Boum! A box of sorprises: estrategies to read a multimodal production with primary students
The present Master's Thesis was an exploratory-type case study on the IPad support reading experience, to understand the ways in which digital texts with multimodality traits are read. It is offered as a first approach to the identification of reading strategies that elementary students use to...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/220585 |
| Acceso en línea: | https://hdl.handle.net/10533/220585 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Lenguage y Literatura Otras Especialidades del Lenguage y la Literatura |
| Sumario: | The present Master's Thesis was an exploratory-type case study on the IPad support reading experience, to understand the ways in which digital texts with multimodality traits are read. It is offered as a first approach to the identification of reading strategies that elementary students use to read digital literature. This observation was generated through the intervention in a space out of the classroom, in which a group of students read the digital literary work entitled Boum!, and then they creates a joint interpretation of their reading experience, that was classified according to the proposal made by the Visual Journeys project, the Reader Response. The observed results from the first approach was that the students make a literal reading, that is, they "translate" what they saw. In the second meeting, after guidelines and guidance, readers became more aware of the sound resources and visual details, also managed to partially rebuild the plot of the story. It is also recognized that the participants resorted to different strategies to refer to the work and understand it, such as explaining their ideas through cultural references close to their peers, justifying with personal experiences, or relating actions and characters with references of the real life. Finally, it´s interesting to note that the dynamics that emerged in the group interactions show that some members assume roles, which results in a greater or lesser participation in the interpretive process of reading. |
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