{"id":3730,"date":"2026-06-25T10:53:47","date_gmt":"2026-06-25T10:53:47","guid":{"rendered":"https:\/\/devserver.admin.uoc.gr\/edutoolkit\/?page_id=3730"},"modified":"2026-06-25T10:56:58","modified_gmt":"2026-06-25T10:56:58","slug":"lecturas-complementarias","status":"publish","type":"page","link":"https:\/\/devserver.admin.uoc.gr\/edutoolkit\/es\/lecturas-complementarias\/","title":{"rendered":"Lecturas Complementarias"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"3730\" class=\"elementor elementor-3730\">\n\t\t\t\t<div class=\"elementor-element elementor-element-56388cf e-flex e-con-boxed e-con e-parent\" data-id=\"56388cf\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-11845a3 elementor-widget elementor-widget-heading\" data-id=\"11845a3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Lecturas Complementarias<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-bfc795e elementor-widget elementor-widget-ucaddon_uc_icon_accordion\" data-id=\"bfc795e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"ucaddon_uc_icon_accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\n<!-- start Icon Accordion -->\n\t\t<link id='font-awesome-css' href='https:\/\/devserver.admin.uoc.gr\/edutoolkit\/wp-content\/plugins\/unlimited-elements-for-elementor\/assets_libraries\/font-awesome6\/fontawesome-all.min.css' type='text\/css' rel='stylesheet' >\n\t\t<link id='font-awesome-4-shim-css' href='https:\/\/devserver.admin.uoc.gr\/edutoolkit\/wp-content\/plugins\/unlimited-elements-for-elementor\/assets_libraries\/font-awesome6\/fontawesome-v4-shims.min.css' type='text\/css' rel='stylesheet' >\n\n<style>\/* widget: Icon Accordion *\/\n\n#uc_uc_icon_accordion_elementor_bfc795e *{\n\tbox-sizing: border-box;\n}\n\n#uc_uc_icon_accordion_elementor_bfc795e .uc_container .uc-heading{\n\tcursor:pointer;\n    display:flex;\n    align-items:center;\n    transition:0.3s;\n}\n\n#uc_uc_icon_accordion_elementor_bfc795e .uc_container .uc-heading span.bbb{\n\tdisplay:block;\t  \n}\n\n#uc_uc_icon_accordion_elementor_bfc795e .uc_ac_box.uc-item-active span.uc_dactive{\n\tdisplay:none;\n}\n\n#uc_uc_icon_accordion_elementor_bfc795e .uc_ac_box:not(.uc-item-active) span.uc_active{\n\tdisplay:none;\n}\n\n#uc_uc_icon_accordion_elementor_bfc795e .ue_icon_holder,\n#uc_uc_icon_accordion_elementor_bfc795e .ue_icon_spacing{\n  flex-grow:0;\n  flex-shrink:0; 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L., &amp; Berninger, V. W. (2017). Relationships between home literacy practices and school achievement: implications for consultation and home-school collaboration. <em>Journal of Educational and Psychological Consultation, 28<\/em>(2), 164-189. <a href=\"https:\/\/doi.org\/10.1080\/10474412.2017.1323222\">https:\/\/doi.org\/10.1080\/10474412.2017.1323222<\/a><\/li><li>Altamura Garc\u00eda, L., Vargas Pecino, C., Blanco Gand\u00eda, M. del C., &amp; Salmer\u00f3n Gonz\u00e1lez, L. (2025). Validation of the multidimensional reading habits instrument for primary school students. <em>Journal for the Study of Education and Development, Infancia y Aprendizaje, 48<\/em>(4), 993-1025. <a href=\"https:\/\/doi.org\/10.1177\/02103702251381125\">https:\/\/doi.org\/10.1177\/02103702251381125<\/a><\/li><li>Archakis, A., &amp; Tsakona, V. (2012). <em>The narrative construction of identities in critical education.<\/em> Palgrave Macmillan.<\/li><li>Baynham, M. (1995). <em>Literacy Practices: Investigating literacy in social contexts.<\/em> Longman<\/li><li>Bernstein, B. (1990). <em>Class, Codes and Control: The Structuring of Pedagogic Discourse. <\/em>Routledge<em>.<\/em><\/li><li>Bulfin, S., &amp; Koutsogiannis, D. (2012). New literacies as multiply placed practices: expanding perspectives on young people's literacies across home and school. <em>Language and Education, 26<\/em>(4), 331-346. <a href=\"https:\/\/doi.org\/10.1080\/09500782.2012.691515\">https:\/\/doi.org\/10.1080\/09500782.2012.691515<\/a><\/li><li>Cope, B., &amp; Kalantzis, M. (2000). <em>Multiliteracies: Literacy learning and the design of social future.<\/em><\/li><li>Curry, D. L., Reeves, E., &amp; McIntyre, C. J. (2016). Connecting schools and families: Understanding the influence of home literacy practices. <em>Texas Journal of Literacy Education, 4<\/em>(2), 69-77. <a href=\"https:\/\/www.texasreaders.org\/uploads\/4\/4\/9\/0\/44902393\/curry-4-1.pdf\">https:\/\/www.texasreaders.org\/uploads\/4\/4\/9\/0\/44902393\/curry-4-1.pdf<\/a><\/li><li>Forsling, K., &amp; Tjernberg, C. (2023). Intentions and flexibility: navigating complex literacy practices in primary education.<em> Educational Research, 65<\/em>(3), 301-319. <a href=\"https:\/\/doi.org\/10.1080\/00131881.2023.2209580\">https:\/\/doi.org\/10.1080\/00131881.2023.2209580<\/a><\/li><li>Fterniati, A. (2010). Literacy pedagogy and multiliteracies in greek elementary school language arts. <em>The international journal of learning, 17<\/em>(3), 319-350. <a href=\"https:\/\/www.researchgate.net\/publication\/233387450_Literacy_Pedagogy_and_Multiliteracies_in_Greek_Elementary_School_Language_Arts\">https:\/\/www.researchgate.net\/publication\/233387450_Literacy_Pedagogy_and_Multiliteracies_in_Greek_Elementary_School_Language_Arts<\/a><\/li><li>Fterniati, A., Archakis, A., Tsakona, V., &amp; Tsami, V. (2013). Media and literacy: \u0395vidence from elementary school students\u2019 literacy practices and the current teaching practices in Greece. <em>\u039c\u0395\u039d\u039f\u039d<\/em><em>: Journal of Educational Research,<\/em> (2b), 58-70. <a href=\"https:\/\/www.researchgate.net\/publication\/268077287_Fterniati_A_Archakis_A_Tsakona_V_Tsami_V_2013_Media_and_literacy_Evidence_from_elementary_school_students'_literacy_practices_and_the_current_teaching_practices_in_Greece_Menon_Journal_of_Educational_\">https:\/\/www.researchgate.net\/publication\/268077287_Fterniati_A_Archakis_A_Tsakona_V_Tsami_V_2013_Media_and_literacy_Evidence_from_elementary_school_students'_literacy_practices_and_the_current_teaching_practices_in_Greece_Menon_Journal_of_Educational_<\/a><\/li><li>Gee, J. P. (2003). <em>What video games have to teach us about learning and literacy<\/em>. Palgrave Macmillan.<\/li><li>Gee, J. P. (2008).<em> Social linguistics and literacies: Ideology in discourses. <\/em>Routledge<em>.<\/em><\/li><li>Heath, S. B. (1983). <em>Ways with Words: Language, Life and Work in Communities and Classrooms<\/em>. Cambridge University Press.<\/li><li>Kalantzis, M., &amp; Cope, B. (2012). Cambridge University Press.<\/li><li>Kress, G. R. (2003).<em> Literacy in the New Media Age.<\/em><\/li><li>Luke, A. (2004). <em>On the material consequences of literacy. Language &amp; Education, 18<\/em>(4), 331-335. <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500780408666886\">https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/09500780408666886<\/a><\/li><li>Luttler, W., &amp; Parker, C. (2001). High school students\u2019 literacy practices and identities, and the figured world of school. <em>Journal of Research in Reading, 24<\/em>(3), 235-247. <a href=\"https:\/\/doi.org\/10.1111\/1467-9817.00146\">https:\/\/doi.org\/10.1111\/1467-9817.00146<\/a><\/li><li>Manoli, P. (2019). Promoting students\u2019 critical literacy through the use of popular culture texts in the formal language classroom. <em>Multilingual Academic Journal of Education and Social Sciences, 7<\/em>(1), 52-61. <a href=\"http:\/\/150.140.160.55:8000\/static\/magazine\/international\/2021\/10\/04\/6.2.08._Manoli_2019.pdf\">http:\/\/150.140.160.55:8000\/static\/magazine\/international\/2021\/10\/04\/6.2.08._Manoli_2019.pdf<\/a><\/li><li>Mar\u00edn, V. I., &amp; Casta\u00f1eda, L. (2023). Developing Digital Literacy for Teaching and Learning. In O. Zawacki-Richter &amp; I. Jung (Eds.), <em>Handbook of Open, Distance and Digital Education, <\/em>(pp. 1089-1108). Springer Nature.<\/li><li>Marsh, J., Hannon, P., Lewis, M., &amp; Ritchie, L. (2017). Young children\u2019s initiation into family literacy practices in the digital age. <em>Journal of Early Childhood Research, 15<\/em>(1), 74-60. <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1476718X15582095\">https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1476718X15582095<\/a><\/li><li>Marsh, J, Brooks, G., Hughes, J., Ritchie, L., Roberts, S., &amp; Wright, K. (2005). <em>Digital beginnings: Young children\u2019s use of popular culture, media and new technologies. <\/em>University of Sheffield.<\/li><li>Marsh, J., &amp; Millard, E. (2000). <em>Literacy and popular culture: Using children\u2019s culture in the classroom.<\/em><\/li><li>Oikonomakou, M., &amp; Papakitsos, E. C. (2021). Language teaching and critical literacy curriculum in Greek primary education: implementation and perspectives. <em>L1-Educational Studies in Language and Literature, 21,<\/em> 1-15. <a href=\"https:\/\/doi.org\/10.17239\/L1ESLL-2021.21.01.14\">https:\/\/doi.org\/10.17239\/L1ESLL-2021.21.01.14<\/a><\/li><li>Powell, R., &amp; Rightmyer, E. C. (2011). <em>Literacy for all students: An instructional framework for closing the gap<\/em>.<\/li><li>Prensky, M. (2001). <em>Digital game-based learning.<\/em> McGraw-Hill.<\/li><li>Stamou, A. G., Maroniti, K., &amp; Schizas, D. (2014). Greek Young Children\u2019s Engagement with Media in the Home: Parents\u2019 and Children\u2019s Perspectives. <em>Studies in Media and Communication, 2<\/em>(2), 93-106. <a href=\"https:\/\/doi.org\/10.11114\/smc.v2i2.572\">https:\/\/doi.org\/10.11114\/smc.v2i2.572<\/a><\/li><li>Street, B. (2003). What's \"new\" in New Literacy Studies? Critical approaches to literacy in theory and practice. <em>Current Issues in Comparative Education, 5<\/em>(2), 77-91. <a href=\"https:\/\/doi.org\/10.52214\/cice.v5i2.11369\">https:\/\/doi.org\/10.52214\/cice.v5i2.11369<\/a><\/li><li>The New London Group, (2000). A pedagogy of Multiliteracies designing social futures. In B. Cope &amp; M. Kalantzis (Eds.), <em>Multiliteracies: Literacy learning and the design of social future, <\/em>(pp. 9-36).<\/li><li>The New London Group, (1996). A pedagogy of multiliteracies: designing social futures. <em>Harvard Educational Review, 66<\/em>(1), 60-92. <a href=\"https:\/\/doi.org\/10.17763\/haer.66.1.17370n67v22j160u\">https:\/\/doi.org\/10.17763\/haer.66.1.17370n67v22j160u<\/a><\/li><li>Tsami, V., Archakis, A., Fterniati, A., Papazachariou, D., &amp; Tsakona, V. (2014). Mapping elementary school students\u2019 preferences for mass cultural literacy practices. <em>1st International Conference: Education across borders <\/em>(pp. 361-371): 5-7 October 2012, Florina. <a href=\"https:\/\/www.researchgate.net\/publication\/280831783_Mapping_elementary_school_students'_preferences_for_mass_cultural_literacy_practices\">https:\/\/www.researchgate.net\/publication\/280831783_Mapping_elementary_school_students'_preferences_for_mass_cultural_literacy_practices<\/a><\/li><\/ul>\n     \n    \n     \n    \n  <\/div>\n<\/div>\n\n\n<div id=\"uc_uc_icon_accordion_elementor_bfc795e_item2\" class=\"uc_ac_box  elementor-repeater-item-d9f8982\">\n  <div class=\"uc-heading uc_trigger\" role=\"button\" aria-controls=\"uc_uc_icon_accordion_elementor_bfc795e_item2-content\" tabindex=\"0\" aria-expanded=\"false\">\n    \n          <div class=\"ue_icon_holder\">\n        <div class=\"ue_icon\"><i class='fas fa-book-reader'><\/i><\/div>\n      <\/div>\n      <div class=\"ue_icon_spacing\"><\/div>\n        \n    <div id=\"uc_uc_icon_accordion_elementor_bfc795e_item2-title\" class=\"ue_title\">En Griego<\/div>    \n    \n          <div class=\"ue_expand_spacing\"><\/div>\n      <div class=\"ue_expand\">\n        <div class=\"ue_expand_inside\">\n          <span class=\"uc_dactive bbb ue_accordion_icon\" ><i class='fas fa-arrow-down'><\/i><\/span>\n          <span class=\"uc_active bbb ue_accordion_icon\"><i class='fas fa-arrow-up'><\/i><\/span>\n        <\/div>\n      <\/div>\n        \n  <\/div>\n  \n  <div id=\"uc_uc_icon_accordion_elementor_bfc795e_item2-content\" class=\"uc_content\" role=\"region\" aria-labelledby=\"uc_uc_icon_accordion_elementor_bfc795e_item2-title\" >\n          <ul><li>\u0391\u03c1\u03c7\u03ac\u03ba\u03b7\u03c2, \u0391., &amp; \u03a4\u03c3\u03ac\u03ba\u03c9\u03bd\u03b1, \u0392. (2022). <em>\u03a4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2, \u03b1\u03c6\u03b7\u03b3\u03ae\u03c3\u03b5\u03b9\u03c2 \u03ba\u03b1\u03b9 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7. <\/em>\u03a0\u03b1\u03c4\u03ac\u03ba\u03b7.<\/li><li>Baynham, M. (2002). <em>\u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2 \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd.<\/em> \u039c\u03b5\u03c4\u03b1\u03af\u03c7\u03bc\u03b9\u03bf.<\/li><li>Bernstein, B. (1989). <em>\u03a0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03bf\u03af \u03ba\u03ce\u03b4\u03b9\u03ba\u03b5\u03c2 \u03ba\u03b1\u03b9 \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03cc\u03c2 \u03ad\u03bb\u03b5\u03b3\u03c7\u03bf\u03c2.<\/em> \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2 \u0391\u03bb\u03b5\u03be\u03ac\u03bd\u03b4\u03c1\u03b5\u03b9\u03b1.<\/li><li>Kalantzis, M., Cope, B., \u03a3\u03c4\u03b5\u03bb\u03bb\u03ac\u03ba\u03b7\u03c2, \u039d., &amp; \u0391\u03c1\u03b2\u03b1\u03bd\u03af\u03c4\u03b7, \u0395. (2019). <em>\u0393\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03af: \u03bc\u03b9\u03b1 \u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u03b4\u03b9\u03b1\u03c6\u03bf\u03c1\u03bf\u03c0\u03bf\u03b9\u03b7\u03bc\u03ad\u03bd\u03bf\u03c5 \u03c3\u03c7\u03b5\u03b4\u03b9\u03b1\u03c3\u03bc\u03bf\u03cd \u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03ce\u03bd \u03bd\u03bf\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03ae\u03c3\u03b5\u03c9\u03bd<\/em>. \u039a\u03c1\u03b9\u03c4\u03b9\u03ba\u03ae.<\/li><li>Katsampoxaki-Hodgetts, K., Cope, B., &amp; Kalantzis, M. (2024). <em>\u0394\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ae \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u03ba\u03b1\u03bb\u03bb\u03b9\u03ad\u03c1\u03b3\u03b5\u03b9\u03b1 \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03ce\u03bd \u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2: \u0391\u03bd\u03b1\u03c3\u03c4\u03bf\u03c7\u03b1\u03c3\u03c4\u03b9\u03ba\u03ae \u03ba\u03b1\u03b9 \u03bc\u03b5\u03c4\u03b1\u03c3\u03c7\u03b7\u03bc\u03b1\u03c4\u03b9\u03c3\u03c4\u03b9\u03ba\u03ae \u03c0\u03b1\u03b9\u03b4\u03b1\u03b3\u03c9\u03b3\u03b9\u03ba\u03ae \u03c3\u03c4\u03b7\u03bd \u03c8\u03b7\u03c6\u03b9\u03b1\u03ba\u03ae \u03b5\u03c0\u03bf\u03c7\u03ae.<\/em> \u0395\u03ba\u03b4\u03cc\u03c3\u03b5\u03b9\u03c2 \u0394\u03af\u03c3\u03b9\u03b3\u03bc\u03b1.<\/li><li>\u039a\u03b1\u03c4\u03c3\u03b1\u03c1\u03bf\u03cd, \u0395. (2011). \u03a0\u03bf\u03bb\u03c5\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03af \u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1: \u0394\u03cd\u03bf \u03b8\u03b5\u03c9\u03c1\u03af\u03b5\u03c2 \u03c0\u03b1\u03c1\u03b1\u03b3\u03c9\u03b3\u03ae\u03c2 \u03bd\u03bf\u03ae\u03bc\u03b1\u03c4\u03bf\u03c2. \u039f\u03b9 \u03b5\u03c0\u03b9\u03c3\u03c4\u03b7\u03bc\u03bf\u03bb\u03bf\u03b3\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03c4\u03b1\u03b2\u03bf\u03bb\u03ad\u03c2 \u03c4\u03bf\u03c5\u03c2 \u03ba\u03b1\u03b9 \u03bf\u03b9 \u03c3\u03c5\u03bd\u03b5\u03c0\u03b1\u03b3\u03c9\u03b3\u03ad\u03c2 \u03c4\u03bf\u03c5\u03c2 \u03b3\u03b9\u03b1 \u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1. \u03a3\u03c4\u03bf M. A. \u03a0\u03bf\u03c5\u03c1\u03ba\u03cc\u03c2 &amp; E. \u039a\u03b1\u03c4\u03c3\u03b1\u03c1\u03bf\u03cd (\u0395\u03c0\u03b9\u03bc.), <em>\u0392\u03af\u03c9\u03bc\u03b1, \u03bc\u03b5\u03c4\u03b1\u03c6\u03bf\u03c1\u03ac \u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1: \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ad\u03c2 \u03c3\u03c4\u03b7\u03bd \u03b5\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1, \u03c4\u03b7\u03bd \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7, \u03c4\u03b7 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03c4\u03b7 \u03b3\u03bd\u03ce\u03c3\u03b7<\/em> (\u03c3\u03c3. 403-426). \u039d\u03b7\u03c3\u03af\u03b4\u03b5\u03c2.<\/li><li>\u039a\u03bf\u03c5\u03c4\u03c3\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7\u03c2, \u0394. (2011a). <em>\u0395\u03c6\u03b7\u03b2\u03b9\u03ba\u03ad\u03c2 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2 \u03c8\u03b7\u03c6\u03b9\u03b1\u03ba\u03bf\u03cd \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd \u03ba\u03b1\u03b9 \u03c4\u03b1\u03c5\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2. <\/em>\u039a\u03ad\u03bd\u03c4\u03c1\u03bf \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u0393\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2.<\/li><li>\u039a\u03bf\u03c5\u03c4\u03c3\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7\u03c2, \u0394. (2011b). \u039b\u03cc\u03b3\u03bf\u03b9, \u03bc\u03b1\u03ba\u03c1\u03bf\u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03b1 \u03ba\u03b1\u03b9 \u03c3\u03c4\u03c1\u03b1\u03c4\u03b7\u03b3\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03c4\u03ac \u03c4\u03b7\u03bd \u03b1\u03bd\u03b1\u03c0\u03bb\u03b1\u03b9\u03c3\u03af\u03c9\u03c3\u03b7 \u03c4\u03b7\u03c2 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03c3\u03c4\u03b1 \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03ac \u03b5\u03b3\u03c7\u03b5\u03b9\u03c1\u03af\u03b4\u03b9\u03b1 \u03bd\u03b5\u03bf\u03b5\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u03b3\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03c4\u03bf\u03c5 \u03b3\u03c5\u03bc\u03bd\u03b1\u03c3\u03af\u03bf\u03c5. \u03a3\u03c4\u03bf M. A. \u03a0\u03bf\u03c5\u03c1\u03ba\u03cc\u03c2 &amp; E. \u039a\u03b1\u03c4\u03c3\u03b1\u03c1\u03bf\u03cd (\u0395\u03c0\u03b9\u03bc.),<em> \u0392\u03af\u03c9\u03bc\u03b1, \u03bc\u03b5\u03c4\u03b1\u03c6\u03bf\u03c1\u03ac \u03ba\u03b1\u03b9 \u03c0\u03bf\u03bb\u03c5\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1: \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ad\u03c2 \u03c3\u03c4\u03b7\u03bd \u03b5\u03c0\u03b9\u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03af\u03b1, \u03c4\u03b7\u03bd \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7, \u03c4\u03b7 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03c4\u03b7 \u03b3\u03bd\u03ce\u03c3\u03b7,<\/em> (\u03c3\u03c3. 550-574). \u039d\u03b7\u03c3\u03af\u03b4\u03b5\u03c2.<\/li><li>\u039a\u03bf\u03c5\u03c4\u03c3\u03bf\u03b3\u03b9\u03ac\u03bd\u03bd\u03b7\u03c2, \u0394., &amp; \u0391\u03c1\u03b1\u03c0\u03bf\u03c0\u03bf\u03cd\u03bb\u03bf\u03c5, \u039c. (2009). <em>\u0393\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03cc\u03c2, \u03bd\u03ad\u03b5\u03c2 \u03c4\u03b5\u03c7\u03bd\u03bf\u03bb\u03bf\u03b3\u03af\u03b5\u03c2 \u03ba\u03b1\u03b9 \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7: \u03cc\u03c8\u03b5\u03b9\u03c2 \u03c4\u03bf\u03c5 \u03c4\u03bf\u03c0\u03b9\u03ba\u03bf\u03cd \u03ba\u03b1\u03b9 \u03c4\u03bf\u03c5 \u03c0\u03b1\u03b3\u03ba\u03cc\u03c3\u03bc\u03b9\u03bf\u03c5.<\/em> \u039a\u03ad\u03bd\u03c4\u03c1\u03bf \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u0393\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2.<\/li><li>\u039a\u03bf\u03c6\u03c4\u03c3\u03b9\u03c4\u03c3\u03af\u03b4\u03b7\u03c2, \u03a6. (2019). <em>\u03a3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03b5\u03be\u03c9\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ad\u03c2 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2 \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd \u03c0\u03bf\u03bb\u03cd\u03b3\u03bb\u03c9\u03c3\u03c3\u03c9\u03bd \u03c0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd \u03b4\u03b9\u03b1\u03c0\u03bf\u03bb\u03b9\u03c4\u03b9\u03c3\u03bc\u03b9\u03ba\u03bf\u03cd \u03b3\u03c5\u03bc\u03bd\u03b1\u03c3\u03af\u03bf\u03c5 <\/em>[\u0394\u03b9\u03c0\u03bb\u03c9\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u0395\u03c1\u03b3\u03b1\u03c3\u03af\u03b1]. (\u0391\u03c1\u03b9\u03c3\u03c4\u03bf\u03c4\u03ad\u03bb\u03b5\u03b9\u03bf \u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u0398\u03b5\u03c3\u03c3\u03b1\u03bb\u03bf\u03bd\u03af\u03ba\u03b7\u03c2). <a href=\"https:\/\/ikee.lib.auth.gr\/record\/308007\/?ln=el\">https:\/\/ikee.lib.auth.gr\/record\/308007\/?ln=el<\/a><\/li><li>\u039c\u03b1\u03c1\u03c9\u03bd\u03af\u03c4\u03b7, A. (2017). <em>\u0397 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03c0\u03bf\u03b9\u03ba\u03b9\u03bb\u03cc\u03c4\u03b7\u03c4\u03b1 \u03c3\u03c4\u03bf\u03bd \u03bb\u03cc\u03b3\u03bf \u03c4\u03b7\u03c2 \u03bc\u03b1\u03b6\u03b9\u03ba\u03ae\u03c2 \u03ba\u03bf\u03c5\u03bb\u03c4\u03bf\u03cd\u03c1\u03b1\u03c2: \u03b1\u03bd\u03b1\u03c0\u03b1\u03c1\u03b1\u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c4\u03b7\u03c2 \u03ba\u03b1\u03b9 \u03b1\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03b5\u03bd\u03cc\u03c2 \u03b5\u03ba\u03c0\u03b1\u03b9\u03b4\u03b5\u03c5\u03c4\u03b9\u03ba\u03bf\u03cd \u03c0\u03c1\u03bf\u03b3\u03c1\u03ac\u03bc\u03bc\u03b1\u03c4\u03bf\u03c2 \u03b3\u03b9\u03b1 \u03c0\u03b1\u03b9\u03b4\u03b9\u03ac \u03c0\u03c1\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03c9\u03c4\u03bf\u03c3\u03c7\u03bf\u03bb\u03b9\u03ba\u03ae\u03c2 \u03b7\u03bb\u03b9\u03ba\u03af\u03b1\u03c2<\/em> [\u0394\u03b9\u03b4\u03b1\u03ba\u03c4\u03bf\u03c1\u03b9\u03ba\u03ae \u0394\u03b9\u03b1\u03c4\u03c1\u03b9\u03b2\u03ae]. (\u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u0394\u03c5\u03c4\u03b9\u03ba\u03ae\u03c2 \u039c\u03b1\u03ba\u03b5\u03b4\u03bf\u03bd\u03af\u03b1\u03c2). <a href=\"https:\/\/www.didaktorika.gr\/eadd\/handle\/10442\/42063\">https:\/\/www.didaktorika.gr\/eadd\/handle\/10442\/42063<\/a><\/li><li>\u03a0\u03b1\u03c0\u03b1\u03b4\u03b7\u03bc\u03b7\u03c4\u03c1\u03af\u03bf\u03c5, \u0395. (2020). \u0393\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03cc\u03c2, [\u03c0\u03bf\u03bb\u03c5]\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03af: \u03b8\u03b5\u03c9\u03c1\u03af\u03b1 \u03ba\u03b1\u03b9 \u03c0\u03c1\u03ac\u03be\u03b7. \u03a3\u03c4\u03bf E. \u03a0\u03b1\u03c0\u03b1\u03b4\u03b7\u03bc\u03b7\u03c4\u03c1\u03af\u03bf\u03c5 (\u0395\u03c0\u03b9\u03bc.), <em>\u039a\u03c1\u03b9\u03c4\u03b9\u03ba\u03bf\u03af \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03ba\u03bf\u03af [\u03c0\u03bf\u03bb\u03c5]\u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03af: \u03b4\u03b9\u03b1\u03c4\u03c1\u03bf\u03c0\u03b9\u03ba\u03ad\u03c2 \u03bd\u03bf\u03b7\u03bc\u03b1\u03c4\u03bf\u03b4\u03bf\u03c4\u03ae\u03c3\u03b5\u03b9\u03c2 \u03c3\u03b5 \u03c4\u03c5\u03c0\u03b9\u03ba\u03ad\u03c2 \u03ba\u03b1\u03b9 \u03bc\u03b7 \u03c4\u03c5\u03c0\u03b9\u03ba\u03ad\u03c2 \u03ba\u03bf\u03b9\u03bd\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2,<\/em> (\u03c3\u03c3. 21-62). Gutenberg.<\/li><li>Prensky, M. (2007). <em>\u039c\u03ac\u03b8\u03b7\u03c3\u03b7 \u03b2\u03b1\u03c3\u03b9\u03c3\u03bc\u03ad\u03bd\u03b7 \u03c3\u03c4\u03bf \u03c8\u03b7\u03c6\u03b9\u03b1\u03ba\u03cc \u03c0\u03b1\u03b9\u03c7\u03bd\u03af\u03b4\u03b9: \u03b1\u03c1\u03c7\u03ad\u03c2, \u03b4\u03c5\u03bd\u03b1\u03c4\u03cc\u03c4\u03b7\u03c4\u03b5\u03c2 \u03ba\u03b1\u03b9 \u03c0\u03b1\u03c1\u03b1\u03b4\u03b5\u03af\u03b3\u03bc\u03b1\u03c4\u03b1 \u03b5\u03c6\u03b1\u03c1\u03bc\u03bf\u03b3\u03ae\u03c2 \u03c3\u03c4\u03b7\u03bd \u03b5\u03ba\u03c0\u03b1\u03af\u03b4\u03b5\u03c5\u03c3\u03b7 \u03ba\u03b1\u03b9 \u03c4\u03b7\u03bd \u03ba\u03b1\u03c4\u03ac\u03c1\u03c4\u03b9\u03c3\u03b7.<\/em> \u039c\u03b5\u03c4\u03b1\u03af\u03c7\u03bc\u03b9\u03bf.<\/li><li>\u03a3\u03c4\u03ac\u03bc\u03bf\u03c5, \u0391., \u0393. (2012). \u0391\u03bd\u03b1\u03c0\u03b1\u03c1\u03b1\u03c3\u03c4\u03ac\u03c3\u03b5\u03b9\u03c2 \u03c4\u03b7\u03c2 \u03ba\u03bf\u03b9\u03bd\u03c9\u03bd\u03b9\u03bf\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u03c2 \u03c0\u03c1\u03b1\u03b3\u03bc\u03b1\u03c4\u03b9\u03ba\u03cc\u03c4\u03b7\u03c4\u03b1\u03c2 \u03c3\u03c4\u03b1 \u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03b1 \u03bc\u03b1\u03b6\u03b9\u03ba\u03ae\u03c2 \u03ba\u03bf\u03c5\u03bb\u03c4\u03bf\u03cd\u03c1\u03b1\u03c2: \u0391\u03bd\u03b1\u03bb\u03c5\u03c4\u03b9\u03ba\u03cc \u03c0\u03bb\u03b1\u03af\u03c3\u03b9\u03bf \u03b3\u03b9\u03b1 \u03c4\u03b7\u03bd \u03b1\u03bd\u03ac\u03c0\u03c4\u03c5\u03be\u03b7 \u03c4\u03b7\u03c2 \u03ba\u03c1\u03b9\u03c4\u03b9\u03ba\u03ae\u03c2 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u03c2 \u03b5\u03c0\u03af\u03b3\u03bd\u03c9\u03c3\u03b7\u03c2. <em>\u0393\u03bb\u03c9\u03c3\u03c3\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\/Glossologia, 20<\/em>, \u03c3\u03c3. 19-38. <a href=\"https:\/\/glossologia.phil.uoa.gr\/documents\/231\/2.20Stamou.pdf\">https:\/\/glossologia.phil.uoa.gr\/documents\/231\/2.20Stamou.pdf<\/a><\/li><li>\u03a4\u03c3\u03ac\u03bc\u03b7, \u0392. (2012). <em>\u0391\u03bd\u03af\u03c7\u03bd\u03b5\u03c5\u03c3\u03b7 \u03c0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ce\u03bd \u03b3\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd \u0395\u2019 \u03ba\u03b1\u03b9 \u03a3\u03a4\u2019 \u0394\u03b7\u03bc\u03bf\u03c4\u03b9\u03ba\u03bf\u03cd \u03c3\u03b5 \u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03b1 \u03bc\u03b1\u03b6\u03b9\u03ba\u03ae\u03c2 \u03ba\u03bf\u03c5\u03bb\u03c4\u03bf\u03cd\u03c1\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03c4\u03bf \u03b9\u03c3\u03c7\u03cd\u03bf\u03bd \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03cc \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03cc \u03c5\u03bb\u03b9\u03ba\u03cc<\/em> [\u0394\u03b9\u03c0\u03bb\u03c9\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u0395\u03c1\u03b3\u03b1\u03c3\u03af\u03b1]. (\u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u03a0\u03b1\u03c4\u03c1\u03ce\u03bd).<\/li><li>\u03a4\u03c3\u03bf\u03cd\u03ba\u03ba\u03b1, A. (2023). <em>\u039f\u03b9\u03ba\u03bf\u03b3\u03b5\u03bd\u03b5\u03b9\u03b1\u03ba\u03ad\u03c2 \u03a0\u03c1\u03b1\u03ba\u03c4\u03b9\u03ba\u03ad\u03c2 \u0393\u03c1\u03b1\u03bc\u03bc\u03b1\u03c4\u03b9\u03c3\u03bc\u03bf\u03cd \u03a0\u03b1\u03b9\u03b4\u03b9\u03ce\u03bd \u03a3\u03c4\u03b7\u03bd \u039a\u03cd\u03c0\u03c1\u03bf <\/em>[\u0394\u03b9\u03c0\u03bb\u03c9\u03bc\u03b1\u03c4\u03b9\u03ba\u03ae \u0395\u03c1\u03b3\u03b1\u03c3\u03af\u03b1]. (\u03a0\u03b1\u03bd\u03b5\u03c0\u03b9\u03c3\u03c4\u03ae\u03bc\u03b9\u03bf \u039a\u03cd\u03c0\u03c1\u03bf\u03c5).<\/li><li>\u03a6\u03c4\u03b5\u03c1\u03bd\u03b9\u03ac\u03c4\u03b7, \u0386., \u0391\u03c1\u03c7\u03ac\u03ba\u03b7\u03c2, \u0391., \u03a0\u03b1\u03c0\u03b1\u03b6\u03b1\u03c7\u03b1\u03c1\u03af\u03bf\u03c5, \u0394., &amp; \u03a4\u03c3\u03ac\u03bc\u03b7, \u0392. (2013). \u0391\u03bd\u03af\u03c7\u03bd\u03b5\u03c5\u03c3\u03b7 \u03c4\u03c9\u03bd \u03c0\u03c1\u03bf\u03c4\u03b9\u03bc\u03ae\u03c3\u03b5\u03c9\u03bd \u03bc\u03b1\u03b8\u03b7\u03c4\u03ce\u03bd\/\u03c4\u03c1\u03b9\u03ce\u03bd \u0395\u0384 \u03ba\u03b1\u03b9 \u03a3\u03a4\u0384 \u03b4\u03b7\u03bc\u03bf\u03c4\u03b9\u03ba\u03bf\u03cd \u03c3\u03b5 \u03ba\u03b5\u03af\u03bc\u03b5\u03bd\u03b1 \u03bc\u03b1\u03b6\u03b9\u03ba\u03ae\u03c2 \u03ba\u03bf\u03c5\u03bb\u03c4\u03bf\u03cd\u03c1\u03b1\u03c2 \u03ba\u03b1\u03b9 \u03c4\u03bf \u03b9\u03c3\u03c7\u03cd\u03bf\u03bd \u03b4\u03b9\u03b4\u03b1\u03ba\u03c4\u03b9\u03ba\u03cc \u03c5\u03bb\u03b9\u03ba\u03cc. <em>\u039d\u03ad\u03b1 \u03a0\u03b1\u03b9\u03b4\u03b5\u03af\u03b1, 145<\/em>, 61-77. <a href=\"https:\/\/www.researchgate.net\/publication\/343007752_Anichneuse_ton_protimeseon_mathetontrion_E_kai_ST_Demotikou_se_keimena_mazikes_koultouras_kai_to_ischyon_didaktiko_yliko\">https:\/\/www.researchgate.net\/publication\/343007752_Anichneuse_ton_protimeseon_mathetontrion_E_kai_ST_Demotikou_se_keimena_mazikes_koultouras_kai_to_ischyon_didaktiko_yliko<\/a><\/li><\/ul>\n     \n    \n     \n    \n  <\/div>\n<\/div>\n\n\n<div id=\"uc_uc_icon_accordion_elementor_bfc795e_item3\" class=\"uc_ac_box  elementor-repeater-item-8ccd460\">\n  <div class=\"uc-heading uc_trigger\" role=\"button\" aria-controls=\"uc_uc_icon_accordion_elementor_bfc795e_item3-content\" tabindex=\"0\" aria-expanded=\"false\">\n    \n          <div class=\"ue_icon_holder\">\n        <div class=\"ue_icon\"><i class='fab fa-readme'><\/i><\/div>\n      <\/div>\n      <div class=\"ue_icon_spacing\"><\/div>\n        \n    <div id=\"uc_uc_icon_accordion_elementor_bfc795e_item3-title\" class=\"ue_title\">En Espa\u00f1ol<\/div>    \n    \n          <div class=\"ue_expand_spacing\"><\/div>\n      <div class=\"ue_expand\">\n        <div class=\"ue_expand_inside\">\n          <span class=\"uc_dactive bbb ue_accordion_icon\" ><i class='fas fa-arrow-down'><\/i><\/span>\n          <span class=\"uc_active bbb ue_accordion_icon\"><i class='fas fa-arrow-up'><\/i><\/span>\n        <\/div>\n      <\/div>\n        \n  <\/div>\n  \n  <div id=\"uc_uc_icon_accordion_elementor_bfc795e_item3-content\" class=\"uc_content\" role=\"region\" aria-labelledby=\"uc_uc_icon_accordion_elementor_bfc795e_item3-title\" >\n          <ul><li>Garc\u00eda Ruiz, R. (Ed.). (2023). <em>La alfabetizaci\u00f3n medi\u00e1tica y digital en el curriculum. Propuestas did\u00e1cticas transformadoras<\/em>. Dykinson.<\/li><li>Agrelo Costas, E. M\u00edguez \u00c1lvarez, C. &amp; Moci\u00f1o Gonz\u00e1lez, I. (2023).\u00a0 Preferencias lectoras del alumnado de Educaci\u00f3n Primaria seg\u00fan el sexo y titularidad del centro educativo. <em>Ocnos: Revista de Estudios sobre Lectura, 22<\/em>(2), 1-16. <a href=\"https:\/\/doi.org\/10.18239\/ocnos_2023.22.2.389\">https:\/\/doi.org\/10.18239\/ocnos_2023.22.2.389<\/a><\/li><li>B\u00e1rcena Toyos, P., &amp; G\u00f3mez Domingo, M. (2022). Percepciones de los estudiantes sobre el uso de \u00abbooktrailers\u00bb para fomentar el h\u00e1bito lector y desarrollar la competencia digital en la Educaci\u00f3n Primaria. <em>Investigaciones Sobre Lectura, 17<\/em>(1), 67-82. <a href=\"https:\/\/doi.org\/10.24310\/isl.vi17.14304\">https:\/\/doi.org\/10.24310\/isl.vi17.14304<\/a><\/li><li>Campos, I. O., &amp; Tabernero Sala, R. (2024). Influencia de la familia como contexto alfabetizador en el desarrollo de la motivaci\u00f3n lectora. Perfiles educativos, 46(185), 46-68. <a href=\"https:\/\/doi.org\/10.22201\/iisue.24486167e.2024.185.61421\">https:\/\/doi.org\/10.22201\/iisue.24486167e.2024.185.61421<\/a><\/li><li>Campos, I.-O., &amp; Rivera-Alegre, P. (2024). Influencia del uso de las TIC en el desarrollo de la comprensi\u00f3n lectora en Educaci\u00f3n Primaria. <em>Ocnos: Revista de Estudios sobre Lectura, 23<\/em>(2), 1-14. <a href=\"https:\/\/doi.org\/10.18239\/ocnos_2024.23.2.451\">https:\/\/doi.org\/10.18239\/ocnos_2024.23.2.451<\/a><\/li><li>Cassany, D. (1999).<em> Construir la escritura<\/em>.\u00a0 Paid\u00f3s.<\/li><li>Cassany, D. (2012). <em>En_l\u00ednea. leer y escribir en la red.<\/em> Anagrama.<\/li><li>Cassany, D. &amp; Shafirova, L. (2021). \u201c\u00a1Ya est\u00e1! Me pongo a filmar\u201d: Aprender grabando v\u00eddeos en clase. <em>Revista Signos: Estudios de Ling\u00fc\u00edstica, 54<\/em>(107), 893-918. <a href=\"https:\/\/doi.org\/10.4067\/S0718-09342021000300893\">https:\/\/doi.org\/10.4067\/S0718-09342021000300893<\/a><\/li><li>Cassany, D. (2014). (Ense\u00f1ar a) leer y escribir con inteligencias artificiales generativas. Reflexiones, oportunidades y retos. <em>Enunciaci\u00f3n, 29<\/em>(2), 320-336. <a href=\"https:\/\/doi.org\/10.14483\/22486798.22891\">https:\/\/doi.org\/10.14483\/22486798.22891<\/a><\/li><li>De Amo, J. M. (Ed.) (2021). <em>La lectura y la escritura como pr\u00e1cticas sociales en la cultura digital. <\/em>Tirant lo Blanch.<\/li><li>De la Pe\u00f1a \u00c1lvarez, C.\u00a0 (Ed.). (2025).<em> Pr\u00e1cticas educativas alfabetizadoras en ense\u00f1anza de lenguas.<\/em> Octaedro.<\/li><li>Fajki\u0161ov\u00e1, D., M\u00e9ndez Cabrera, J., &amp; Ballester Roca, J. (2025). La percepci\u00f3n de la lectura literaria en alumnado de Primaria: Un estudio cualitativo en cuatro escuelas europeas. En L. Cutillas &amp; M. Casanovas (Eds.), I<em>nvestigaci\u00f3n y formaci\u00f3n del profesorado para la educaci\u00f3n ling\u00fc\u00edstica y literaria<\/em> (pp. 15-31). Gra\u00f3.<\/li><li>Garc\u00eda Jim\u00e9nez, E., Guzm\u00e1n Sim\u00f3n. F. &amp; Moreno-Morilla, D. (2018). La alfabetizaci\u00f3n como pr\u00e1ctica social en Educaci\u00f3n Infantil: Un estudio de casos en zonas en riesgo de exclusi\u00f3n social. <em>Ocnos: Revista de Estudios sobre Lectura, 17<\/em>(3),19-30. <a href=\"https:\/\/doi.org\/10.18239\/ocnos_2018.17.3.1784\">https:\/\/doi.org\/10.18239\/ocnos_2018.17.3.1784<\/a><u>\u00a0 <\/u><\/li><li>Garc\u00eda Rodr\u00edguez, A., &amp; G\u00f3mez D\u00edaz, R. (2016). <em>Lectura digital infantil: Dispositivos, <\/em>aplicaciones y contenidos. Universitat Oberta de Catalunya.<\/li><li>G\u00f3mez D\u00edaz, R., Garc\u00eda Rodr\u00edguez, A., Cord\u00f3n Garc\u00eda, J. A., &amp; Alonso Ar\u00e9valo, J. (2016). <em>Leyendo entre pantallas.<\/em>Trea.<\/li><li>Gonz\u00e1lez-Pulido, H., Rodr\u00edguez-Ruiz, B., &amp; Mart\u00ednez-Gonz\u00e1lez, R. A. (2025). Pr\u00e1cticas alfabetizadoras y motivaci\u00f3n lectora en familias con hijos e hijas en Educaci\u00f3n Infantil. <em>Investigaciones Sobre Lectura, 20<\/em>(1), 23-47. <a href=\"https:\/\/doi.org\/10.24310\/isl.20.1.2025.20602\">https:\/\/doi.org\/10.24310\/isl.20.1.2025.20602<\/a><\/li><li>Jim\u00e9nez Garc\u00eda, E., &amp; Verde Romera, A. M. (2021). Los h\u00e1bitos lectores de ni\u00f1os de educaci\u00f3n primaria y an\u00e1lisis de contextos familiares y escolare<em>s. Inclusiones: Revista de Humanidades y Ciencias Sociales, 8 <\/em>(Extra 5 abril-junio), 564-586. <a href=\"https:\/\/revistainclusiones.org\/index.php\/inclu\/article\/view\/2512\">https:\/\/revistainclusiones.org\/index.php\/inclu\/article\/view\/2512<\/a><\/li><li>Mart\u00ednez-Carratal\u00e1, F. A., Miras, S. &amp; Rovira-Collado, J. (2024). Desarrollo de la alfabetizaci\u00f3n multimodal mediante \u00e1lbumes sin palabras en el alumnado en formaci\u00f3n docente en Educaci\u00f3n Primaria. <em>Revista de Investigaci\u00f3n Educativa, 42<\/em>(2), 1-16. <a href=\"https:\/\/doi.org\/10.6018\/rie.563971\">https:\/\/doi.org\/10.6018\/rie.563971<\/a><\/li><li>Morales Mora, L. M., &amp; Pulido-Cort\u00e9s, O. (2023). Alfabetizaci\u00f3n inicial: traves\u00edas al mundo de la lectura y la escritura. <em>Praxis &amp; Saber, 14<\/em>(37), e16292. <a href=\"https:\/\/doi.org\/10.19053\/22160159.v14.n37.2023.16292\">https:\/\/doi.org\/10.19053\/22160159.v14.n37.2023.16292<\/a><\/li><li>Morales S\u00e1nchez, M. I., Costa, P., &amp; Bal\u00e7a, \u00c2. (2024). Las pr\u00e1cticas literarias digitales y su abordaje interdisciplinar desde la formaci\u00f3n literaria. En M. I. Morales S\u00e1nchez, P. Costa y \u00c2. Bal\u00e7a (Eds.), <em>Literatura y pr\u00e1cticas digitales: Una mirada interdisciplinar alrededor de la formaci\u00f3n literaria<\/em> (pp. 13\u201328). Tirant lo Blanch.<\/li><li>Moreno-Morilla, C.\u00a0 Guzm\u00e1n Sim\u00f3n, F. &amp; Garc\u00eda Jim\u00e9nez, E.\u00a0 (2017). Los h\u00e1bitos de lectura y escritura en los estudiantes de educaci\u00f3n primaria: un an\u00e1lisis dentro y fuera de la escuela. <em>Porta Linguarum: Revista Internacional de Did\u00e1ctica de las Lenguas Extranjeras, 2<\/em>, 117-137. <a href=\"https:\/\/l1nq.com\/0b9ncc9\">https:\/\/l1nq.com\/0b9ncc9<\/a><\/li><li>Moreno-Morilla, C., Guzm\u00e1n-Sim\u00f3n, F. &amp; Garc\u00eda-Jim\u00e9nez, E. (2020). Volviendo a pensar la alfabetizaci\u00f3n a trav\u00e9s de los m\u00e9todos mixtos: un estudio desde la mirada de los alumnos, las familias y el profesorado en la Educaci\u00f3n Primaria en Espa\u00f1a. <em>RELIEVE, 26<\/em>(2), art.1<u>.<\/u><a href=\"http:\/\/doi.org\/10.7203\/relieve.26.2.16915\">http:\/\/doi.org\/10.7203\/relieve.26.2.16915<\/a><\/li><li>Moyano Olaya, A., Ram\u00edrez Casta\u00f1o, K., &amp; Ni\u00f1o Diaz, L. (2024). Lectoescritura en la Era Digital: Estrategias y Desaf\u00edos para Ni\u00f1os de 5 a 6 A\u00f1os. 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Aprendizaje y literacidad fuera de la escuela en la era digital: aproximaciones desde la ruralidad. <em>Educa\u00e7ao e Pesquisa: Revista da Faculdade de Educa\u00e7\u00e3o da Universidade de S\u00e3o Paulo, 46<\/em>(1), 1-20. <a href=\"https:\/\/doi.org\/10.1590\/s1678-4634202046217025\">https:\/\/doi.org\/10.1590\/s1678-4634202046217025<\/a><\/li><li>Tyner, K. Guti\u00e9rrez Mart\u00edn, A.\u00a0 &amp; Torrego Gonz\u00e1lez, A. (2015).\u00a0 Multialfabetizaci\u00f3n sin muros en la era de la convergencia. La competencia digital y \u201cla cultura del hacer\u201d como revulsivos para una educaci\u00f3n continua <em>Profesorado: Revista de Curriculum y Formaci\u00f3n del Profesorado, 19<\/em>(2),\u00a0 41-56. <a href=\"https:\/\/www.ugr.es\/~recfpro\/rev192ART3.pdf\">https:\/\/www.ugr.es\/~recfpro\/rev192ART3.pdf<\/a><\/li><li>Urra, P. &amp; Mendive (2026). Libros digitales, mediaci\u00f3n adulta, lenguaje y alfabetizaci\u00f3n emergente: Una revisi\u00f3n de la literatura. <em>Ocnos: Revista de Estudios sobre Lectura, 25<\/em>(1), 1-19. <a href=\"https:\/\/doi.org\/10.18239\/ocnos_2026.25.1.576\">https:\/\/doi.org\/10.18239\/ocnos_2026.25.1.576<\/a><\/li><\/ul>\n     \n    \n     \n    \n  <\/div>\n<\/div>\n\n  <\/div>\n<\/div>\n<!-- end Icon Accordion -->\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-67a1632 elementor-widget elementor-widget-spacer\" data-id=\"67a1632\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Lecturas Complementarias skip 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