Multiliteracies in children’s illustrated books: emerging narratives in the digital age
Abstract
The new landscape of digital education is associated with specific teaching methods. This involves analyzing the digital skills that students need to acquire in order to function in a digitized context. In this article, we explore the idea of multiliteracy based on children's picture books and their relationship with digital visual culture mediated by artificial intelligence (AI). We present three teaching experiences: a pilot project designed as a final degree project in Primary Education, an experience implemented in a primary school, and a practice with students studying for a degree in Early Childhood Education. The methodology used was qualitative, based on a SWOT analysis of the project and a teacher reflection journal with ideas about the activities carried out. We used a multiliteracies-based approach and show how children's picture books can be represented in different digital media to acquire new forms of learning. The aim of this educational innovation is to redefine how students learn in a digital and AI-mediated educational environment. We conclude that multiliteracy using AI as a creative resource can promote the understanding, production, and critical analysis of content in different formats and languages in a flexible way.
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