Reading an app: Dimensions of meaning-making in digital literary reading in early childhood
DOI:
https://doi.org/10.5007/2175-795X.2021.e66013Abstract
The format of the literary app allowed the development of a new category of digital literature that gained special prominence in the production of digital texts for children. This article aims to discuss digital reading in early childhood from the empirical analysis of literacy events involving children reading literary apps with their parents. In a qualitative study, the shared reading of literary apps was observed and analyzed according to the theoretical and methodological framework of multimodal social semiotics, in dialogue with interdisciplinary theoretical discussions around embodiment, affect, and agency. Both the reader’s responses and the textual characteristics of the literature in app format were taken into account in the analysis of the meaning transactions that occurred between the child, parent(s), and literary text. The study points out three key perspectives in the reading of literary apps in childhood: (1) embodiment - the reader’s body plays an essential role in the construction of meaning and in the phenomenological experience of digital reading; (2) affect - the reader exchanges, within the fictional world that they temporarily inhabit, intensities and emotions with fictional elements, such as characters, and with their parents; (3) agency - the reader has agency to negotiate their participation and meaning-making in reading, in spite of design limitations and expresses their agency through performance and subversion.
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