Projected Reading versus Actual Consumption of Narrative Formats in L1 Spanish University Students

Abstract

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 of children is opposed in a dichotomous way to the actual reading habit in L1 that they themselves carry out. This agrees with other previous studies. However, as a novelty, it emerges that students in initial training are encouraged to engage in greater digital consumption of narrative formats in L1.