Audiovisual platforms like YouTube facilitate the introduction of informal learning practices for their pedagogical exploitation both in class and online. One such practice is the creation of a BookTuber community for recommending books, thus making it possible for students to engage in an out-of-class community where common interests can be shared. In this innovations in practice article, we present a project carried out with two English for Specific Purposes (ESP) groups of Media Studies of the University of Barcelona. The aim of this project was to determine features that make a BookTuber a good communicator so students could apply these features to their own BookTube video practice. Students could then use these features as a guideline for peer-review comments published on YouTube and the creation of an online BookTuber community. Students were first introduced to the concept of intertextuality in order to understand how it fosters connections among audiovisual consumers. The BookTuber community was then presented and the students viewed and analysed several BookTube videos with the objective of creating an evaluation rubric identifying the key aspects of a good BookTuber. The students then created their own BookTube video and uploaded it onto YouTube. They were also required to watch at least two videos created by their peers, post comments that considered key aspects included in the evaluation rubric and express their personal reactions to and opinions of the videos. In addition, an extended version of the peer-review was also required to achieve subject credits. This twofold feedback allowed for the practice of two discourse styles for the same content: informal (for YouTube) and formal (for the teacher). As a result, students had firsthand experience of becoming a BookTuber while developing their critical thinking skills for peer evaluation and academic and professional purposes of career development.

中文翻译：

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成为一名优秀的 BookTuber

YouTube 等视听平台促进了非正式学习实践的引入，以在课堂和在线进行教学。其中一种做法是创建 BookTuber 社区来推荐书籍，从而使学生能够参与到可以分享共同兴趣的课外社区中。在这篇实践中的创新文章中，我们介绍了一个由巴塞罗那大学媒体研究的两个特定用途英语 (ESP) 小组进行的项目。该项目的目的是确定使 BookTuber 成为良好沟通者的功能，以便学生可以将这些功能应用到他们自己的 BookTube 视频练习中。然后，学生可以使用这些功能作为在 YouTube 上发表的同行评审评论和创建在线 BookTuber 社区的指南。首先向学生介绍互文性的概念，以了解它如何促进视听消费者之间的联系。随后展示了 BookTuber 社区，学生们查看并分析了几个 BookTube 视频，目的是创建一个评估标准，确定一个好的 BookTuber 的关键方面。然后，学生们制作了自己的 BookTube 视频并将其上传到 YouTube。他们还被要求观看至少两个由他们的同龄人制作的视频，发表考虑到评估标准中包含的关键方面的评论，并表达他们对视频的个人反应和意见。此外，还需要同行评审的扩展版本才能获得学科学分。这种双重反馈允许针对相同内容练习两种话语风格：非正式（针对 YouTube）和正式（针对教师）。因此，学生们获得了成为 BookTuber 的第一手经验，同时培养了他们的批判性思维技能，用于同行评估以及职业发展的学术和专业目的。