Reseña. Arte y oficio de leer obras infantiles. Investigaciones sobre lectores, mediación y discurso literario

Learning how to read children's books in the digital society: Book trailers as an educational tool in higher education

“…Therefore, as indicated by Zavala (2006), brevity, diversity, complicity, fractality, transience and virtuality are the notes that define flash fiction. These have been applied to the analysis of book trailers of illustrated fictional books in different studies conducted by Tabernero-Sala (2016, 2018a, 2018b, 2021, within a compendium of broader parameters and indicators that are set out in Table 1. With regard to illustrated non-fiction books, the study by Tabernero-Sala, Colón-Castillo, Sampériz-Hernández and Campos-Bandrés (2022) reveals 21 characteristics that are grouped into six macrocategories as defining elements of this type of epitexts in the current panorama of children's books, as shown in Table 2.…”

“…The devices and digital reading, paradoxically, have strengthened the print system (Cordón-García, 2018) and a feedback is occurring from both systems which, thanks to the competition to occupy spaces in a context of tension, have explored their differentiating traits in order to return a new discourse. Based on the analysis of the publishing production and the review of the specialized studies on books, reading and education, and given the creative tension between the aforementioned paradigms, the defense of the physical aspects of reading and books for children and young people would thus appear to be relevant (Pelachaud, 2010(Pelachaud, , 2016Perrot, 1999;Tabernero-Sala, 2018a, both in the creation that engages the codes of imagery, word and media in what has been called an illustrated album (Bader, 1976;Nikolajeva, 2006;Nodelman, 2010;Salisbury & Styles, 2012;Sipe, 2008;Tabernero-Sala, 2005;Van der Linden, 2015) and in the reception from the sensory production implied by the manipulation at an early age (Bonnafé, 2008;Patte, 2015). In this manner, Littau (2009) insists on the fact that reading is an act not only of intellectual interpretation, but also one that represents actions that engage the body.…”

Los microrrelatos de “Ajuar funerario” como herramienta de fomento de la lectura en distintos contextos de aula

“…http://doi.org/10. 25267/Chamariz.2023.i1.11 ISSN: 3020-6820 Universidad de Cádiz 3 novela y las nuevas propuestas literarias como los microrrelatos hipermediales (Revilla y Ramos, 2020), la micropoesía o la poesía en 140 caracteres -también llamada tuiteratura por autores como Castro-Martínez y Díaz-Morilla (2020)-, o los libros ilustrados de no ficción, tan en auge editorial junto con el libro informacional para todas las edades (González-Lartitegui, 2018;Guarro y Area, 2012;Tabernero, 2018).…”