This study shows the current state of the use of social networks in the reading habits of adolescents and the booktuber intervention for the development of said competence. The main objective was the systematic review of the advantages, disadvantages and evaluation of social networks in the promotion of reading, as well as the impact of the booktuber reading practice. As a method, a systematic review was carried out following the guidelines of the PRISMA 2020 Declaration, using Scopus, WoS and ERIC as information sources. Among the main results, it should be noted that the majority of the records were published between the years 2019 and 2021, based on a fundamentally quantitative research methodology, with Spain being the country that published the largest number of articles on this phenomenon. This practice provides advantages such as emotional support, fostering a sense of belonging to the digital community, and greater commitment and motivation in digital reading tasks, whereas the disadvantages include poor training for its contextual use and a lack of resources, access and technical support. This study confirms that there are experiences supported by scientific studies on the use of social networks and the booktuber intervention for the development of literary competence in Secondary Education.
Article Details
How to Cite
Rodríguez-Gallego, M. R., De-Cecilia-Rodríguez , C., Domene-Martos , S., & Ordóñez-Sierra, R. (2024). Booktuber as a literary practice in Secondary Education: A systematic review. Ocnos. Journal of reading research, 23(1). https://doi.org/10.18239/ocnos_2024.23.1.405
Rodríguez-Gallego, De-Cecilia-Rodríguez, Domene-Martos, and Ordóñez-Sierra:
Booktuber
as a literary practice in Secondary Education: a systematic review
Introduction
Adolescents are usually discouraged toward reading in the traditional format (paper),
as they perceive it as a compulsory element that requires great effort (), thus they prefer to learn on the Internet and from the Internet through digital
media, due to the language flexibility (). However, the debate must not be polarised in a dualist view where screens and reading
are rivals; it should be focused on making use of emerging reading practices in virtual
interactive environments to enhance reading habits. The new scenario derived from
Information and Communication Technologies (ICTs) with hybrid reading () and the pedagogical model of multiple literacy () is causing a change in the reading interests and practices of adolescents that must
be considered in the design of the academic curriculum (). The use of digital technologies through social networks and 2.0 digital platforms
promotes advantages among adolescents, such as interaction, communication and learning
(; ; ; ), although it requires new ways of teaching and learning the reading practices in
order to arouse motivation and offer greater possibilities to readers, using them
for academic purposes (; ; ; ; , ).
Therefore, social networks are becoming allies of education, as they allow promoting
reading in Primary and Secondary Education. Thus, teachers must mediate between the
contents and learnings that students are required to acquire through reading practices
to generate knowledge (; ; ; ). According to the United Nations Education Science and Culture Organisation (), teachers should become agents of change to educate competent reader citizens, and
that literacy is a permanent right for communicating, developing as a person and exercising
civic rights. This change in the teaching role is equally patent in the educational
policies from Ley Orgánica de Educación (2006), Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006,
de 3 de mayo, de Educación (2020) and the Plan de Fomento de la Lectura (Spanish Ministry of Culture and Sports, 2021).
The subject of Spanish Language and Literature of Secondary Education in Spain has
found in ICTs new and more interactive models, formats and means of communication
and knowledge construction, such as educational servers, websites, resources and platforms
to carry out practices related to reading. Along with social networks such as Facebook,
Twitter and Instagram, there is a literary social network called Goodreads, where
the reviews of read books are written from emotion and not from an academic or journalistic
perspective; therefore, it is gaining great acceptance, since famous people who are
not related to the literary scope are making use of it to publish their reviews. The
social network Librote allows adapting to popular social networks such as Facebook,
Twitter and Google+. Other social networks include Lecturalia, Library Thing and Tú
qué lees (What do you read). As for digital platforms, Wattpad is worth highlighting, an online community for
readers and writers where many adolescents from Fan Fiction gather and share their
works; this digital community has no specific publication requirements or censorship,
since there is no financial gain, thereby allowing for great creative freedom (; ). Other platforms include Kindle, Audible, Sonora and Google Play Books. Thus, the
appearance of all these resources demands changes in the way of reading, understanding
and writing, considering the metacognitive processes that are activated through reading.
However, it is important to take into account that the use of digital technologies
through social networks and 2.0 web platforms may have some disadvantages, such as
a lack of digital competence, a lack of resources and poor time management due to
dispersion (; ; ; ; ).
Despite these inconveniences, rapid changes in reading and writing are being demanded
by the following factors: the relationship between readers and writers; the transfer
of the business strategy of editorials to social networks; the critical literature
spaces through YouTube, Instagram and Twitter; the change of paradigm that led to
the adoption of the Internet as a support tool; and dissemination media (; ; ).
Currently, bloggers, fans and booktubers are new intermediaries in the ways of reading, participating and interacting, and
they are also creating new content and opening relations between authors and readers
(; ; ). In the booktuber intervention, there is a reader mediation in which literary reviews
and opinions are shared through social networks or specialised websites. Therefore,
the booktuber movement has not stopped growing in book comments, organising games
and guiding on the last trends (; ). Authors such as define booktubers as an online knowledge community whose members learn through the socialisation of
rules, hierarchies, values and shared values. On their part, define booktubers as a virtual community of young people who upload videos in YouTube in which they
talk about books. The role of booktubers is that of literary mediators, since they must recommend a book through a video review.
Video reviews must follow the same format as reviews, and the sequence of their structure
consists in presenting the book and valuing the characters, plot and style. This structure
is the same as that used for literary reviews; however, since it is in YouTube, the
audience posts comments and reviews to continue the literary discussion (; ). According to , the duties of booktubers are to analyse their readings, show their personal literary collections and select
literary information through challenges or games they share with other booktubers. To organise and select the literary information, they respond to a series of challenges
in their videos, which consist in questions on topics with preferred readings, characters
or literary genres, and they challenge other booktubers to upload a video of their own responding to those questions. One of the most relevant
characteristics of booktubers is that the practice of the literary review is outside of the professional scope,
and readers are not required to have previous literary knowledge beyond their own
reading experience. The literary practice is performed among peers in a horizontal
and participatory manner, and there is no hierarchy control (universities, editorial
groups and traditional communication media).
The studies related to this phenomenon show that adolescents read more, show their
peers a new view of literary works from their own reading and research, share their
perspectives on how they perceive a literary text, and work on communication skills,
thereby favouring peer interaction ().
This is a new way of reading, participating and interacting, and it is a strongly
recommended practice for understanding reading in its social and collective dimension,
with a great didactic potential to promote transmedia and cross-sectional competencies
(; ; ; ; ; ).
The aim of the present study was the systematic review of the research on the advantages,
disadvantages and evaluation of social networks for the promotion of reading in Secondary
Education and, specifically, the repercussion of the booktuber reading practice.
The following research questions guided the study:
Q1. Does the booktuber reading practice have any advantages for the development of
the literary competence in Secondary Education?
Q2. Does the booktuber reading practice have any disadvantages for the development
of the literary competence in Secondary Education?
Q3. Can the booktuber reading practice be used to evaluate the literary competence
in Secondary Education?
Method
The systematic review of this article followed the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses-PRISMA 2020 Declaration (). This guide was designed to provide a synthesis of the state of the art in a specific
area, from which future research priorities can be identified. Moreover, it allows
approaching questions that could not be answered through individual studies, thereby
helping readers and researchers to better understand the analysis and results of the
data presented in this work.
Due to the large number of studies related to this topic, and based on the objective
and research questions set, the authors agreed on the inclusion and exclusion criteria
(table 1) to validate the quality of the references selected.
Table 1.Eligibility criteria for inclusion or exclusion
Inclusion
Exclusion
-
Publications in the last ten years (2012-2022)
- Publications related to social networks in Secondary Education
- Publications about Secondary Education
- Publications related to social networks and skills developed by adolescents in Secondary
Education
- Publications that refer to the use of interactive video in Secondary Education
- Publications about the communication competence in Secondary Education
- Publications about reading and reading habits in Secondary Education
- Publications that provide evidence about the Booktuber phenomenon in Secondary Education
- Publications before 2012
- Publications of other education levels
- Publications that are not associated with the study object
- Publications related to topics of adolescence that are not associated with the study
object
- Publications in a language different from English or Spanish
- The full-text publication could not be accessed
Once the inclusion and exclusion criteria were established, the information sources
to be used for the review were specified. The article search was conducted in the
following databases: Scopus, Web of Science and ERIC. These resources were last consulted
on October 31st, 2023.
Next, we present the search strategies used in the mentioned databases with the corresponding
filters and limits specified. The search was initiated by identifying terms associated
with the study object in the thesauri of ERIC and Unesco. Then, the search was performed,
introducing the Boolean operators to obtain better results from the following terms:
(“Information networks” OR “Social networks” OR “Interactive video”) AND (“Communicative
competence” OR “Reading practices” OR “Information skills”) AND (“Adolescence” OR
“Secondary school”) AND (“Booktuber”)
Subsequently, to evaluate the risk of bias of the individual studies included, the
ROBIS tool was employed (). In the first phase, the concerns about the review process were identified, that
is, the previously mentioned eligibility criteria were established, and those articles
that fitted the study object were identified and selected.
In the second phase, the risk of bias in the interpretation of the findings was evaluated,
reviewing the indicators of the first phase, that is, describing the limitations found.
Since all indicators were positively evaluated, this review could be considered to
be at low risk of bias.
Lastly, with the aim of facilitating and extracting the most faithful information
about the records, the software tools VOSviewer and ATLAS.ti8 were used, as well as
the presentation and interpretation of the data through tables and figures exported
from these analytical programmes.
When exporting the data from ATLAS.ti, the studies were initially aggregated in PDF
and new codes were created, although open coding was used throughout the analysis,
in order to aggregate codes that were not previously taken into account. Then, a cross-tabulation
analysis was performed for the code-document table, which allowed extracting the codes
linked to the different analysed documents, consulting the absolute and relative frequencies,
for each code or group of codes.
Results
The flowchart displayed in figure 1 presents the main general results obtained from the databases consulted.
A total of 16,055 publications were found: 10,219 in WoS (Web of Science), 4,879 in
ERIC and 957 in Scopus. Once the duplicates were removed, 15,105 publications remained.
Then, the abstracts of 9,128 publications were reviewed, applying the inclusion and
exclusion criteria.
After this analysis, 5,977 publications were excluded, as they did not meet the inclusion
criteria: 24 were published before the year 2012; 105 were related to other educational
stages; 723 were not associated with the study object; 4,430 were related to topics
of adolescence that were not associated with the study object; 579 were published
in a language different from English or Spanish; and 116 could not be read in full
text. A total of 120 full-text articles were selected for final evaluation (43 from
ERIC, 63 from WoS and 14 from Scopus). After this last analysis, the sample included
in the systematic review comprised n=38.
Figure 1.Flowchart of the studies identified based on PRISMA 2020 (Page et al., 2021)
Social networks and booktuber as concepts related to Secondary Education
To analyse the keywords on the study object, the VOSviewer software was used, which
allowed viewing the clusters, relationships between nodes, and co-occurrence between
terms. Figure 2 presents a map of co-occurrence obtained from the keywords of the selected publications.
In this map, five nodes stand out: social networks, adolescents, reading promotion,
media literacy and booktuber.
The first node is the one highlighted in pink, as this study is focused on social
networks (digital media and booktuber), and it is related to the purple and brown
nodes, since the population consists of adolescents and Secondary Education. The second
most pronounced node is that of reading promotion related to Web 2.0, book reviews
and reading motivation, which are linked to the node of reading skills and media literacy
(YouTube, books).
Figure 2.Co-occurrence map
To sum up, connections were established between social networks-adolescence-Secondary
Education; social networks-digital literacy-booktuber; and reading promotion-reading
commitment-reading skills-digital literacy.
The following sections present the answers found after the analysis of the publications.
The data are shown progressively, from a global view of the linked concepts, followed
by the basic characteristics of the individual studies, and ending with the advantages,
disadvantages and evaluation of the technologies applied to reading and, specifically,
the booktuber phenomenon.
Table 2.Frequencies and percentages of subcategories and categories
CATEGORIES
SUBCATEGORIES
FREQUENCIES
%SUB
%C
ADVANTAGES
Pedagogical
principles
VPDC (Autonomy)
1
1.82%
45.83%
VPDI (Individualisation)
6
10.91%
VPDS (Socialisation)
45
81.82%
VPDT (Socioconstructivism)
3
5.45%
TOTAL
55
100%
Cross-sectional
competencies
VCTC (Creativity)
6
17.14%
29.17%
VCTD (Digital competence)
7
20.00%
VCTM (Motivation)
19
54.29%
VCTS (Sustainability)
1
2.86%
VCTT (Time management)
2
5.71%
TOTAL
35
100.00%
Specific
competences
VCEC (Transmedia)
18
81.82%
18.33%
VCEL (New literary tactics)
4
18.18%
TOTAL
22
100.00%
Purpose
VCEP (Educational purpose)
8
100%
6.67%
TOTAL
8
100%
TOTAL C
120
100%
DISADVANTAGES
Pedagogical
principles
IPDM (Use of traditional
methodology)
1
100%
3.23%
TOTAL
1
100%
Cross-sectional
competencies
ICTD (Lack of digital
competence)
10
40.00%
80.65%
ICTE (Dispersion)
1
4.00%
ICTR (Lack of technical
resources)
7
28.00%
ICTT (Time management)
4
16.00%
ICTV (Digital rights)
3
12.00%
TOTAL
25
100%
Specific
competencies
ICER (Lack of critical literary
rigour)
2
100%
6.45%
TOTAL
2
100%
Purpose
IFPO (Leisure purpose)
3
100%
9.68%
TOTAL
3
100%
TOTAL C
31
100%
EVALUATION
Types of
evaluation
TEEA (Self-evaluation)
1
11.11%
81.82%
TEEF (Formative evaluation)
3
33.33%
TEEP (Peer evaluation)
5
55.56%
TOTAL
9
100.00%
Tool
HRUB (Rubric)
2
100%
18.18%
TOTAL
2
100%
TOTAL C
11
100%
GLOBAL TOTAL
162
Note %SUB (subcategories) and %C (categories)
General characteristics of individual records
Most records included were published in 2021 (31.27%), 2020 (20.63%) and 2019 (10.53%);
the rest were published in 2015-2017 and 2022. An increase in the number of studies
on this topic in Secondary Education was observed in the last years.
The methodology of the reviewed studies was quantitative (34.22%), qualitative (23.41%),
mixed methods (20.52%) and systematic review (10.7%). Therefore, most of the studies
were either quantitative, qualitative or mixed methods (78.15%).
Lastly, it is worth highlighting that most of the articles were conducted outside
of the European Community (59.9%), including USA, UK, South Africa, Pakistan, Saudi
Arabia, Israel, Malaysia, Korea, China and Australia. The rest of the studies (40.1%)
were carried out in European countries, such as Spain, Turkey, Denmark, Estonia, Russia
and Bulgaria. In view of the results, compared to the rest of the European countries,
Spain shows the greatest concern about social networks and the booktuber phenomenon
(25.9%).
Does the booktuber reading practice have any advantages for the development of the
literary competence in Secondary Education?
As can be observed in figure 3, the most relevant advantages of the application of this reading practice are:
– The development of the principle of socialisation (VPDS= 81.82%).
– The improvement of the cross-sectional competencies, especially motivation (VCTM=
54.29%).
– The promotion of the transmedia competence as a specific competence (VCEC= 81.82%).
As for the pedagogical principles, the reviewed publications also propose the principle
of individualisation, although in lower proportion (VPDI= 10.91%), and, in relation
to the cross-sectional competencies, they underline digital competence (VCTD= 20%)
and creativity (VCTC= 17.14%).
Online collaboration allows students to receive emotional support and develop their
feeling of belonging to the digital community, and communication activities improve
their performance, commitment and motivation in digital reading tasks. The reviewed
studies consider that students are considerably motivated by the feedback received
from the readers (in any format: voting, comments or recommendations). Peer cooperation
helps students to discover their weaknesses and learn from peers with greater performance.
Furthermore, generating and analysing knowledge about readings enables the development
of the transmedia competence, as well as the creative use of technological tools for
the promotion of reading.
Figure 3.Advantages of the Booktuber phenomenon
Does the Booktuber reading practice present any disadvantages for the development of the literary competence
in Secondary Education?
Figure 4 shows that the greatest problem when applying this reading practice is the lack of
cross-sectional competencies, such as digital competence (ICTD= 40%), and the lack
of technical resources (ICTR= 28%). In almost all the analysed publications, the two
factors that hinder the use of ICTs, by both teachers and students, are the lack of
qualification for their contextual use and the lack of resources, access and technical
support.
Figure 4.Disadvantages of the Booktuber phenomenon
Can this reading practice be used to evaluate the literary competence in Secondary
Education?
Figure 5 indicates that the way to evaluate the literary competence with this reading practice
is through peer evaluation (TEEP= 55.56%) and formative evaluation (TEEF= 33.33%).
With this reading practice, students provide advice and recommendations of feedback
among peers, which allows for a formative evaluation. This is a good exercise for
both the person who provides feedback and the person who receives it.
Figure 5.Evaluation of the Booktuber phenomenon
Discussion and conclusions
Following the guidelines of the PRISMA Declaration, it was possible to determine the current state of the advantages, disadvantages
and evaluation of social networks, as well as the Booktuber phenomenon, in the stage of Secondary Education. This review confirms that there
are experiences supported by scientific studies on the use of social networks and
the Booktuber intervention for the development of the literary competence in Secondary Education.
The 38 publications that were reviewed in the three databases consulted establish
several connections, as can be observed in the co-occurrence map and the design of
the quantitative, qualitative and mixed-methods studies. Moreover, most of the studies
were conducted outside of the European Union, although Spain is the country with the
largest number of publications about the Booktuber phenomenon.
The results show more advantages than disadvantages in the use of the Booktuber phenomenon for the development of the literary competence in Secondary Education.
The advantages include the importance of the attitudinal factor, such as sharing feelings
and thoughts with peers (), and the motivational factor (; ; ; ). Students assume a more enthusiastic and active role in the classroom, since the
latter is a socialising environment where young people receive support from their
peers and share their interests, values, feelings, comments, criticism, and valuations
about the content of the readings and writings (). The Booktuber model can be adapted to the principles of cooperative learning, promotes literary
engagement, and allows students to work on their identity (). As was proposed by , the commitment of the participants to the project, the learning experiences and
the perceptions with respect to the creation of videos have a positive impact, increasing
the intrinsic motivation and commitment. Motivational orientation is directly related
to peer collaboration and collaborative dialogue, as well as to improvements in vocabulary
knowledge, reading comprehension ability, knowledge generation, evaluation, reflection,
communication, and technological skills, such as video edition (; ; ). The idea of interaction assumed in all the reviewed publications augments the term
Relation, Information and Communication Technologies (RICTs), as it considers the
relationship between users to be fundamental.
This is a new way of reading, participating and interacting from reading, being a
strongly recommended practice to understand reading in its social and collective dimension,
and it has great didactic potential to promote the transmedia and cross-sectional
competencies (; ; ; ; ; ; ). Another interesting and novel aspect is sustainability, since digital spaces, electronic
books, social networks and educational platforms encourage users to reduce paper consumption
and their carbon footprint (.
The disadvantages of the Booktuber phenomenon include the lack of digital competence and access to technology (; ; ; ; ; ; ). Some students point out the need for training in the use of video production and
edition and computer tools to carry out this activity (e.g., text, image and video
edition). Similarly, the lack of access to technology may create a new divide, which
could be very dangerous, as it tends to hide the lack of development in fundamental
competences, such as the reading competence, as well as delving into social inequalities
(.
Regarding the question of whether this reading practice can be used to evaluate the
literary competence in Secondary Education, the reviewed publications state that the
implementation of peer feedback can help teachers to save valuable time, and they
also assert that providing peer feedback may be a learning exercise for both the person
who provides feedback and the person who receives it. Feedback is aimed at helping
students to identify and reflect on the performance of their complex skills in order
to improve them, and the formative evaluation methodology was designed to provide
feedback on frequent and continuous moments in the learning cycle, identify learning
needs and adequately adapt the teaching practice (; ; ; ).
Limitations
Firstly, it is important to point out that, due to the fact that this is a systematic
review, the selected studies have implicit methodological biases and factors that
influence the way of understanding and interpreting the study object; thus, systematic
reviews will always be limited by the number and quality of the included studies.
Likewise, the search of the terms also implies restrictions in the results, since
they have to be delimited, which may generate errors. Another limitation was related
to the decision on the research questions, how to measure their results, and the selection
of the findings to be published.
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