Reading of printed texts in digital format: first approaches of teachers to digital culture at the university.
Main Article Content
Abstract
This article, derived from the research Formación inicial en lectura y escritura: de la educación media al desempeño académico en la educación superior, provides an account of digital reading practices present at the university. First, the skills with which secondary school students arrive are presented, including the relationship they establish with reading, writing, and the use of ICT. In second stage, the two prevailing digital reading practices in first-year reading and writing courses are detailed, accompanied by the achievements, as well as the discrepancies between the use of technologies by students and teachers. In the last stage, an overview of digital reading in core classes is presented. As a conclusion, some final reflections that might be useful for approaching digital culture are offered.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Cabra, F., Marciales, G., Gualteros, J. & Mancipe, E. (2011). Dimensiones socioculturales de la competencia informacional en estudiantes universitarios: creencias, cultura académica y experiencias vitales. Revista Iberoamericana de Educación, 56(4), 1-12.
Carlino, P. (2005). Escribir, leer y aprender en la universidad: una introducción a la alfabetización académica. Argentina: Fondo de Cultura Económica.
González, B. & Salazar-Sierra, A. (Eds.) (2015). Formación inicial en lectura y escritura: de la Educación Media al desempeño académico en la Educación Superior. En prensa. Bogotá: Pontificia Universidad Javeriana.
Greene, S. & Lidinsky, A. (2008). From Inquiry to Academic Writing: A Text and Reader. Boston-New York: Bedford.
Marciales, G., Cabra Torres, F., Castañeda-Peña, H., Peña-Borrero, L. B., Mancipe, E. & Gualteros, N. (2013). Nativos digitales: transiciones del formato impreso al digital. Bogotá: Editorial Javeriana.
Lea, MR. & Street, BV. (2006). The "Academic Literacies" Model: Theory and Applications. Theory Into Practice, 45(4), 368-377. DOI: 10.1207/ s15430421tip4504_11
Lévy, P. (2007). Cibercultura: la cultura de la sociedad digital. México: Anthropos-Universidad Autónoma Metropolitana.
Pérez, M. & Rincón, G. (2013). ¿Pará qué se lee y se escribe en la universidad colombiana?: un aporte a la consolidación de la cultura académica del país. Bogotá: Pontificia Universidad Javeriana.
Redlees -Comité de investigación (2011). Generalidades del proyecto Formación inicial en lectura y escritura en la universidad. Presentación en Simposio de Universidad Javeriana, Nodo Centro de Redlees, Bogotá, Octubre 2011.