The new means of communication and production available thanks to ICT provide teachers new ways to promote reading

and work on communication and digital skills. One of these resources is the use of book trailers, which, thanks to their

digital and audio-visual format, have become an attractive educational resource to promote reading among the youngest.

The objective of this work is to discover the perceptions of a group of primary school students on the benefits of using

book trailers in the classroom to promote reading and develop their digital competence. The study followed a quantitative

methodology and involved 56 fifth-grade students who, after reading a book of their choice, used Windows Live Movie

Maker to create book trailers in the language classroom, and share with their classmates aspects of interest that synthesized

the reading they had done. Once the presentations had finished, the students completed an online questionnaire of 10

questions, carried out with Google Forms, which collected their impressions on the use of book trailers. The results

suggest that the preparation of book trailers in the classroom is perceived as a highly motivating practice by students, who

he teacher plays an important role in promoting

reading habits (Lluch & Sánchez-García, 2017),

but in this case, so does the new technological

published, in which Spain scored significantly below the

average of the other EU and OECD countries.

It is well known that current primary education students are

used to accessing information digitally and living with

electronic devices from an early age. So, the educational

community cannot ignore this fact, and it becomes

imperative to incorporate information and communication

technologies (ICT) in the classroom.

The use of ICT in education has become advantageous for

competences, primary school learners can develop and

improve their comprehension, expression, and multimodal

analysis (Martínez &Rodríguez, 2020, p. 169). The use of

digital narratives in the primary classroom through

different formats is a useful tool for teachers that allows

them to bring literature closer to students in a familiar

format for them (Lázaro & Saiz, 2019).

Access to literature has evolved too, from its original

printed format, giving way to a digital narrative in

interactive formats that combine the written word with

promotes reading habits in students (Torres & Calatayud,

2019).

Publishing houses devised book trailers to promote new

publications and books. Based on the idea of movie trailers,

book trailers are short videos that present the most

important parts of the plot of a novel in an attractive way

work (Lázaro, 2020). Another characteristic of book

trailers is that they are shared on the Internet interactively,

2021).

The book trailer is defined as an epitext that includes a

series of elements that are identifiable to the reader, such

as the book title, the author, the main characters, the same

setting as the novel, and music (Tabernero & Calvo, 2016,

classification, there are three main types of book trailers: a)

a flip book presentation, which shows some illustrated

pages; b) a very short movie that follows the

cinematographic technique of a trailer; and c) mini-stories

development of different competences. The design and

creation of this resource favours the development of digital

competences because learners are involved in the making

of their own book trailers, as well as in the display and

the use of knowledge construction methodologies in

education 2.0 in interactive and creative ways (Tabernero

book trailers in the classroom helps learners to develop and

Torres & Calatayud, 2019; Vara, 2018), mostly because

technological tools from a very early age (Martínez &

Rodríguez, 2020).

The main objective of this study is to determine the

benefits that primary education students perceived after

implementing an instructional sequence based on the use of

book trailers as a teaching strategy. The instructional

sequence was implemented in the subject of Language to

quantitative methodology, because we collected

questionnaire. The data collected were analysed by means

The questionnaire collected students’ perceptions after

reading habits and the development of digital competences

in the subject of Language.

Language. The sample consisted of 56 students (39,3 % of

rich cases that could provide the most information about

the topic under study. This innovative proposal was

The main task of the proposal was for students to create a

collaborative book trailer with the aim of sharing the book

they had read with their classmates. For the correct

development of the instructional sequence, titled

minutes each. Students had an active role in leading the

learning process. Additionally, the participating teachers

process (M = 4.21), which shows a very high satisfaction

rate, which coincides with the results of previous studies

(Martínez & Rodríguez, 2020; Torres & Calatayud, 2019).

belonging to the first category that deal explicitly with

comprehension. To understand the text on which the book

trailers were based, the students used not only the

information in the text, but also the application of their

knowledge of the world around them and making

inferences, which favours reading comprehension

since, as it is described in the Organic Law 8/2013, of

most of the students strongly agreed that the creation of the

with the benefits offered by project-based learning — of

which the book trailer is representative (Hernández-Ortega

and Rovira-Collado, 2020; Torres and Calatayud, 2019) —

such as autonomous and creative learning (Tabernero &

Calvo, 2016).

students perceived that the use of book trailers in the

classroom as a tool in the learning process helping them to

familiar with the use of ICTs in their daily lives, something

that is corroborated by other studies (Hernández & Rovira,

significant information about the learning impact that

students perceive thanks to the use of book trailers in the

classroom. On the one hand, comparing the results

regarding the improvement of digital and reading skills,

and that of the reading habit, we see that the students

reading habit and the development of digital skills among

students. The results obtained in the research revealed that

the students perceived the use of book trailers in the

classroom very positively, since they stated that their

interest in reading had increased notably (Ibarra &

Ballester, 2016; Rovira-Collado, 2017). In the same way,

the use of the book trailer in the teaching-learning process,

allowed us to corroborate that this strategy managed to

It becomes clear that the application of book trailers as a

successful, not only to increase the motivation of the

students towards reading but also to expand the digital

competence of the students through the exploration of new

video editing tools (Torres & Calatayud, 2019).

Given the current context, the educational experience

presented emphasises the importance of incorporating ICT

in the classroom to develop new forms of teaching and

interact in the digital society that surrounds them. For this