DOI:

https://doi.org/10.14483/22487085.17681

Published:

2021-12-24

Issue:

Vol. 24 No. 1 (2022): January-June

Section:

Theme Review

La lectura digital en la modalidad blended-learning. Una perspectiva educativa.

Digital reading in the blended-learning modality. An educational perspective

Authors

Keywords:

blended learning, reading strategies, digital reading, technological mediation (en).

Keywords:

aprendizaje combinado, estrategias de lectura, lectura digital, mediación tecnológica (es).

Abstract (es)

La lectura como actividad cultural y cognitiva está presente en los procesos académicos de niños y jóvenes de todos los niveles educativos, en particular, en la modalidad blended-learning (b-l). El dominio exigido para la lectura en impreso o digital requiere de un proceso de formación y trabajo escolar teórico-práctico orientado por los docentes, pues los modos de leer y aproximarse de forma efectiva a los textos no son inherentes al ser humano, de ahí la necesidad de aprenderlos. Aplicando el método de Revisión Sistemática de la Literatura (RSL) en un corpus documental de 43 investigaciones realizadas entre el 2012 y el 2018, este artículo de revisión expone algunas tendencias y características relacionadas con la lectura y su uso digital en ambientes b-l. Entre los resultados se destacan la incidencia de las Tecnologías de la Información y la Comunicación (TIC) en las maneras como los escolares leen y acceden a la información, así como su papel mediador en el aprendizaje y la interacción del lector con el texto. Sin embargo, el desarrollo de competencias lectoras no se logra como consecuencia directa de la inclusión de recursos tecnológicos en el ambiente b-l, razón por la cual se requiere ampliar el espectro de investigación, concretamente, en la educación primaria.

Abstract (en)

Reading, as a cultural and cognitive activity, is present in the academic processes of children and young people of all educational levels, and particularly, in the blended-learning (b-l) modality. The ability required for reading in print or digital requires a process of training and theoretical-practical schoolwork, guided by teachers; since the ways of reading and approaching texts effectively are not inherent to the human being, it is necessary to learn them. Applying the Systematic Literature Review (RSL) method in a documentary corpus of 43 investigations carried out between 2012 and 2018, this review article presents some trends and characteristics about reading and its digital use in b-learning environments. Among the results, the incidence of Information and Communication Technologies (ICT) in the ways in which schoolchildren read and access information, as well as its mediating role in learning and the interaction of the reader with the text, stand out. However, the development of reading skills is not achieved as a direct consequence of the inclusion of technological resources in the b-l environment, whereby it is required to extend the research spectrum, in this regard, specifically in primary education.

Author Biographies

Sandra Patricia Quitián Bernal, Universidad Distrital Francisco José de Caldas

Research group: Lenguaje, Cultura e Identidad. Universidad Distrital Francisco José de Caldas, Colombia.

ORCID : https://orcid.org/0000-0002-4405-8672

Juan González Martínez , Universitat de Girona, España

UdiGitalEdu. Universitat de Girona, Spain.

ORCID: https://orcid.org/0000-0002-9175-6369

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How to Cite

APA

Quitián Bernal, S. P., & González Martínez , J. (2021). La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colombian Applied Linguistics Journal, 24(1). https://doi.org/10.14483/22487085.17681

ACM

[1]
Quitián Bernal, S.P. and González Martínez , J. 2021. La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colombian Applied Linguistics Journal. 24, 1 (Dec. 2021). DOI:https://doi.org/10.14483/22487085.17681.

ACS

(1)
Quitián Bernal, S. P.; González Martínez , J. La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colomb. appl. linguist. j 2021, 24.

ABNT

QUITIÁN BERNAL, S. P.; GONZÁLEZ MARTÍNEZ , J. La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colombian Applied Linguistics Journal, [S. l.], v. 24, n. 1, 2021. DOI: 10.14483/22487085.17681. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/17681. Acesso em: 20 jan. 2022.

Chicago

Quitián Bernal, Sandra Patricia, and Juan González Martínez. 2021. “ Una perspectiva educativa”. Colombian Applied Linguistics Journal 24 (1). https://doi.org/10.14483/22487085.17681.

Harvard

Quitián Bernal, S. P. and González Martínez , J. (2021) “ Una perspectiva educativa”., Colombian Applied Linguistics Journal, 24(1). doi: 10.14483/22487085.17681.

IEEE

[1]
S. P. Quitián Bernal and J. González Martínez, “ Una perspectiva educativa”., Colomb. appl. linguist. j, vol. 24, no. 1, Dec. 2021.

MLA

Quitián Bernal, S. P., and J. González Martínez. “ Una perspectiva educativa”. Colombian Applied Linguistics Journal, vol. 24, no. 1, Dec. 2021, doi:10.14483/22487085.17681.

Turabian

Quitián Bernal, Sandra Patricia, and Juan González Martínez. “ Una perspectiva educativa”. Colombian Applied Linguistics Journal 24, no. 1 (December 24, 2021). Accessed January 20, 2022. https://revistas.udistrital.edu.co/index.php/calj/article/view/17681.

Vancouver

1.
Quitián Bernal SP, González Martínez J. La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colomb. appl. linguist. j [Internet]. 2021Dec.24 [cited 2022Jan.20];24(1). Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/17681

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