Reading and writing practices of digital media in the teaching of History at school
Between the digital conversion (Doueihi, 2010) that, almost irreversibly, impregnates and redefines the whole of our daily lives and the digital convergence (Jenkins, 2008) of various languages, the practices of reading and writing in history are being transformed. How does the use of different mate...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Humanidades y Artes, UNR
2022
|
| Acceso en línea: | https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368 |
| Aporte de: |
| Sumario: | Between the digital conversion (Doueihi, 2010) that, almost irreversibly, impregnates and redefines the whole of our daily lives and the digital convergence (Jenkins, 2008) of various languages, the practices of reading and writing in history are being transformed. How does the use of different materials coexist and interact? What different forms and meanings of reading and writing practices do teachers generate? To what extent do teachers modify reading and writing practices in the teaching of History? This article aims to answer these questions by analyzing data from a doctoral research grounded in the theoretical contributions from the cultural history associated with school culture. Based on a qualitative methodology aligned with the interpretive paradigm, this study involved a research strategy associated with case studies and various data collection techniques that show how teachers expand reading and writing material of their classes and lead a great variety of hybrid practices. |
|---|