La lectura digital en un aula de SecundariaPrácticas reales y dificultades del alumnado

  1. Maite López-Flamarique 2
  2. Garro Larrañaga, Eneritz 1
  3. Egaña Osa, Txema 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

  2. 2 Universidad Pública de Navarra
    info

    Universidad Pública de Navarra

    Pamplona, España

    ROR https://ror.org/02z0cah89

Aldizkaria:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Argitalpen urtea: 2019

Zenbakia: 55

Orrialdeak: 99-116

Mota: Artikulua

DOI: 10.12795/PIXELBIT.2019.I55.06 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Pixel-Bit: Revista de medios y educación

Garapen Iraunkorreko Helburuak

Laburpena

This work shows and analyzes the practices and difficulties of students from 4th year of Obligatory Secondary Education (ESO) when they use the internet in a language class to find information. This is a case study in which the interaction of three pairs of students and their work on the computer screen during the search process has been recorded by software. Both the audio and the screen activity of the students have been analyzed using international standards of information literacy (American Library Association, 2000). The analysis shows that the students incorporate vernacular practices in their task. The results point to the need for teaching support when choosing a topic and to interpret the information of graphics and videos. We have observed distractions from the tasks and access to violent content that may not be appropriate. In this context, this paper points out some aspects to take into account when working with digital reading in the classroom, such as the importance of scaffolding the choice of topic, working from real information needs, and the need for the Secondary students to acquire multimodal and critical literacy strategies.

Erreferentzia bibliografikoak

  • Afflerbach, P., & Cho, B.-Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. I. & G. G. Duff (Ed.), Handbook of Research on Reading Comprehension (pp. 69–90). New York: Routledge.
  • Aguaded, I., & Morueta, T. (2010). Ordenadores en los pupitres: informática y telemática en el proceso de enseñanza-aprendizaje. Pixel-Bit. Revista de Medios y Educación, 36, 5–28.
  • Alonso Ferreiro, A., & Gewerc Barujel, A. (2015). La formación continua en TIC del profesorado en Galicia: ¿volvemos a tropezar con la misma piedra? Innovavión Educativa, 25, 269–282.
  • Amadieu, F., Tricot, A., & Mariné, C. (2009). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25(2), 381–388. https://doi.org/10.1016/j.chb.2008.12.017
  • American Library Association. (2000). Information Literacy Competency Standards for Higher Education.Chicago: Association of College and Research Libraries.
  • Area-Moreira, M. (2008). Innovación pedagógica con TIC y el desarrollo de las competencias informacionales y digitales. Investigación en la Escuela, 64, 5–18. https://doi.org/ISSN 0213-7771
  • Area-Moreira, M., Cepeda, O., González Salamanca, D., & Sanabria, A. (2010). Un análisis de las actividades didácticas con TIC en aulas de Educación Secundaria. Pixel-Bit. Revista de Medios y Educación, 38, 187–199.
  • Becerril Balín, L., & Badia Garganté, A. (2013). La competencia informacional en la Educación Secundaria. Demanda de aprendizaje y resolución colaborativa de problemas relativos a la información con apoyo de las TIC. Revista de Educación, 362, 659–689. https://doi.org/10.4438/1988-592X- RE-2013-362-245
  • Burbules, N. C. (1998). Rhetorics of the Web: hyperreading and critical literacy. In I. Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 102–122). London: Routledge.Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/38842
  • Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., … Nakata, M. (1996). A pedagogy of multiliteracies: designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  • Cho, B.-Y. (2011). Adolescents’ constructively responsive reading strategy use in a critical Internet reading task. University of Maryland, Maryland (USA).
  • Cho, B.-Y. (2013). Adolescents’ constructively responsive reading strategy use in a critical Internet reading task. Reading Research Quaterly, 48(4), 329–332.
  • Coiro, J., Coscarelli, C., Maykel, C., & Forzani, E. (2015). Investigating criteria that seventh graders use to evaluate the quality of online information. Journal of Adolescent and Adult Literacy, 59(3), 287–297. https://doi.org/10.1002/jaal.448
  • Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2
  • Coll, C., Mauri Majós, M. T., & Onrubia Goñi, J. (2008). Análisis de los usos reales de las TIC en contextos educativos formales: una aproximación socio-cultural. Revista Electrónica de Investigacion Educativa, 10(1), 1–18. https://doi.org/ISSN 1607-4041
  • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in High School classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834. https://doi.org/10.3102/00028312038004813
  • Damico, J., & Baildon, M. (2007). Examining ways readers engage with websites during think-aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254–263. https://doi.org/doi:10.1598/JAAL.51.3.5
  • Domingo Coscollola, M., & Fuentes Agustí, M. (2010). Innovación educativa: experimentar con las TIC y reflexionar sobre su uso. Pixel-Bit. Revista de Medios y Educación, 36, 171–180.
  • Domingo Coscollola, M., & Marquès Graells, P. (2013). Práctica docente en aulas 2.0 de centros de Educación Primaria y Secundaria de España. Pixel-Bit. Revista de Medios y Educación, 42, 115–128.
  • Egaña, T., Bidegain, E., & Zuberogoitia, A. (2013). ¿Cómo buscan información académica en internet los estudiantes universitarios? Lo que dicen los estudiantes y sus profesores. Edutec: Revista Electrónica de Tecnología Educativa, 43, 1–15.
  • Egaña, T., Zuberogoitia, A., Pavón, A., & Brazo, L. (2012). ¿Cómo evalúan la información de internet los estudiantes universitarios? Lo que dicen los estudiantes y sus profesores. Edutec: Revista Electrónica de Tecnología Educativa, 42, 1–11.
  • Ertmer, P. A. (1999). Addressing first -and second- order barriers to change: strategies for technology integration. Educational Technology, Research and Development, 47, 47–61.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Fainholc, B. (2006). La lectura crítica en Internet : evaluación y aplicación de sus recursos. Comunicar, 26, 155–162.
  • Fidel, R., Davies, R.K., Douglass, M.H., Holder, J.K., Hopkins, C.J., Kushner, E.J.,… Toney, C.D. (1999). A visit to the information mall: Web searching behavior of high school students. JASIS, 50(1), 24-37.
  • Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the Internet. The Reading Teacher, 59(7), 614–627.
  • Hernández Serrano, M. J., & Fuentes Agustí, M. (2011). Aprender a informarse en la red: ¿son los estudiantes eficientes buscando y seleccionando información? TESI, 12(1), 47–78.
  • Hoffman, J. L., Wu, H., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners’ science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40(3), 323–346. https://doi.org/10.1002/tea.10079
  • Kiili, C., Laurinen, L. L., Marttunen, M., & Leu, D. J. (2012). Working on understanding during collaborative Online Reading. Journal of Literacy Research, 44(4), 448–483. https://doi.org/10.1177/1086296X12457166
  • Kiili, C., Laurinen, L., & Marttunen, M. (2009). Skillful Internet reader is metacognitively competent. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges, 2, 654–668.
  • Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching.and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001
  • Kress, G. R., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
  • Kuiper, E., Volman, M., & Terwel, J. (2005). The Web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328. https://doi.org/10.3102/00346543075003285
  • Kuiper, E., Volman, M., & Terwel, J. (2009). Developing Web literacy in collaborative inquiry activities. Computers & Education, 52(3), 668–680. https://doi.org/10.1016/j.compedu.2008.11.010
  • Large, A., & Beheshti, J. (2000). The Web as a classroom resource: Reactions from the users. Journal of the American Society for Information Science, 51(12), 1069–1080.
  • Leu, D. J., Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., & Lyver, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning. Final Report Presented to the North Central Regional Educational Laboratory/Learning Point Associates.Retrieved May, 15(2007), 108–127.
  • Leu, D. J., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Theoretical Models and Processes of Reading, 5(1), 1570–1613.
  • Moreno Mínguez, A. (2013). Informe Juventud en España 2012. Madrid: Instituto de la Juventud.
  • OCDE. (2011). Resultados del Informe PISA 2009: Estudiantes en Internet. Volumen VI. España: OCDE.
  • Pasadas Ureña, C. (2000). Normas sobre aptitudes para el acceso y uso de la información en la educación superior. Boletín de La Asociación Andaluza de Bibliotecarios, 15(60), 1–16.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Sánchez Antolín, P., Muñoz Álvarez, T., & Paredes Labra, J. (2015). El trabajo en el aula y la competencia digital en el modelo 1a1 de la Comunidad de Madrid. Píxel-Bit. Revista de Medios y Educación, 47, 211–222. https://doi.org/10.12795/pixelbit.2015.i47.14
  • Sancho Gil, J. M., & Padilla Petry, P. (2016). La competencia digital en la educación secundaria: ¿dónde están los centros? Aportaciones de un estudio de caso. Journal of New Approaches in Educational Research, 6(1), 57–63. https://doi.org/10.7821/naer.2016.1.157
  • Sevensma, K. (2013). Expanding conceptualizations of online reading comprehension to support at-risk readers. In International Society of Technology in Education’s 34th Annual Convention. San Antonio, Texas.
  • Tondeur, J., Van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology, 38(6), 962–976. https://doi.org/10.1111/j.1467-8535.2006.00680.x
  • Watkins, R., Engel, L. C., & Hastedt, D. (2015). Is the “Net Generation” ready for digital citizenship? Perspectives from the IEA International Computer and Information Literacy Study 2013. Amsterdam: IEA.
Datuen iturria: Dialnet