Digital literary reading mediation with children
DOI:
https://doi.org/10.5007/2175-795X.2021.e72463Abstract
In recent years, we have seen an increase in the production of digital works for children and, due to their uniqueness and complexity, they open new discussions on the practice of mediated reading. This article aims to reflect on the mediation demands necessary to ensure the involvement of young children in digital literary reading situations. We present analyses of two studies conducted in Brazil, the first involving literary reading on mobile devices, in the family context, by children between three and ten years of age, and the second, in the reading of digital works on the computer by five-year-old children in the school context. The findings of the two studies point to distinct categories and modes of mediation that relate to the types of devices that were performed in the readings, as well as the semiotic and interaction specificities of each work. We found that children's readers need guidance and motivation of the adult mediator to execute reading strategies and thus understand the operation of the work and be able to engage effectively and autonomously.
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