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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 Migrations: Exploratory Research on Children’s E-Lit Reading Profiles

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Lucas RAMADA PRIETO

Universitat Autònoma de Barcelona

Lara REYES LÓPEZ

Universitat Autònoma de Barcelona

Introduction. Context and framework of study

The appearance of digital devices in the literary reading practices of children and young people is a relatively recent event that converts this field of study into a growing new area – a growth that has increased since the arrival of tablet devices early in 2010. This leads us to believe that the generations of children born in the last four or five years will no doubt be digitally trained readers. They will have a digital device for reading and will have lived with it all their lives. They will use it equally or more so than print editions and will know all its possibilities. We need to analyse the type of readers they will be and what effect their baseline digital training will have.

Despite this emergence we find ourselves in a moment of transition in which the students, in spite of their social coexistence with technology, continue to receive an extremely analogue education which may condition the forms of integration, especially with regard to electronic literature, a corpus which is still in its infancy. For this reason our exploratory research takes place in the context of a group of students aged between eleven and twelve years old in a school on the outskirts of a city in the metropolitan area of Barcelona,...

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