Booktuber as a literary practice in Secondary Education A systematic review
Article Sidebar
Main Article Content
Abstract
This study shows the current state of the use of social networks in the reading habits of adolescents and the booktuber intervention for the development of said competence. The main objective was the systematic review of the advantages, disadvantages and evaluation of social networks in the promotion of reading, as well as the impact of the booktuber reading practice. As a method, a systematic review was carried out following the guidelines of the PRISMA 2020 Declaration, using Scopus, WoS and ERIC as information sources. Among the main results, it should be noted that the majority of the records were published between the years 2019 and 2021, based on a fundamentally quantitative research methodology, with Spain being the country that published the largest number of articles on this phenomenon. This practice provides advantages such as emotional support, fostering a sense of belonging to the digital community, and greater commitment and motivation in digital reading tasks, whereas the disadvantages include poor training for its contextual use and a lack of resources, access and technical support. This study confirms that there are experiences supported by scientific studies on the use of social networks and the booktuber intervention for the development of literary competence in Secondary Education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles published at Ocnos will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported
Downloads
References
Ackermans, K., Rusman, E., Nadolski, R., Brand-Gruwel-Zuyd, S., & Specht-Delft, M. (2021). Feedback is a gift: Do video-enhanced rubrics result in providing better peer feedback than textual rubrics? Practical Assessment, Research, and Evaluation, 26(1), Article [17]. https://doi.org/10.7275/hk9e-8d82
Ahmed, R. (2016). Social media integration in Secondary Education in Pakistan. Journal of Education and Educational Development, 3(1), 74-99. https://doi.org/10.22555/joeed.v3i1.712
Al-Mulhim, E. (2014). The barriers to the use of ICT in teaching in Saudi Arabia: A Review of Literature. Universal Journal of Educational Research, 2(6), 487-493. https://doi.org/10.13189/ujer.2014.020606
Álvarez, C., & Vejo, R. (2017). Mejora de la competencia literaria con un club de lectura escolar. Biblios: Revista electrónica de bibliotecología, archivología y museología, 68, 1562-4730. https://doi.org/10.5195/BIBLIOS.2017.351
Amiama-Espaillat, C., & Mayor-Ruiz, C. (2017). Digital reading and reading competence. The influence in the Z generation from the Dominican Republic. [Lectura digital en la competencia lectora: La influencia en la Generación Z de la República Dominicana]. Comunicar, 52, 105-114. https://doi.org/10.3916/C52-2017-10
Ballesta-Pagán, F. J., Lozano-Martínez, J., Cerezo-Máiquez, M. C., & Castillo-Reche, I. S. (2021). Participación en las redes sociales del alumnado de Educación Secundaria. Educación XX1, 24(1), 1-20. http://doi.org/10.5944/educXX1.26844
Başoğul, D. A. (2021). Wattpad in youth literature based on the experiences of Turkish teachers and Secondary School students. International Journal of Education & Literacy Studies, 9(1), 124-135. https://doi.org/10.7575/aiac.ijels.v.9n.1p.124
Cáceres-Reche, M. P., García-Gómez, G., Ramos-Navas-Parejo, M., & Carmona-García, M. (2020). La inclusión educativa y TIC: Retos para la educación del siglo XXI. In F. J. Hinojo-Lucena, J. M. Trujillo-Torres, J. M. Sola-Reche, & S. Alonso-García, S. (Eds.), Innovación Docente e Investigación Educativa en la Sociedad del Conocimiento (pp. 57-72). Dykinson.
Colás-Bravo, P., González-Ramírez, T., & De-Pablos-Pons, J. (2013). Young people and social networks: Motivations and preferred uses. [Juventud y redes sociales: Motivaciones y usos preferentes]. Comunicar, 40, 15-23. https://doi.org/10.3916/C40-2013-02-01
Chen, D., & MacLeod, G. (2021). Effectiveness of digital tools to support pupils’ reading in secondary school: A systematised review. International Journal of Mobile and Blended Learning, 13(2). https://doi.org/10.4018/IJMBL.2021040101
Dahee, C. (2021). Perceptions of collaborative video projects in the language classroom: A qualitative case study. International Journal of Instruction, 14(4), 301-320. https://doi.org/10.29333/iji.2021.14418a
Dans-Álvarez-de-Sotomayor, I., Fuentes-Abeledo, E. J., González-Sanmamed, M., & Muñoz-Carril, P. C. (2021). El reto de los profesores de secundaria ante las redes sociales. Educar, 57(1), 207-222. https://doi.org/10.5565/rev/educar.1151
Dar, B. A., Ahmad, S., & Lone, J. A. (2019). Reading habits and attitudes of undergraduate students: A gender based comparative study of government degree college (boys) and government degree college for women, anantnag (J&K). Library Philosophy and Practice, 2351. https://digitalcommons.unl.edu/libphilprac/2351/
García, I. P., & Jhonson, L. S. (2010). Informe Horizon. Edición Iberoamericana. Austin, The New Media Consortium.
García-Canclini, N. (2015). Leer en papel y en pantallas: el giro antropológico. In N. García-Canclini, Hacia una antropología de los lectores (pp. 1-35). Ariel.
García-Roca, A., y De-Amo, J. M. (2019). Young writers on the web: an exploratory study on Wattpad profiles. Ocnos, 18(3), 18-28. https://doi.org/10.18239/ocnos_2019.18.3.1968
Gashi-Shatri, Z. (2020). Advantages and disadvantages of using information technology in learning process of students. Journal of Turkish Science Education, 17(3), 420-428. http://www.tused.org/index.php/tused/article/view/1099
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ijres.23596
Ghavifekr, S., Thanusha, K., Logeswary, R., & Annreetha, A. (2016). Teaching and Learning with ICT Tools: Issues and challenges from teachers' perceptions. Malaysian online. Journal of Educational Technology, 4(2), 38-57. https://eric.ed.gov/?id=EJ1096028
Gil-Quintana, J., Malvasi, V., Castillo-Abdul, B., & Romero-Rodríguez, L. M. (2020). Learning leaders: Teachers or youtubers? Participatory culture and STEM competencies Italian Secondary School students. Sustainability, 12, 1-18. https://doi.org/10.3390/su12187466
Gómez-Díaz, R., García-Rodríguez, A., Cordón-García, J. A., & Alonso-Arévalo, J. (2016). Leyendo entre pantallas. Trea.
Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1-9. https://doi.org/10.1016/j.iheduc.2015.02.004
Heredia-Ponce, H., Romero-Oliva, M. F., & Gil-González, C. (2022). Las tecnologías aplicadas a la educación: el uso del booktuber para el desarrollo de la expresión oral. Revista Brasileira de Educação, 27, 1-25. http://doi.org/10.1590/S1413-24782022270057
Hu, J., & Yu, R. (2021). The effects of ICT-based social media on adolescents’ digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018. Computers & Education, 175, 1-20. https://doi.org/10.1016/j.compedu.2021.104342
Kalantzis, M., Cope, B., & Zapata, G. C. (2019). Las alfabetizaciones múltiples: teoría y práctica. Octaedro. https://octaedro.com/wp-content/uploads/2020/01/10465.pdf
Keezhatta, M. S., & Abdulfattah, O. (2019). Enhancing reading skills for Saudi Secondary School students through Mobile Assisted Language Learning (MALL): An experimental study. International Journal of English Linguistics, 9(1), 437-447. https://doi.org/10.5539/ijel.v9n1p437
Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 106, 4 de mayo de 2006, 17158-17206. https://www.boe.es/eli/es/lo/2006/05/03/2/con
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340, 30 de diciembre de 2020, 122868- 122953. https://www.boe.es/eli/es/lo/2020/12/29/3
Lluch, G. (2014). Jóvenes y adolescentes hablan de lectura en la red. Ocnos, 11, 7-20. https://doi.org/10.18239/ocnos_2014.11.01
Lluch, G., & Acosta, M. (2012). Conversaciones sobre lecturas en la Web 2.0: el caso de Laura Gallego. Análisis discursivo de conversaciones virtuales entre adolescentes. In J. Díaz Armas (Ed.), Lecturas para el nuevo siglo: formación receptora y lector hipertextual (pp. 37-52). Servicio de Publicaciones de la Universidad de La Laguna.
Martos, E. (2013). Lectura y patrimonio cultural en la era digital. Revista digital Platero, 193, 3-24. https://dokumen.tips/documents/platero-193.html?page=1
Ministerio de Cultura y Deporte (2021). Lectura infinita. Plan de Fomento de la Lectura 2021-2024. https://www.culturaydeporte.gob.es/dam/jcr:10cac192-ea16-4017-bca6-0b181a4f47dc/plan-fomento-lectura.pdf
Morales-Sánchez, M. I., Martín-Villareal, J. P., & Coca-Ramírez, F. (2021). Booktubers in the classroom: teaching experiences on the dynamics of online literary criticism. Ocnos, 20(2), 68-79. https://doi.org/10.18239/ocnos_021.20.2.2426
Otchie, W.O., & Pedaste, M. (2020). Using social media for learning in High Schools: A systematic literature review. European Journal of Educational Research, 9(2), 889-903. https://doi.org/10.12973/eu-jer.9.2.889
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R, Glanville, J, Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L, Thomas, J., Tricco, A., Welch, V., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71
Paladines-Paredes, L. V., & Aliagas, C. (2021). Booktubers’ video reviews as literary mediation spaces. Ocnos, 20(1), 38-49. https://doi.org/10.18239/ocnos_2021.20.1.2489
Paladines-Paredes, L. V., & Margallo, A. M. (2020). The booktuber channels as a space of socialization of youth reading practices. Ocnos, 19(1), 55-67. https://doi.org/10.18239/ocnos_2020.19.1.1975
Prasanna-Kumara, B. M. (2019). Evaluation of ICT impact on reading habits of students in Amrita Vishwa Vidyapeetham Bengaluru. Library Philosophy and Practice, 2973, 1-7. https://digitalcommons.unl.edu/libphilprac/2973/
Rajendran, V., & Yunus, M. M. (2021). Interactive learning via digital storytelling in teaching and learning. International Journal of Education & Literacy Studies, 9(3), 78-84. https://doi.org/10.7575/aiac.ijels.v.9n.3p.78
Rovira-Collado, J. (2017). Booktrailer y Booktuber como herramientas LIJ 2.0 para el desarrollo del hábito lector. Investigaciones Sobre Lectura, 7, 55-72. https://doi.org/10.24310/revistaisl.vi7.10981
Serna, M., Rodríguez, A., & Etxaniz, X. (2017). School library and reading habits on Primary School students. Ocnos, 16(1), 18-49. https://doi.org/10.18239/ocnos_2017.16.1.1205
Sevilla-Vallejo, S. (2020). Aprendizaje cooperativo y redes sociales. Propuesta booktuber para la educación literaria. In REDINE (Coord.), Contribuciones de la tecnología digital en el desarrollo educativo y social (pp. 188-200). Adaya Press.
Sibón-Macarro, T.G., & Picado Sánchez, M. J. (2021). Animación a la lectura a través de reseñas de booktubers. In A. Vizcaino-Verdú, M. Bonilla-del-Río, & N. Ibarra Rius, Cultura participativa, fandom y narrativas emergentes en redes sociales (pp. 612-628). Dykinson S. L.
Suárez, M. M., & González-Argüello, M. V. (2020). Becoming a good BookTuber. RELC Journal, 51(1), 158-167. https://doi.org/10.1177/0033688220906905
Tomasena, J. M. (2021). ¿Quiénes son los booktubers? Características de los videoblogueros literarios en lengua española. Ocnos, 20(2), 43-55. https://doi.org/10.18239/ocnos_2021.20.2.2466
Tsvetkova, M., Ushatikova, I., Antonova, N., Salimova, S., & Degtyarevskaya, T. (2021). The use of social media for the development of digital literacy of students: From adequate use to cognition tools. iJET, 16(2), 65-78. https://doi.org/10.3991/ijet.v16i02.18751
UNESCO (2011). Currículum para profesores sobre Alfabetización Mediática e Informacional. http://unesdoc.unesco.org/images/0021/002160/216099s.pdf
Vizcaíno-Verdú, A., Contreras-Pulido, P., & Guzmán-Franco, M. D. (2019). Lectura y aprendizaje informal en YouTube: El booktuber. [Reading and informal learning trends on YouTube: The booktuber]. Comunicar, 59, 95-104. https://doi.org/10.3916/C59-2019-09
Whiting, P., Savović, J., Higgins, J. P., Caldwell, D. M., Reeves, B. C., Shea, B., Davies, F., Kleijnen, J., & Churchill, R. (2016). ROBIS: a new tool to assess risk of bias in systematic reviews was developed. Journal of clinical epidemiology, 69, 225-234. https://doi.org/10.1016/j.jclinepi.2015.06.005