This article discusses various forms of collaboration in terms of research, teaching and innovation conducted in the field of children’s literature by four lecturers from the University of Vic-Central University of Catalonia (Uvic-UCC), Catalonia (Spain) and Faculty of Primary and Preschool Education, Eötvös Loránd University (ELTE TÓK), Budapest (Hungary). The research project that focused on the use of stories, songs and rhymes in the early English language education provided at a number of primary and preschools in Catalonia and Hungary forms the centrepiece of this joint study. The present article is an account of the follow-up research that completed the project.

DILECTINGS (Digital Literature Educational Competences for Teachers: Intercultural Inclusive Good Practices) is a European Key Action 2 Project that explores digital literature teaching. Digital literature—literature intended as authentic materials with cultural value—is an engaging and interactive narrative form delivered via digital media, that encompasses the language of books, films, web pages, radio, among others. This paper aims to present a preliminary questionnaire to explore the needs of primary and secondary teachers in terms of digital literature literacy and literature digital reading. This article will show the questionnaire design process to carry out a proper needs analysis.

La narración de historias es una poderosa arma educativa para alumnos de infantil y primaria. Existe abundante literatura en donde se enfatiza la importancia de la narrativa como instrumento significativo tanto en el aprendizaje de lenguas (Cameron, 2001; Kim, 2010) como en su uso (Magid, 2013). La pandemia COVID ha acelerado la implementación de métodos de aprendizaje a distancia en la escuela y ha supuesto asimismo una prueba para comprobar su efectividad en entornos virtuales. El objetivo de este estudio es explorar la relación existente entre las creencias del profesorado y la aplicación de instrumentos digitales en la enseñanza de inglés como lengua extranjera dentro del contexto del cierre de las escuelas. Como instrumento de investigación se ha utilizado un cuestionario online que ha sido contestado parcialmente por 54 educadores y totalmente por 32. Los resultados parecen indicar que, a pesar de la falta de formación y las dificultades pedagógicas y técnicas inherentes a la enseñanza virtual, se ha generalizado el uso de herramientas online para seguir leyendo historias en la clase de inglés como lengua extranjera.

During lockdown in 2020, in English Literature class, 4th year students majoring in Primary Education had to create stories in which optional male or female characters were allowed. Some conditions were pre-established: thus stories had to be digital and able to be used in online classes with primary pupils. Also, the stories had to follow a determined narrative structure. As a third condition, it was recommended to be aware of the fairness of using female protagonists, as well as male, and give it a thought before choosing either one or the other. This paper will explain the methodology, explain the participants’ digital contributions and show the results with some analysis of the students’ creations.