Estrategias para la lectura digital de textos académicos
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Los aportes sobre la lectura caracterizada como práctica social [1], y como proceso
psicosociolingüístico discursivo [2], junto con el enfoque sociocultural [3] son pertinentes para el
análisis de los nuevos modos de leer en pantalla. Sobre la base de estos enfoques teóricos y en el
marco de una investigación más amplia realizada en el curso de ingreso a la UNLaM, diseñamos
una intervención pedagógica con el objetivo de que los alumnos desarrollaran competencias para la
lectura crítica, en pantalla, de textos académicos. A tal efecto, invitamos a los alumnos participantes
a realizar una actividad de comprensión lectora a distancia en la plataforma virtual de la
Universidad.
El presente trabajo presenta el análisis de los tres casos que obtuvieron altos puntajes en la
comprensión lectora en comparación con los tres que obtuvieron los más bajos, y la puesta en
relación con las estrategias utilizadas por esos alumnos. Los resultados muestran que los alumnos
que alcanzaron un alto grado de comprensión crítica del texto leído utilizaron una mayor cantidad y
variedad de las estrategias que se les sugirieron, especialmente las relacionadas con los aspectos
contextuales y con la investigación, que los que no lograron hacer una lectura comprensiva.
Contributions on reading characterized as social praxis (1) and as psicosociolinguistic discursive process (2) along with the sociocultural approach (3) are relevant for the analysis of new ways of reading on screen. Based on these theoretical approaches and in the context of a wider investigation made in the course UNLAM admission, we designed a pedagogical intervention in order for students to develop skills for critical reading, on screen, about academic texts. For this purpose, we invited to participating students to perform an activity of remote reading comprehension on the virtual platform of the university. This work presents the analysis of three cases that had got high scores in reading comprehension compared with three cases that had got the lowest ones, and and the bonding with the strategies used by these students. The results show that students, who reached a high degree of critical understanding in the read text, have used a great number and variety of suggested strategies, especially those linked to contextual aspects and the investigation, compared with those who failed to make a comprehensive reading.
Contributions on reading characterized as social praxis (1) and as psicosociolinguistic discursive process (2) along with the sociocultural approach (3) are relevant for the analysis of new ways of reading on screen. Based on these theoretical approaches and in the context of a wider investigation made in the course UNLAM admission, we designed a pedagogical intervention in order for students to develop skills for critical reading, on screen, about academic texts. For this purpose, we invited to participating students to perform an activity of remote reading comprehension on the virtual platform of the university. This work presents the analysis of three cases that had got high scores in reading comprehension compared with three cases that had got the lowest ones, and and the bonding with the strategies used by these students. The results show that students, who reached a high degree of critical understanding in the read text, have used a great number and variety of suggested strategies, especially those linked to contextual aspects and the investigation, compared with those who failed to make a comprehensive reading.