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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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Paper or Digital: A Comparative Reading with Teenagers of a Poe Short Story



Universitat Autònoma de Barcelona


Universitat Autònoma de Barcelona


Universitat Autònoma de Barcelona


The impact of technologies on reading processes is a source of interest in international research in line with the current transformations taking place in written production. In this changing context, one of the ideal ways to advance in the characterisation of new forms of reading is to make a comparative study in order to contrast reading in its different formats. This perspective has been explored from different methodological standpoints, dealing with different aspects of the impact of digitisation on textual comprehension (Ackerman, and Goldsmith 2011; DeStefano, and LeFebre 2007; Mangen, Walgermo, and Brønnick 2013; Rice 1994). The results of these studies, regardless of whether they are based on digitised texts or native digital texts on the Web, show higher levels of comprehension among those who read on paper as opposed to those who do so on electronic displays, especially when certain actions are required of the reader or when the texts are long, complex and elaborate (Stoop, Kreutzer, and Kircz 2013). Aspects such as scrolling, the hypertext structure and discontinuity of text affect the cognitive processes involved in comprehension and reading speed.

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