... From the results presented, it is inferred that the production of a book trailer involves a reflexive and indepth reading of the book on which it is based. In the previous line of research (Ballester e Ibarra, 2017;Basaraba, 2016;Bilushchak et al., 2020;Dimova et al., 2018;Grøn, 2014;Heredia-Ponce et al., 2020;Lebrun et al., 2018;Lluch et al., 2015;Romero-Oliva et al., 2019;Romero-Oliva et al., 2020;Rovira, 2013Rovira, , 2015Tabernero-Sala, 2015a, 2015b, 2018bTabernero-Sala & Calvo-Valios, 2016), the study conducted evidences, from observation and from the vicissitudes represented in the written reflections of students and in the interviews and discussion groups, how the teacher trainees approach this virtual promotional epitext to the extent that it represents a discursive multimodality in keeping with the digital society and how, through it, they perform the reading and analysis of the children's works. In this sense, the qualitative analysis of the data offers categories linked to four relevant aspects in higher education contexts: reading for re-writing between digital and analog paradigms (Lluch et al., 2015;Cordón-García, 2018); the shared construction of knowledge in the group proposal in line with fostering the critical reading that reflects in depth within the framework of hybridization (Wolf, 2020); an approach, thanks to the multimodal nature of the tool, to the pillars of discursive construction (ellipsis, metaphors, pacing of the sequences) in the virtual re-writing (Bader, 1976) and the intuitive projection of the emotional dimension of the discourse in the book trailer, from the perspective of a reading that generates mediation for the purpose of persuasion ). ...