This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.

Exploramos con un estudio de caso la lectura como práctica social en la vida de un adolescente que acaba de abandonar los estudios en 1º de Bachillerato. Desde el prisma teórico de los Nuevos Estudios de Literacidad, analizamos su punto de vista y sus creencias sobre las prácticas lectoras dominantes y vernáculas en las que participa, dentro y fuera del Instituto. A pesar de su fuerte desinterés por la lectura académica, nuestro informante ha construido una vida lectora variada y activa al margen de la escuela.

The convergence of smart field devices and business services stands to profoundly change the way we interact with our environment. This is especially true in the home context. In this paper, we present an open architecture and a dynamic service-oriented gateway running home services. The gateway is based on the OSGi standard and provides mechanisms to integrate different service technologies.

Despite the well-known educational possibilities afforded by Rhythm And Poetry (RAP) for the development of musical, lyrical and critical skills (Morrell & Duncan-Andrade, 2002;Hill, 2009;Low, 2011), it remains a lyrical genre often excluded from Catalan secondary education. This paper focuses on a 4-day series of rap workshops given in 2012 by a famous local Catalan rap artist in a multicultural and multilingual state school in Catalonia. It analyses the impact that the workshops had, above all in terms of classroom engagement, linguistic empowerment and textual "agency" (Moje & Lewis 2007), on a range of students with varying degrees of command of the Catalan language and with different degrees of experience with rap music. Through the classroom activity described herein, we show the pedagogical opportunities that rap music offers as a hybrid text in-between oral and written codes that makes it a powerful vehicle for selfexpression, whilst enabling the acknowledgement of real uses of languages and genres related to the cultural practices of urban students, in the classroom. In particular, we argue that bridging Catalan rap culture to the goals of the school curriculum, especially in highly multilingual and multicultural school contexts, helps to promote the socialisation of the Catalan language in and beyond the school.