Reading and production of children’s literature book: from analog to digital

Abstract

The Digital Information and Communication Technologies (DICTs) not only enable the exploration of new ways of producing knowledge and of using language, but also produce changes in the ways of reading and writing. In this scenario, the printed book, which for some time has remained the main support of verbal, visual and verbal-visual texts, faces the competition of digital formats that favor the incorporation of multiple semiosis. Considering this context, this article aims to discuss how technological advances have affected the modes of textual production and reading of children’s books. The theoretical framework is based on the studies of technology (CUPANI, 2004; BAUMGARTEN, 2006; LEMOS, 2015), language (MARCUSCHI, XAVIER, 2005; HJELMSLEV, 2006), of the book (CHARTIER, 1998; FLUSSER, 2010; ECO; CARRIÈRE, 2010), children’s literature books (LINS, 2004; HUNT, 2010; AL-YAQOUT; NIKOLAJEVA, 2015), multiliteracies (COPE; KALANTZIS, 2000, 2009; ROJO, 2012), among others. The reflections reveal that the difference between analog and digital books is not only in the media and in the format, but also in the interactions, in the reading practices raised, and the potentialities of the semiosis used in the meaning production. The analysis shows that children’s literary books, in a digital environment, trigger different ways of reading and raise the need for greater interactivity on the part of the reader.