• Elena del Pilar Jiménez Pérez, UMA, España

• Roberto Cuadros Muñoz, US, España

• Macarena Becerro Quero, UMA, España

Editores versión en inglés/ Editor English version

• Pedro García Guirao, WSB University, Polonia

• Inmaculada Santos Díaz, UMA, España

• Keishi Yasuda, U. Ryukoku, Japón

• Ruth Fine, The Hebrew University of Jerusalem, Israel

• Elizabeth Marcela Pettinaroli, Rhodes College, Estados

• Rubén Cristóbal Hornillos, Liceo XXII José Martí de

• Aldo Ocampo González, Centro de Estudios

• Victoria Rodrigo Marhuenda, Georgia State University,

• Antonio Gómez Yebra, UMA, España

• Pedro García, Guirao, WSB University, Polonia

• David Caldevilla Domínguez, U. Complutense de Madrid,

The aim of this research arises from the contrast between what is thought and what is factual. This approach is novel

compared to previous research that focused on one of the two actions. First, it is discovered what internal attitudes and

beliefs are raised in favor of reading by two groups of Spanish students of the Primary Education Degree (course 2020-

2021), thinking of children and themselves. In addition, what consumption they actually do in their mother tongue and in

what types of formats are investigated, studying, in turn, the scope of digital convergence. The research methodology is

mixed. On the one hand, qualitative, through two case studies; on the other hand, quantitative, with a non-experimental

approach. The data collection tool is a semi-structured interview. The sample is made up of 75 individuals from the

University of Castilla La Mancha, Ciudad Real campus, predominantly female and with a greater representation of

individuals over 20 years of age. The estimation of reading as a resource of optimal value for the comprehensive education

belonging to the Spanish language, literature, as

well as other foreign languages, and their teachings

in initial teacher training consist of students acquiring

exercise (López-Valero et al., 2016). If possible, based on

the initial training of future teachers, investing in these

traditional formats and, especially, digital ones (Hermann,

2019), among which transmedia reading is found (Ballester

& Méndez, 2021; Rovira-Collado et al., 2021), the degree

school classrooms during professional performance will

compared to the actual reading they practice. Furthermore,

it is investigated in what formats this sample of university

students exercises to determine the extent to which digital

consumption of narrative formats has increased compared

to analog consumption. At the same time, this research

considers whether the attraction to digital stories becomes,

in the long run, a solution that encourages the reading habit.

The importance of reading and the promotion of the reading

habit are underlined by the evaluation of reading

environment. Galicia & Villuendas (2011) found a

correlation among university students between reading

habits and academic performance. According to Romero

Oliva et al. (2020),secondary school teachers emphasized

ICT as teaching and learning tools and to access

investigated ICT multitasking performance in relation to

the performance of American and European university

students, discovering that the correlation was slightly more

negative in North Americans due to their more disruptive

predicted reading competence in both print and electronic

According to Jiménez (2014), reading competence “is the

ability of a human being to use their reading

comprehension in a useful way in the society that surrounds

individual to capture as objectively as possible what an

author has wanted to transmit through a written text” (2014,

p.71). According to the research by Roldán & Zabaleta

(2016) regarding self-perception in Argentine university

(2019) with Peruvian university students, similar

These analog and digital formats consumed by university

students may be part of a transmediatized strategy of which

consumers may or may not be aware (Scolari, 2013). This

story into different products via various media, online and

offline platforms, so that the consumer receives an

This user progresses in proactivity in an informal learning

imagination, move by linking themselves to fictional

thematic freedom, realism, and absence of censorship with

which they feel more identified. The Ikusiker Observatory

report (EITB Media, 2021) concludes that, in a sample of

Basque and Navarrese university students, 62.6% use

streaming platforms for fiction, especially television series.

Gutiérrez & Montes de Oca (2004) isolated the low habit

Juárez Autónoma de Tabasco (Mexico), stating that it was

less than thirteen hours per week, according to what is

There are interventions to promote the reading habit at the

university level, such as those of Colorado and Ojeda

(2021) through dialogic reading with transmedia elements.

multilevel structural equation model, conclude that

teachers need to combine strategies to improve the micro-

and macro- levels for the development of the reading habit

for educators, returning to the promotion of traditional

• Confront two case studies of Spanish students,

verifying if there is a dichotomy between the

proposed:

• (H1) university students attach great importance

to reading competence in L1 for children,

perceiving a positive image.

• (H2) university students attach importance to

reading in L1 at the university level, projecting a

positive image of reading practice.

• (H3) university students consume analogical-

traditional narrative formats in L1 in conjunction

with digital formats in L1 on the internet,

manually analyzed by both reviewers from the responses

to the semi-structured interview with the criteria of

discovering established categories in the field of

education. Second, once both coincided in the components

and subcomponents scheme, this was transferred and

reproduced in the QDA Miner 2.0.8 program in order to

discover the frequencies of the subdimensions. As a result,

research. With this analysis, it was expected to provide a

profusion of components and subcomponents. These could

corroborate or contradict previous inquiries or encourage

qualitative point of view since it meets the characteristics

point of view, representativeness is verified whenever it

Participation was mostly female (80%) compared to male

(20%). The sample of students ranges from 18 to 39 years

old. Students aged 20 years have the highest representation

(32%), followed by those aged 19 years (30.7%), and those

aged 21 years (9.3%). These data are shown in Figure 1.

The data has been processed with the following statistics:

detected.

campus.

short film for children. They created it as a team (in digital

Miner 2.0.8., which examines the qualitative data by

coding the main components and subcomponents. The

This program is characterized by providing qualitative

analysis with the specific, quantifiable frequency of the

subcomponents. These percentage data appear in the

second column of tables 2-3.

with the quantitative ones, which are of a different nature

and approach.

students believe that reading competence in L1 is important

for children in primary education, is unanimously favorable

(100%).

development, and favorable attitudes towards the

acquisition of this competence. First, the competences that

subcomponents appear in cognition: the acquisition of