Introducción: el booktrailer está convirtiéndose en un recurso digital importante para promocionar la lectura entre los estudiantes y, por ende, para el fomento lector. Dentro de este panorama, los futuros maestros deben tener una formación no solo en las áreas específicas de la didáctica, sino también en el ámbito tecnológico para poder utilizarlas; es decir, es importante en la formación inicial del maestro. Objetivo: analizar las oportunidades que nos ofrece el booktrailer y las creencias de los futuros maestros. Materiales y métodos: para realizar esta investigación se decidió escoger un estudio de caso cuya muestra son los estudiantes de la asignatura Competencia Comunicativa del curriculum integrado de la Universidad de Cádiz. En este sentido, se utilizaron cuestionarios, diario de campo, entrevistas y matriz DAFO. Resultados: se consideró que el booktrailer presenta un potencial educativo y, por consiguiente, es necesario incluirlo en las aulas. Conclusiones: con todo lo anterior se consideró que la lectura se puede fomentar y promocionar a través el booktrailer.

Este trabajo explora las posibilidades de aplicación de emoji como elementos visuales con naturaleza conceptual al desarrollo de la escritura en ámbitos académicos para lenguas materna y extranjera. Los resultados se centran en el análisis de 620 emoji insertados en comentarios realizados por estudiantes (N=18) del Grado en Educación Primaria (2019-20) de la Universidad de Cádiz, España, en español e inglés, respectivamente, sobre ocho fotos subidas a la red social Instagram. Estos emoji se clasifican en ocho categorías según la Emojipedia, mostrando un comportamiento similar en las dos lenguas a partir de tres focos de análisis principales: distribution, uses y utterances (DANESI, 2016). El estudio termina justificando el valor manifiestamente conceptual de los emoji, pudiéndose atisbar sus aplicaciones didácticas a la enseñanza de lenguas materna y extranjera, así como al desarrollo de las habilidades de escritura en Educación Primaria, por ejemplo, como elementos que potencian el significado del texto.

This work is part of two research projects of the Plan Propio de Investigación of the University of Cádiz and aims to analyze the relationship between reading habits and music in Secondary Education. This general aim is divided into two specific objectives that arise from the hypotheses which were set out, according to the two phases of analysis that we have defined. Firstly, we propose to analyze the reading progression of the adolescent in the transition between primary and secondary education, since it is based on the widespread idea of the change in reading habits in this educational period. Secondly, we propose to determine if students prefer to read with music and to specify which genres they listen to while reading, as we consider that this is becoming a popular practice and that there are genres and types of music that are shared in the musical universe of the adolescent. The methodology we have followed for this research is divided into two levels: on the one hand, according to the first phase of analysis, we will focus on participants from Cádiz (N = 666); other places in Andalusia (Granada and Almeria) (N = 78); and areas of the rest of Spain (Aragon, Catalonia, Castile–La Mancha and Castile and León) (N = 114). On the other hand, in the last phase, we will take into account international participants: Braga, Portugal (N = 95); Łódź, Poland (N = 67); and Valparaíso, Chile (N = 60), to contrast both the national and international results under the umbrella of Cádiz data. The main findings have led us to consider teacher formation in methodologies that combine, from an intertextual and interdisciplinary perspective, music and literature for the creation of permanent reading habits and a further impact on the formation of literary readers.

This work is part of two research projects of the Plan Propio de Investigación of the University of Cádiz and aims to analyze the relationship between reading habits and music in Secondary Education. This general aim is divided into two specific objectives that arise from the hypotheses which were set out, according to the two phases of analysis that we have defined. Firstly, we propose to analyze the reading progression of the adolescent in the transition between primary and secondary education, since it is based on the widespread idea of the change in reading habits in this educational period. Secondly, we propose to determine if students prefer to read with music and to specify which genres they listen to while reading, as we consider that this is becoming a popular practice and that there are genres and types of music that are shared in the musical universe of the adolescent. The methodology we have followed for this research is divided into two levels: on the one hand, according to the first phase of analysis, we will focus on participants from Cádiz (N = 666); other places in Andalusia (Granada and Almeria) (N = 78); and areas of the rest of Spain (Aragon, Catalonia, Castile–La Mancha and Castile and León) (N = 114). On the other hand, in the last phase, we will take into account international participants: Braga, Portugal (N = 95); Łódź, Poland (N = 67); and Valparaíso, Chile (N = 60), to contrast both the national and international results under the umbrella of Cádiz data. The main findings have led us to consider teacher formation in methodologies that combine, from an intertextual and interdisciplinary perspective, music and literature for the creation of permanent reading habits and a further impact on the formation of literary readers.

La lectura de los Aerolitos de Carlos Edmundo de Ory en contextos interculturales: una experiencia en una escuela polacaThe reading of the Aerolitos by Carlos Edmundo de Ory in intercultural contexts: an experience in a Polish school.