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Abstract

The book-trailer is a marketing resource created by publishing houses in order to spread and promote books in the digital environment. This article presents the findings of a research study focused on book-trailers as a paratext (Gray 2010) which may be used to develop the literary competence in the context of Pre-School classrooms. The results obtained show the importance of the book-trailer as a tool to develop the literary competence.
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The aim of this study is to examine how one mode can transform into different modes by reproducing the writers’ cognitive perceptions based on transmedia storytelling. This was done using a minute-long eBook trailer created through the program Animoto. This article explores affordances for four different modes—texts, images, music, and space—as well as Animoto, a digital tool, in digital multimodal composition. The participants were 136 Korean EFL students from a Korean university whose CEFR level was mostly A2-B1. The data were gathered from their eBook trailer creating process, a questionnaire, and an individual interview. This study found that images, texts, music, and space are important considerations in constructing meaning in sequence but combining more than one mode offers better learning effects for writing. The participants’ reactions were that Animoto is a good fit for digital composition and computer skills are essential in digital writing. There was a preference for digital compositions with various modes over traditional text-based writing since they deemed traditional text alone to be limited in transmission. The results suggest that implementing a digital tool with effective guidelines for various modes is a good way to compose digital eBook trailers that help EFL learners to write.
Article
Within the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader’s critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between art and knowledge. As a way of promoting these books, the book-trailer is defined as a virtual peritext that generates meanings, guides the reading, and projects a model of the reader that is immersed in the culture of the social web. To identify the keys that determine this reader, an exploratory study based on content analysis on the characteristics of the book-trailer of illustrated nonfiction books aimed at children was carried out. A sample of 397 book-trailers from 50 publishing houses was selected for the analysis. The results reveal that the promotion of nonfiction books defines a reading model that emphasizes the physical dimension of reading, the artistic proposal, an interactive, fragmented, free reading that is also guided, the solvency provided by the recognition of authorship, and learning linked to the playful and emotional component through hybridization as the axis of construction. It is concluded that the book-trailer of the illustrated nonfiction book corresponds to a curious and reflective implicit reader in line with the needs posed by the digital society of the 21st century in terms of reading. Resumen En el marco de la sociedad de la información se asiste a un cambio de paradigma en la lectura caracterizado por la convergencia del soporte papel y del digital, y por sus consecuentes desafíos. En este contexto, los libros ilustrados de no ficción se muestran como un formato de gran vitalidad editorial. Se trata de obras abiertas, sujetas a la interpretación crítica del lector, que se alejan del discurso enciclopédico tradicional en la confluencia entre arte y conocimiento. Como forma de promoción, el book-trailer se define como un peritexto virtual que genera significados, orienta la lectura y proyecta un lector modelo, inmerso en la cultura de la web social. Con la finalidad de identificar las claves que determinan este lector, se ha realizado un estudio exploratorio, sustentado en el análisis de contenido, sobre las características del book-trailer de libros ilustrados de no ficción dirigidos a la infancia. Como muestra, se seleccionaron 397 book-trailers de 50 editoriales. Los resultados de su análisis revelan que desde la promoción del libro de no ficción se define un modelo de lectura que incide especialmente en la fisicidad y en su propuesta artística, en una lectura interactiva, fragmentada y libre y también guiada, en la solvencia que proporciona el reconocimiento de la autoría y en el aprendizaje vinculado al componente lúdico y emocional a través de la hibridación como eje de construcción. Se concluye que el book-trailer del libro ilustrado de no ficción evidencia un lector implícito curioso y reflexivo en consonancia con las necesidades que la sociedad digital del siglo XXI plantea en materia de lectura.
Chapter
In this chapter, the need of the integration of media and information and communication technologies in the literary education is addressed, not only from the point of view of the training in access to information and diffusion, but also in terms of the communicative situations of production and reception of literary texts. In this sense, the authors analyze the potential of digital storytelling in teacher training as a tool for the acquisition and development of basics competences, the promotion of creativity and the adquisition of the multimodal literacy of students. This research focuses on the use of book trailers as a way to enhance reading habits acquisition and to make students discover the pleasure for literary reading.
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As ICT continues to grow as a key resource in the classroom, this book helps students and teachers to get the best out of e-literature, with practical ideas for work schemes for children at all levels. Len Unsworth draws together functional analyses of language and images and applies them to real-life classroom learning environments, developing pupils' understanding of 'text'. The main themes include: What kinds of literary narratives can be accessed electronically? How can language, pictures, sound and hypertext be analysed to highlight the story? How can digital technology enhance literary experiences through web-based 'book talk' and interaction with publishers' websites? How do computer games influence the reader/ player role in relation to how we understand stories?
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In the light of the analysis of the reading responses of young immigrants - the targets of the study - and assuming that literary reading builds up our identities (Barthes, 1979, Bruner, 2002; Larrosa, 2003, -among others-); in this research we focus on analyzing and reflecting on the possibilities that the literary discourse offers as a means of (re) constructing immigrant students' identities in the processes of receiving and learning Spanish as a second language. For this purpose, we draw inspiration from the sociological theories on literary education and the emotional approach to literature (Petit, 1999, 2001, 2008, 2009), Rosenblatt's transactional theory (2002) and the reading responses theoretical trend (Sipe, 2000, 2010). Moreover, we draw on Lewis's concept of distance (2000) and Meek's ideas regarding literature as a scaffold to access literacy. Emilia Ferreiro's investigation on writing as an identity marker and Freinet's theories regarding the free text leads us to create a blog and to analyse its possibilities as a stimulating tool for reading and writing.
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How Picturebooks Work is an innovative and engaging look at the interplay between text and image in picturebooks. The authors explore picturebooks as a specific medium or genre in literature and culture, one that prepares children for other media of communication, and they argue that picturebooks may be the most influential media of all in the socialization and representation of children. Spanning an international range of children's books, this book examine such favorites as Curious George and Frog and Toad Are Friends, along with the works of authors and illustrators including Maurice Sendak and Tove Jansson, among others. With 116 illustrations, How Picturebooks Work offers the student of children's literature a new methodology, new theories, and a new set of critical tools for examining the picturebook form.
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"Exploring the myriad connections and connotations of a wide array of paratextual materials ranging from movie trailers to action figures, Gray deftly challenges established conceptions of textuality, and opens up intriguing and important new dimensions in media and cultural studies. This is an invaluable contribution, and will change how we think about, and make, media."
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Traducción de: Actual minds, possible worlds Este libro viene a cubrir y complementar el estudio de los procesos cognoscitivos que se han centrado excesivamente en la capacidad sistemática y la construcción lógica del pensamiento. Así pues, el autor se dedica a la "modalidad narrativa" de imaginación que permite producir literatura y reconstruir mnémicamente crónicas, y dar sentido a la experiencia.
Álbumes y otras lecturas
  • T Durán
Durán, T. Álbumes y otras lecturas. Análisis de los libros infantiles, Barcelona: Octaedro, 2009. Print.
LIJ 2.0. Estudiando la literatura infantil y juvenil en la web social
  • J Rovira-Collado
Rovira-Collado, J. "LIJ 2.0. Estudiando la literatura infantil y juvenil en la web social." Lenguaje y Textos 37 (2013): 161-71. Print.