Does metacognitive reflection on the semiotic layers of digital children’s literature contribute to the creation of reading strategies?

Authors

Keywords:

Digital children's literature, reading strategy, semiotic resource, children, reader training

Abstract

With the possibilities of using sounds and visual resources, such as static and moving images, digital technologies have provided for the creation of children’s literary works. Children have been reading fictional texts differently from what they read in print. This article presents data from a research with children and sought to understand how they activate metacognitive awareness for semiotic resources and create reading strategies in a work of digital children’s literature. The results point out that even being beginner readers, children perform a metacognitive analysis of ways to create reading strategies that meet the demands of functioning and reading comprehension.

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Author Biographies

Mônica Daisy Vieira Araújo, Universidade Federal de Minas Gerai

Pós-doutorado na Universidade Autônoma de Barcelona (2019/2020).Doutora em Educação pela Faculdade de Educação da Universidade Federal de Minas Gerais (2016). Professora no Programa acadêmico de Pós-Graduação em Educação da Faculdade de Educação/UFMG. Professora do curso de Pedagogia da Faculdade de Educação/UFMG. Pesquisadora do CEALE/FaE/UFMG. Coordenadora do Grupo de Estudos e Pesquisas sobre Cultura Escrita Digital/ NEPCED/CEALE//UFMG. Pesquisadora externa The Digital Literacy and Multimodal Practices of Young Children (DigiLitEY) (2014 - 2019), Membro do coletivo Leitura na Tela, membro do the International Collective of Children?s Digital Books. Realiza pesquisas sobre alfabetização e letramento digital, leitura literária digital e formação de professores(as).

Ana Maria Margallo, Universidad Autonoma de Barcelona

Bacharel em Literatura Hispânica e doutora em Didática da Língua e da Literatura pela Universitat Autònoma de Barcelona (2005). A sua dissertação, “Ensinar Literatura através de Projectos de Sala de Aula”, orientada pela Dra. Teresa Colomer, foi o ponto de partida para inúmeras publicações sobre ensino e aprendizagem da alfabetização através de projectos de investigação-acção.

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Published

2024-02-26

How to Cite

Vieira Araújo, M. D., & Margallo, A. M. (2024). Does metacognitive reflection on the semiotic layers of digital children’s literature contribute to the creation of reading strategies?. Todas As Letras - Revista De Língua E Literatura, 25(3), 1–18. Retrieved from http://editorarevistas.mackenzie.br/index.php/tl/article/view/16443

Issue

Vol. 25 No. 3 (2023): Todas as Letras

Section

Dossiê – Literatura Digital

License

Copyright (c) 2024 Mônica Daisy Vieira Araújo, Ana Maria Margallo

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