Page 159 - AC/E Digital Culture Annual Report

with ourselves, by giving ourselves time to read. We need to show the pleasure we derive from reading in our acts, in our life. If children hear us talk about a book that we liked and if this pleasure is real and to an extent tangible, it is beyond doubt that the child will copy us and set about reading. The shortest route between the child and the book is expression, their expression. We must therefore encourage children to express themselves, value their efforts to talk, place them in communicative situations.160
Seduction and emotion
Another substantial change wrought by the digital environment is related to the experience reading provides us and the strengthening of the connection between the act of reading and aspects of motivation and the connection with feelings. The process of constructing the reader is closely tied to people’s emotional, individual and social development and in this regard digital reading opens up new channels for conveying
to readers information on the environment and about themselves and likewise for strengthening the links between the reading experience and the real-life experience.
Julián Marquina also refers to this aspect when he states in relation to libraries that
It is important to listen to users to find out what they want, what they are feeling at the time and how to act in the current situation, to show these users the situation of the library and attempt
to appeal to their emotions rather than to their minds. Basically, the idea is to captivate users and get them to feel emotions and move them through experiences such as memories, binding values, special dates, positive news and pleasant sensations.161
Fostering familiarity and generating confidence
Actions designed to promote reading among the family, at school, in the library and in other
environments should basically seek to regularly encourage of reading on the screen and shared moments for exploring the many types of read- ing that are available in digital format.
We are referring to moments devoted to all types of reading in physical spaces and in the virtual realm, alternatively and complementarily, in order to:
• Foster multiple reading experiences on paper and on screen.
• Inform about printed books, enhanced books, eBooks, apps, etc.
• Cultivate a participatory and critical attitude.
• Share reading experiences.
• Express opinions and sensations on reading.
• Communicate with the texts, images and sounds.
• Create from reading, linking different forms of expression.
• Reinforce the idea of belonging to an interconnected community of readers.
Generating spaces for readers to converse and meet
Essentially, in these times of uncertainty, the dig- ital scene is strengthening the social dimension of reading and the institutions and organisations that revolve around it in the twenty-first century.
The characterisation of educational and cultural, physical and virtual spaces as spaces for conver- sation and dialogue is of utmost importance to performing the tasks of promoting reading habits in our hybrid context midway between print and digital. Creating a communicative environment
is highly conducive to the development of
AC/E DIGITAL CULTURE ANNUAL REPORT 2018
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Readers in the digital age