Rosa Tabernero Sala
Biographic Data
| ID | 1526080 |
|---|---|
| NAME | Rosa Tabernero Sala |
| GIVEN NAMES | Rosa Tabernero |
| FAMILY NAME | Sala |
| SIGNATURE | SALA R T |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-2332-5807 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Nonfiction Picturebook Reading in Early and Elementary Education: A PRISMA ‐P Systematic Review
This systematic review, conducted under the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses Protocols (PRISMA‐P), provides the first comprehensive synthesis of empirical research on nonfiction picturebook reading in early childhood and primary education between 2000 and 2024. Drawing on 34 peer‐reviewed studies, it traces the evolution of a genre that has gained increasing curricular and editorial prominence but remains underex…
Classics and Canon in Secondary Education: Exploring the Thinking of 30 Literature Teachers in Spain
The controversy surrounding the canon since the 1970s, as well as the multicultural nature of contemporary societies, has led to the emergence of several studies, both empirical and based on teachers' beliefs, which analyse how the reading of the classics fits into this new plural context. However, there are no such approaches in Spain from the teachers' perspective. To address this issue, a qualitative case study is presented based on interviews…
Influencia de la familia como contexto alfabetizador en el desarrollo de la motivación lectora
La asunción del paradigma constructivista e interactivo de la lectura ha promovido el estudio de aspectos que trascienden las destrezas cognitivas implicadas en el acto de leer, como la motivación lectora. Con el objetivo de estudiar este constructo en el contexto español, diseñamos una herramienta cuya validación se realizó mediante una investigación cuantitativa ex post facto con escolares de 8 a 12 años (N=700) donde se exploró el vínculo entr…
Picturebooks and reader training in the 21st century. An ecocritical reading of canonical works of children’s literature
The recent proliferation of environmental children’s literature and the growing interest in this type of books by researchers and proponents of ecocriticism could be deemed a byproduct of contemporary concerns regarding environmental sustainability. Considering books for children as more than mere tools for environmental awareness-raising prompts an approach to canonical picturebooks that reveals their ecocritical nature based on the esthetic, mu…
Entre papeles y pantallas. Lecturas no ficcionales de libros ilustrados de ficción
En el marco de la sociedad digital, el ecosistema de lectura se modifica en todas sus instancias y propone nuevos desafíos en la formación de lectores (Wolf, 2020). Por ello, resulta de interés analizar los procedimientos de construcción del libro y el álbum ilustrados con el objetivo de determinar las claves con las que se define el lector en la actualidad (Goga et al., 2018; Grilli, 2020; Tabernero-Sala et al., 2022). Con este fin, este artícul…
El libro ilustrado de no ficción en la formación de lectores: Análisis De Las Claves Discursivas Y Culturales Para Leer en La Sociedad Digital
En el marco teórico que definen las investigaciones de (DELGADO et al., 2018; GIL et al., 2020; WOLF; 2020), entre otros, se impone, en lo que a formación de lectores se refiere, la necesidad de combinar paradigmas digitales y analógicos con el fin de desarrollar el "cerebro bialfabetizado" (WOLF, 2020) que la sociedad digital reclama. Se propone, en este artículo, el análisis de un corpus de treinta libros y álbumes ilustrados de no ficción publ…
Promoción de la lectura en la sociedad digital. El book-trailer del libro ilustrado de no ficción como epitexto virtual en la definición de un nuevo discurso
Within the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader’s critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between …
Epitextos virtuales públicos como herramientas para la difusión del libro
Genette introduced and defined the concept of paratext in 1987, and applied studies have demonstrated the effectiveness of this methodological approach. However, reviewing the scientific literature shows a lack of studies of a paratext that is essential to the promotion of reading on social networks: public virtual epitext. The first aim of this paper is to review and analyze the scientific literature about virtual epitext. Next, we propose lines…
Spanish Verbs Made Simple(r)
Epitextos virtuales públicos como herramientas para la difusión del libro
Genette introduced and defined the concept of paratext in 1987, and applied studies have demonstrated the effectiveness of this methodological approach. However, reviewing the scientific literature shows a lack of studies of a paratext that is essential to the promotion of reading on social networks: public virtual epitext. The first aim of this paper is to review and analyze the scientific literature about virtual epitext. Next, we propose lines…
Promoción de la lectura en la sociedad digital. El book-trailer del libro ilustrado de no ficción como epitexto virtual en la definición de un nuevo discurso
Within the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader’s critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between …
Spanish Verbs Made Simple(r)
Epitextos virtuales públicos como herramientas para la difusión del libro
Genette introduced and defined the concept of paratext in 1987, and applied studies have demonstrated the effectiveness of this methodological approach. However, reviewing the scientific literature shows a lack of studies of a paratext that is essential to the promotion of reading on social networks: public virtual epitext. The first aim of this paper is to review and analyze the scientific literature about virtual epitext. Next, we propose lines…
Promoción de la lectura en la sociedad digital. El book-trailer del libro ilustrado de no ficción como epitexto virtual en la definición de un nuevo discurso
Within the framework of the information society, we are witnessing a paradigm shift in reading characterized by the convergence of analog and digital supports and the consequent challenges. In this context, the illustrated nonfiction book emerges as a format with great editorial vitality. They are open works subject to the reader’s critical interpretation that move away from the traditional encyclopedic discourse and towards a confluence between …
Picturebooks and reader training in the 21st century. An ecocritical reading of canonical works of children’s literature
The recent proliferation of environmental children’s literature and the growing interest in this type of books by researchers and proponents of ecocriticism could be deemed a byproduct of contemporary concerns regarding environmental sustainability. Considering books for children as more than mere tools for environmental awareness-raising prompts an approach to canonical picturebooks that reveals their ecocritical nature based on the esthetic, mu…
Entre papeles y pantallas. Lecturas no ficcionales de libros ilustrados de ficción
En el marco de la sociedad digital, el ecosistema de lectura se modifica en todas sus instancias y propone nuevos desafíos en la formación de lectores (Wolf, 2020). Por ello, resulta de interés analizar los procedimientos de construcción del libro y el álbum ilustrados con el objetivo de determinar las claves con las que se define el lector en la actualidad (Goga et al., 2018; Grilli, 2020; Tabernero-Sala et al., 2022). Con este fin, este artícul…
El libro ilustrado de no ficción en la formación de lectores: Análisis De Las Claves Discursivas Y Culturales Para Leer en La Sociedad Digital
En el marco teórico que definen las investigaciones de (DELGADO et al., 2018; GIL et al., 2020; WOLF; 2020), entre otros, se impone, en lo que a formación de lectores se refiere, la necesidad de combinar paradigmas digitales y analógicos con el fin de desarrollar el "cerebro bialfabetizado" (WOLF, 2020) que la sociedad digital reclama. Se propone, en este artículo, el análisis de un corpus de treinta libros y álbumes ilustrados de no ficción publ…
Influencia de la familia como contexto alfabetizador en el desarrollo de la motivación lectora
La asunción del paradigma constructivista e interactivo de la lectura ha promovido el estudio de aspectos que trascienden las destrezas cognitivas implicadas en el acto de leer, como la motivación lectora. Con el objetivo de estudiar este constructo en el contexto español, diseñamos una herramienta cuya validación se realizó mediante una investigación cuantitativa ex post facto con escolares de 8 a 12 años (N=700) donde se exploró el vínculo entr…
Classics and Canon in Secondary Education: Exploring the Thinking of 30 Literature Teachers in Spain
The controversy surrounding the canon since the 1970s, as well as the multicultural nature of contemporary societies, has led to the emergence of several studies, both empirical and based on teachers' beliefs, which analyse how the reading of the classics fits into this new plural context. However, there are no such approaches in Spain from the teachers' perspective. To address this issue, a qualitative case study is presented based on interviews…
Nonfiction Picturebook Reading in Early and Elementary Education: A PRISMA ‐P Systematic Review
This systematic review, conducted under the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses Protocols (PRISMA‐P), provides the first comprehensive synthesis of empirical research on nonfiction picturebook reading in early childhood and primary education between 2000 and 2024. Drawing on 34 peer‐reviewed studies, it traces the evolution of a genre that has gained increasing curricular and editorial prominence but remains underex…
Art (8 works) · Philosophy (6 works) · Humanities (5 works) · Literacy and Educational Practices (5 works) · Linguistics (4 works) · Philosophy (4 works) · Child Development and Digital Technology (3 works) · Literature (3 works) · Psychology (3 works) · Sociology (3 works)