Storytelling digital: otra forma de incentivar la lectura activa de textos narrativos.
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| Title: | Storytelling digital: otra forma de incentivar la lectura activa de textos narrativos. |
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| Alternate Title: | Digital Storytelling: Another Way to Encourage Active Reading of Narrative Texts. Storytelling digital, outra forma de incentivar a leitura ativa de textos narrativos. |
| Authors: | Valeria Suárez-Márquez, Katherine1 katherine.suarezmarquez@gmail.com, Uribe-Álvarez, Graciela1 guribe@uniquindio.edu.co |
| Source: | Educación y Educadores. ene-abr2026, Vol. 28 Issue 1, p1-20. 20p. |
| Subject Terms: | *Reading comprehension, *Engaged reading, *Teaching methods, *Eighth grade (Education), *Interdisciplinary approach to knowledge, Digital storytelling, Narration, Online social networks |
| Abstract (English): | This article presents the results of an action research whose objective was to promote the reading comprehension of narrative texts in eighth-grade students through the implementation of digital storytelling through social networks. The study involved a purposive sample of 29 students between 12 and 15 years old. The instruments used included a standardized test based on Barrett’s taxonomy, surveys, semi-structured interviews with experts, field journals, rubrics, and a didactic sequence that incorporated the creation of storytelling projects on Instagram.. Initial results revealed poor performance at the inferential and critical levels of reading comprehension. Among the findings, it was observed that after the intervention there was an increase in the average number of correct answers and a significant decrease in errors in more difficult questions at the inferential and critical level. Likewise, students showed greater motivation and involvement by becoming producers of text meaning through the pedagogical use of social networks and digital storytelling. It is concluded that the proposal favored reading comprehension from an active, multimodal and meaningful approach. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo presenta los resultados de una investigación-acción cuyo objetivo fue favorecer la comprensión lectora de textos narrativos en estudiantes de grado octavo mediante la técnica de narrar historias a través de redes sociales (storytelling digital). Se trabajó con una muestra intencional de 29 estudiantes entre los 12 y 15 años de grado octavo. Como instrumentos se emplearon: una prueba estandarizada basada en la taxonomía de Barrett, encuestas, entrevistas semiestructuradas a expertos, diarios de campo, rúbricas y una secuencia didáctica que incluyó la creación de storytelling en Instagram. Los resultados iniciales evidenciaron un bajo desempeño en los niveles inferencial y crítico de la comprensión lectora. Entre los hallazgos se observó que tras la intervención hubo un aumento del promedio de respuestas correctas y una disminución significativa de errores en preguntas de mayor dificultad del nivel inferencial y crítico. Asimismo, los estudiantes mostraron mayor motivación e implicación al convertirse en productores de sentido textual a través del uso pedagógico de redes sociales y del storytelling digital. Se concluye que la propuesta favoreció la comprensión lectora mediante un enfoque activo, multimodal y significativo. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo apresenta os resultados de uma pesquisa-ação cujo objetivo foi favorecer a compreensão leitora de textos narrativos em estudantes do oitavo ano por meio da implementação de storytelling em redes sociais. Trabalhou-se com uma amostra intencional de 29 estudantes entre 12 e 15 anos do oitavo ano. Como instrumentos, foram utilizados um teste padronizado baseado na taxonomia de Barrett, questionários, entrevistas semiestruturadas com especialistas, diários de campo, rubricas e uma sequência didática que incluiu a criação de storytelling digital no Instagram. Os resultados iniciais indicam baixo desempenho nos níveis inferencial e crítico de compreensão leitora. Entre os achados, observou-se que, após a intervenção, houve aumento na média de acertos e diminuição significativa de erros em questões mais difíceis no nível inferencial e crítico. Da mesma forma, os estudantes demonstraram maior motivação e envolvimento ao se tornarem produtores de sentido textual por meio do uso pedagógico das redes sociais e da contação digital de histórias. Conclui-se que a proposta favoreceu a compreensão leitora a partir de uma abordagem ativa, multimodal e significativa. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article presents the results of an action research whose objective was to promote the reading comprehension of narrative texts in eighth-grade students through the implementation of digital storytelling through social networks. The study involved a purposive sample of 29 students between 12 and 15 years old. The instruments used included a standardized test based on Barrett’s taxonomy, surveys, semi-structured interviews with experts, field journals, rubrics, and a didactic sequence that incorporated the creation of storytelling projects on Instagram.. Initial results revealed poor performance at the inferential and critical levels of reading comprehension. Among the findings, it was observed that after the intervention there was an increase in the average number of correct answers and a significant decrease in errors in more difficult questions at the inferential and critical level. Likewise, students showed greater motivation and involvement by becoming producers of text meaning through the pedagogical use of social networks and digital storytelling. It is concluded that the proposal favored reading comprehension from an active, multimodal and meaningful approach. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.1.3 |
