social phenomenon that educational institutions cannot ignore, primarily because this expansion is not general to all environments as it is restricted in a way that further accentuates the already existing socio-economic inequalities that have increased in recent years as a result of the economic crisis. This situation, which is difficult to resolve on an individual...

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