De la lectura a la alfabetización documental: aprender a buscar, evaluar e integrar información de diversos textos

• Jean-François Rouet ^[1] ; Anna Potocki ^[1]
  1. [1] University of Poitiers

     University of Poitiers

     Arrondissement de Poitiers, Francia

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 41, Nº 3, 2018, págs. 429-446
• Idioma: español
• DOI: 10.1080/02103702.2018.1480313
• Títulos paralelos:
  • From reading comprehension to document literacy: learning to search for, evaluate and integrate information across texts
• Enlaces
  • Texto completo
• Dialnet Métricas: 10 Citas
• Resumen
  • español

    En este artículo se discuten las capacidades y habilidades que los estudiantes necesitan para poder acceder, comprender y utilizar documentación de manera independiente, tanto impresa como digital. Comenzamos con un ejemplo sencillo para ilustrar las exigencias de las tareas escolares basadas en la inspección documental para estudiantes de un curso de capacidad lectora. A continuación, proponemos un marco descriptivo para ampliar el constructo de capacidad lectora de modo que abarque los procesos de documentación, entre los que se incluye la búsqueda, evaluación e integración de diversos materiales textuales. Revisamos algunos estudios que han ilustrado las dificultades con las que los estudiantes de educación primaria se encuentran durante estos procesos y discutimos distintas investigaciones en curso sobre la eficacia de algunas intervenciones pedagógicas.

  • English

    This paper discusses the skills required for students to be able to access, comprehend and use documents independently, both in print and online. We start with a simple example in order to illustrate the demands posed by document-based school tasks on students’ reading literacy skills. We then propose a descriptive framework to broaden the construct of reading literacy so as to account for document processes, including search, evaluation and multiple-text integration. We review some studies illustrating the challenges of these processes for primary school students, and we discuss extant research investigating the effectiveness of instructional interventions.

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