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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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... However, beyond their role as a tool promoting reading on the social networks, they can also reach an important level as an instrument for training readers. Along these lines, authors like Basaraba (2016), Bilushchak, Radkovets and Syerov (2020), Dimova, Slavova-Petkova and Luchev (2018), Grøn (2014), Ballester and Ibarra (2017), Lebrun, Lacelle andBoutin (2018), Lluch, Tabernero-Sala andCalvo (2015), Romero-Oliva et al. (2019), Romero-Oliva, Heredia-Ponce and Trigo-Ibáñez (2020), Rovira (2013Rovira ( , 2015, Tabernero-Sala (2015a, 2015b, 2018b and Tabernero-Sala and Calvo-Valios (2016) have examined in depth the possibilities offered by book trailers as a tool for developing reading-literary competence. ...
... 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 ). ...
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Resum Aquesta investigació aborda la formació del nou cànon literari no acadèmic que es crea i es difon a través dels entorns virtuals entre iguals: concretament en blogs literaris o blogs que parlen de lectura i que ho fan en català. Actualment, la prescripció lectora tradicional pateix un procés de crisi i/o transformació per raons diverses. L’entorn virtual –i, en concret, la seua essència pública i participativa– ha generat canvis irreversibles, en totes i cadascuna de les esferes en què es desenvolupa. Tant en la creació, amb noves manifestacions literàries, individuals o col·lectives que eixamplen i desborden els límits del concepte tradicional de literatura i d’autoria; com en la recepció, la crítica literària i la prescripció lectora. Ens interessarà analitzar la identitat virtual amb què es presenten els administradors i administradores d’aquests blogs, molts dels quals utilitzen altres xarxes socials, com ara Instagram, per a difondre els seus continguts.
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