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10 ago. São Paulo: Global. COLOMER, Teresa (). Andar entre Livros: A Leitura Literária na Escola. Transl. Laura Sandroni. São Paulo: Global. Susana Jorge A EXPERIÊNCIA DO LIVRO ILUSTRADO INTERATIVO PARA A INFÂNCIA Walkscapes: el andar como práctica estética=walking as an aesthetic practise. El espacio entre las cosas. salys. Maria Tereza. Colomer ( ou justamente pela razão inversa. por las horas que . sharing their readings and, especially experiencing, as says Colomer () , . COLOMER, Teresa (), Andar entre livros – a leitura literária na escola.

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Keywords digital literature, digitized literature, young readers, reader training. A Ordem dos Livros. In this article, we present an overview of the results of a survey conducted with Brazilian youngsters aged 15 to 18 years old, belonging to diverse socioeconomic strata.

Keywords aesthetics artistic installation community livvros arts digital culture digital writing electronic literature generative poetry immersive virtual reality multimodality paratext poetry reading remediation social media sound poetry soundscape storytelling voice writing.

For each type of digital literary reading there are specific ways of accessing the digital environments that make them available.

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For example, other rights such as publicity, privacy, or moral rights may limit cokomer you use the material. Authors are permitted and encouraged to post their work online e.

Authors who publish with this journal agree to the following terms:. We have identified their means of search and access to the works and the experience of digital literary coloker, considering that it includes the reading of works of both digital and digitized literature.

Materialities of Literature[S. We have based our research on studies about the history of books and reading, youth literature, sociology of reading, multimodality and digital literary genres.

Luciana Lhullier and Ricardo Moura Buchweitz.


: Teresa Colomer: Books

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Downloads Download data is not yet available. Digital search environments are diverse, but not always easily understood by young readers. We applied a questionnaire to youngsters, a semi-open ancar to 68 youngsters, and followed the practices of digital literary reading of 6 young readers through semi-structured interviews.