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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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Reading Literature on Screen in a Classroom Library



Universitat Autònoma de Barcelona


Universitat Autònoma de Barcelona

Most schools in our environment use information and communication technology (ICT) at different levels and in various facets of their teaching. Teachers and students commonly use the computer to search for information or to perform activities in different knowledge areas (Jimoyannis, and Komis 2008) and digital reading education has already been incorporated into the school objectives to the point where they form part of international evaluations. However, when these teachers and students participate in activities for the promotion and creation of reading habits they use only printed works. The reading of digital fiction and the interpretive learning of multimodal works practically takes place outside the school.

We at the GRETEL research group asked ourselves what would happen if children had a corpus of fiction available in the classroom library that included both printed books and digital works. What effect would it have on their reading practices? What would their preferences be? How would they assess these works in shared conversation activities? Would this influence the conceptualisation of literary reading expressed by the children? The answers to these questions should give us clues to the didactic benefit of integrating this type of literature in current literary education.

Research description1

One of the actions carried out by our team was to conduct exploratory research on reading habits...

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