| Sumario: | Reading children's literature in the digital age is being redefined through hypertextual, multimodal and participatory dimensions, which transform the passive reader into an active agent of meaning construction. The study analyzes how canonical works can be received and reinterpreted through symbolic, psychoanalytic and thematic approaches. Hypertextuality and multimodality support the exploration of archetypes, moral dilemmas and initiation processes, while participatory reading stimulates critical reflection, creativity and empathy. The article proposes didactic directions and integrated methods for the development of reading skills, adapted to contemporary cultural and digital requirements, highlighting the formative potential of children's literature in an educational context.
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