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Los futuros maestros se convierten en booktubers. Una práctica de fomento lector en el Grado en Maestro de Educación Primaria.

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Title: Los futuros maestros se convierten en booktubers. Una práctica de fomento lector en el Grado en Maestro de Educación Primaria.
Alternate Title: Teachers-to-be become booktubers: A Reading Promotion Practice in the Primary Education Degree.
Authors: Torralba Miralles, Gloria1 gloria.torralba@uji.es
Source: Lenguaje y Textos. jun2018, Issue 47, p13-23. 11p.
Abstract (English): In recent years different voices have begun to emerge advocating the application of information and communication technologies (ICT) to different ways of reading promotion. These voices stand as a counterpoint to others that traditionally have blamed new technologies for the decline of reading habits. Social reading, or reading 2.0, has shown that these new resources take advantage of ludic elements to bring children closer to reading. Booktubers have become new literary critics among young readers thanks to the combination of elements such as audiovisual resources or a clear and familiar language. That is why it is essential undergraduate students be able to take advantage of internet platforms' playful nature, but always paying attention to the content and language as they are trained to do. In this article we present a practice carried out with Primary Education students who prepared the presentation of a book in a YouTube channel. Besides, they reflected on aspects to take into account so that the video will fulfill its main function: promote reading. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Son cada vez más las voces que defienden la aplicación de las tecnologías de información y la comunicación (TIC) a las distintas maneras de trabajar el fomento lector, como contrapunto a otras que tradicionalmente habían responsabilizado a las nuevas tecnologías del descenso del hábito lector. La lectura social, o lectura 2.0, ha demostrado que estos nuevos recursos aprovechan el elemento lúdico para acercar a las nuevas generaciones a la lectura. Los booktubers son unas figuras que se han erigido como los nuevos críticos literarios entre los más jóvenes gracias a la conjugación de elementos como el audiovisual o un lenguaje directo y cercano. Por eso resulta fundamental que los futuros docentes sean capaces de sacar partido del carácter atractivo de las plataformas de internet, pero siempre desde la atención a los contenidos y el lenguaje que su formación les proporciona. Este artículo presenta una práctica llevada a cabo con estudiantes del Grado en Maestro de Educación Primaria consistente en la presentación de un libro a través de un canal de YouTube y la reflexión sobre los aspectos a tener en cuenta para que el vídeo cumpla con su función principal: promover la lectura. [ABSTRACT FROM AUTHOR]
Copyright of Lenguaje y Textos is the property of Universidad Politecnica de Valencia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Los futuros maestros se convierten en booktubers. Una práctica de fomento lector en el Grado en Maestro de Educación Primaria.
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  Data: Teachers-to-be become booktubers: A Reading Promotion Practice in the Primary Education Degree.
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  Data: In recent years different voices have begun to emerge advocating the application of information and communication technologies (ICT) to different ways of reading promotion. These voices stand as a counterpoint to others that traditionally have blamed new technologies for the decline of reading habits. Social reading, or reading 2.0, has shown that these new resources take advantage of ludic elements to bring children closer to reading. Booktubers have become new literary critics among young readers thanks to the combination of elements such as audiovisual resources or a clear and familiar language. That is why it is essential undergraduate students be able to take advantage of internet platforms' playful nature, but always paying attention to the content and language as they are trained to do. In this article we present a practice carried out with Primary Education students who prepared the presentation of a book in a YouTube channel. Besides, they reflected on aspects to take into account so that the video will fulfill its main function: promote reading. [ABSTRACT FROM AUTHOR]
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  Data: Son cada vez más las voces que defienden la aplicación de las tecnologías de información y la comunicación (TIC) a las distintas maneras de trabajar el fomento lector, como contrapunto a otras que tradicionalmente habían responsabilizado a las nuevas tecnologías del descenso del hábito lector. La lectura social, o lectura 2.0, ha demostrado que estos nuevos recursos aprovechan el elemento lúdico para acercar a las nuevas generaciones a la lectura. Los booktubers son unas figuras que se han erigido como los nuevos críticos literarios entre los más jóvenes gracias a la conjugación de elementos como el audiovisual o un lenguaje directo y cercano. Por eso resulta fundamental que los futuros docentes sean capaces de sacar partido del carácter atractivo de las plataformas de internet, pero siempre desde la atención a los contenidos y el lenguaje que su formación les proporciona. Este artículo presenta una práctica llevada a cabo con estudiantes del Grado en Maestro de Educación Primaria consistente en la presentación de un libro a través de un canal de YouTube y la reflexión sobre los aspectos a tener en cuenta para que el vídeo cumpla con su función principal: promover la lectura. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Lenguaje y Textos is the property of Universidad Politecnica de Valencia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: Spanish
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