Publication: El book-trailer como herramienta para la lectura crítica de libros ilustrados de no ficción entre docentes en formación
Authors
Campos Bandrés, Iris Orosia
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v39i2.103176
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info:eu-repo/semantics/article
Description
Abstract
La sociedad digital, caracterizada por la sobreabundancia informacional, demanda la formación de lectores críticos en entornos multimodales. En este contexto, los libros ilustrados de no ficción emergen como herramientas de interés, ya que reflejan un lector modelo curioso y activo en la construcción del conocimiento. Además, estas obras facilitan el propósito interdisciplinar del marco curricular actual al favorecer el desarrollo de estrategias de lectura y escritura inmersivas en situaciones auténticas basadas en la construcción de conocimientos en áreas no lingüísticas. El interés pedagógico del libro de no ficción para el ejercicio docente en Educación Primaria condujo al desarrollo de un proyecto de innovación centrado en su análisis mediante la creación de book-trailers. En el proyecto participaron 140 estudiantes del Grado en Magisterio en Educación Primaria de la Universidad de Zaragoza, y la experiencia formativa se acompañó de un estudio cualitativo enfocado a la exploración del modo en el que la creación de los epitextos podría mediatizar la lectura de las obras. El análisis de los book-trailers y las reflexiones del alumnado en torno a la tarea revelan el valor de la propuesta para favorecer la lectura reflexiva y la comprensión de las claves constitutivas del libro ilustrado de no ficción.
The digital society, characterized by information overabundance, demands the formation of critical readers in multimodal environments. In this context, non-fiction picture books emerge as tools of interest, since they reflect a curious and active model reader in the construction of knowledge. Moreover, these works facilitate the interdisciplinary purpose of the current curricular framework by favoring the development of immersive reading and writing strategies in authentic situations based on the construction of knowledge in non-linguistic areas. The pedagogical interest of the non-fiction book for the teaching exercise in Primary Education led to the development of an innovation project focused on its analysis through the creation of book-trailers. The project involved 140 students of the Teaching Degree in Primary Education of the University of Zaragoza, and the formative experience was accompanied by a qualitative study focused on the exploration of the way in which the creation of epitexts could mediate the reading of the works. The analysis of the book-trailers and the students' reflections on the task reveal the value of the proposal to promote reflective reading and the understanding of the key elements of the non-fiction picture book.
The digital society, characterized by information overabundance, demands the formation of critical readers in multimodal environments. In this context, non-fiction picture books emerge as tools of interest, since they reflect a curious and active model reader in the construction of knowledge. Moreover, these works facilitate the interdisciplinary purpose of the current curricular framework by favoring the development of immersive reading and writing strategies in authentic situations based on the construction of knowledge in non-linguistic areas. The pedagogical interest of the non-fiction book for the teaching exercise in Primary Education led to the development of an innovation project focused on its analysis through the creation of book-trailers. The project involved 140 students of the Teaching Degree in Primary Education of the University of Zaragoza, and the formative experience was accompanied by a qualitative study focused on the exploration of the way in which the creation of epitexts could mediate the reading of the works. The analysis of the book-trailers and the students' reflections on the task reveal the value of the proposal to promote reflective reading and the understanding of the key elements of the non-fiction picture book.
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Citation
Revista interuniversitaria de formación del profesorado, V. 39, N. 100 (2), 2025
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