The importance and impact of reading, writing and critical thinking in higher education.
Main Article Content
Abstract
Academic benefits of reading, as well as critical thinking are crucial in higher education, especially for the optimal professional development of students in the knowledge era. If these young people are not trained in an effective way, they will find themselves at a serious disadvantage in successfully pursuing a good job, or participating in social and civic activities. Reading and critical thinking are necessary skills to face the challenges students will have in a globalized world.
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
Adams, M.J. (2011). Advancing Our Students' Language and Literacy: The Challenge of Complex Texts. American Educator, 34(4),3-11.
Altuve G., (2010). El pensamiento crítico y su inserción en la educación superior. Actualidad Contable Faces, Enero-Junio, 5-18.
Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd edition. San Francisco: Jossey-Bass.
Biancarosa, G., & Snow, C. (2004). Reading next-A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, D.C: Alliance for Excellence in Education.
Carr, S. (2002). Assessing learning processes: Useful information for teachers and students. Intervention in School and Clinic, 37, 156-162.
Castelló, M., Mateos, M., Castells, N., Iñesta, A., Cuevas, I. & Solé, I. (2012). Academic Writing Practices in Spanish Universities. Electronic Journal of Research in Educational Psychology, 10(27), 569-590. Recuperado de http://148.215.2.10/articulo.oa?id=293123547003.
Encuesta Nacional de Lectura. (2012). De la Penumbra a la oscuridad. Fundación Mexicana para el Fomento de la Lectura, A.C. Extraído de http://www.uchile.cl/documentos/encuesta-nacional-de-lectura-en-mexico-fundacion-mexicana-para-el-fomento-de-la-lectura-2012_92365_5_2502.pdf.
Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35, 39-50. DOI: 10.1207/S15326985EP3501_5
Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.
Friedman, T. L. (2014). How to Get a Job at Google. The New York Times. Extraído de http://www.nytimes.com/2014/02/23/opinion/sunday/friedman-how-to-get-a-job-at-google.html?_r=0.
Greene, J. (2000). The cost of remedial education: How much Michigan pays when students fail to learn basic skills. Midland, MI: Mackinac Center for Public Policy.
Hall, A. (2007). Writing for Scholarly Journals. Turning your coursework into articles. Recuperado de http://www.gla.ac.uk/media/media_41223_en.pdf.
INEGI (2014). Estadísticas a propósito del Día Mundial del Libro y el Derecho de Autor. Extraído de http://www.inegi.org.mx/inegi/contenidos/espanol/prensa/Contenidos/estadisticas/2014/libro0.pdf.
Méndez Rendón, J. C, Espinal Patiño, C, Arbeláez Vera, D. C., Gómez Gómez, J. A. & Serna Aristizábal, C. (2014). La lectura crítica en la educación superior: un estado de la cuestión. Revista Virtual Universidad Católica del Norte, 41, 4-18. Recuperado de http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/461/983.
OECD (2010). Strong Performers and Successful Reformers in Education: Lessons from PISA for Mexico. Recuperado de <http://www.oecd.org/pisa/46638969.pdf>
OCDE (2011). ¿Leen actualmente los estudiantes por placer? Focus, 2011 (8). Extraído de http://www.oecd.org/pisa/pisaproducts/pisainfocus/49184736.pdf.
Olivares, O. Silvia, L. & Heredia, Y. (2012). Desarrollo del pensamiento crítico en ambientes de aprendizaje basado en problemas en estudiantes de educación superior. Revista mexicana de investigación educativa, 17(54), 759-778. Consultado el 08 de enero de 2015, de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662012000300004&lng=es&tlng=es.
Pang, E., Muaka, A., Bernhardt, E., & Kamil, M. (2003). Teaching Reading (12). Recuperado de International Academy of Education website: http://www.ibe.unesco.org/publications/educationalpracticesseriespdf/prac12e.pdf.
Parametría (2013). Hábitos de lectura en México, sin cambios positivos. Extraído de http://www.parametria.com.mx/DetalleEstudio.php?E=4560.
Rodríguez, L. (2004). El modelo argumentativo de Toulmin en la escritura de artículos de investigación educativa. Revista Digital Universitaria, 5(1), 1-18. Extraído de http://www.revista.unam.mx/vol.5/num1/art2/ene_art2.pdf.
Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. MacArthur, S. Graham, and J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-183). New York, NY: Guilford.
Sociedad Española de Neurología. (2013). La lectura, una de las actividades más beneficiosas para la salud de nuestro cerebro. Extraído de http://www.abc.es/cultura/libros/20130423/abci-beneficios-lectura-libro-201304221632.html.
Tierney, R.J., & Shanahan, T. (1991). Research on the Reading-writing relationship: Interactions, transactions and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, Vol. II )pp. 246-280. New York: Logman
Toscana, D. (2013). The Country That Stopped Reading. The New York Times. Recuperado de http://www.nytimes.com/2013/03/06/opinion/the-country-that-stopped-reading.html?pagewanted=all.
Wagner, T. (2008). The global achievement gap: why even our best schools don't teach the new survival skills our children need and what we can do about it. New York: Basic Books.
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who will change the world. New York: Scribner.