The book-trailer as a tool for critical reading of nonfiction picture books among teachers in training

Abstract

The digital society, characterized by information overabundance, demands the formation of critical readers in multimodal environments. In this context, non-fiction picture books emerge as tools of interest, since they reflect a curious and active model reader in the construction of knowledge. Moreover, these works facilitate the interdisciplinary purpose of the current curricular framework by favoring the development of immersive reading and writing strategies in authentic situations based on the construction of knowledge in non-linguistic areas. The pedagogical interest of the non-fiction book for the teaching exercise in Primary Education led to the development of an innovation project focused on its analysis through the creation of book-trailers. The project involved 140 students of the Teaching Degree in Primary Education of the University of Zaragoza, and the formative experience was accompanied by a qualitative study focused on the exploration of the way in which the creation of epitexts could mediate the reading of the works. The analysis of the book-trailers and the students' reflections on the task reveal the value of the proposal to promote reflective reading and the understanding of the key elements of the non-fiction picture book.