The non-fiction picturebook in reader training

analysis of the discursive and cultural keys to reading in the digital society

Abstract

In the theoretical framework defined by the research of Wolf (2020), Delgado et al. (2018) and Gil et al. (2020), among others, the need to combine digital and analogue paradigms in order to develop the "biliterate brain" (WOLF, 2020) that the digital society demands is essential in the training of readers. This article proposes the analysis of a corpus of thirty non-fiction picturebooks published in the last fifteen years with the aim of identifying the main keys to reading these works. Thus, overcoming the boundaries between fiction and non-fiction, biased information, materiality as the axis of discourse construction, fragmented and non-linear reading, the importance of peritexts, the hybridisation of paradigms and the cultural dimension are some of the features that emerge from the analysis carried out. These results propose a model reader that can be understood from the parameters of a new literary practice.