Escribir, Leer y Aprender en La Universidad – Paula Carlino-subry2 – Download as PDF File .pdf) or read online. Escribir, Leer y Escribir en la Universidad: Una Introduccion a la Alfabetizacion Paula Carlino ESCRIBIR, LEER Y APRENDER EN LA UNIVERSIDAD: UNA. Escribir, leer y aprender en la universidad: Una introduccion a la alfabetizacion academica (Spanish) Paperback – Import, 31 Dec by Paula Carlino.

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La expresión de opinión en textos académicos escritos por estudiantes universitarios

British Journal of Educational Technology, 40 4 The aprendr collection process took place at the end of the second semester in both of these annual escirbir in order to ensure that professors could select students for the interviews based on their high or low course performance, and to allow students to express their ideas about the uses of reading and writing after attending class for an extended period of time.

Parte I datos del relevamiento Anual This exploration was conducted in two teacher education courses in Buenos Aires, Argentina. Altogether, the way bibliography was used in Case 2 required an active role from students which could foster a more critical stance on readings.

It is here where understanding the common uses of reading and class-notes becomes imperative since this can help revealing how future teachers are learning what they will soon have to teach. Thus, students were not given the opportunity to go back to the readings in order to elaborate their own reflections on carllno was explained in class. In this way, the whole class activity as well as the dialogues among students and with the professor prompted a collaborative text interpretation.

The following class-observation transcript offers an example: Therefore, the lack of reading could not be carlijo attributed to class cancelation but mostly to what the following excerpts of interviews illustrate: Then, he asks students to work in pairs. Why teachers resist content reading instruction. This distinction apdender that despite every text having a monological aspect, because it aims at establishing cultural meanings in a precise way, it cannot be considered as a passive container.


Contemporary Educational Psychology, 10, Finally, to triangulate data sources, course materials were gathered. No, they did not vote [ Casanova [an author in the course bibliography that appears in the syllabus], are we going to take him?

Furthermore, we hope to contribute with literacy theories and research by providing useful categories of analysis for qualitative and quantitative studies escrlbir further analyze the impact of teaching styles on the way students read and use their class-notes.

We take the text as a basis, but then we will work on different explanations. Cognition, 60 1 How difficult should education be? The team studies the relations between teaching, learning, reading and writing in different subjects of the secondary, superior and postgraduate levels. The effects of writing on learning from expository text.

Escribir, Leer y Escribir en la Universidad : Una Introduccion a la Alfabetizacion Academica

Authorial stance and the construction of discourse, Oxford: Vol 38, 6, June Based on the linguistic analysis of a corpus of scholastic essays, in this article we explore the discursive resources that university students use in the construction and expression of opinion during the final courses of their academic studies. Ethical dilemmas for socially just teacher educators.

Therefore, inquiry on the epistemic uses of reading and writing eler go beyond what students do with the texts they read or write on their own, as escrubir as the types of tasks teachers ask them to do.

Yet, according to both students, during the rest of the year they did not read the bibliography either.

Escribir, Leer y Escribir en la Universidad : Paula Carlino :

In his own words: Of course, it was not benefited by the republic [ In Paula Carlino Ed. And then we continue, after the break. Therefore, research that takes situated practices into account has to analyze how escriir teaching styles can facilitate or not a use of class-notes as a process.


Pozo, Juan Ignacio The syllabus included four thematic units regarding the beginnings of capitalism at the end of the XVII century and the historical processes that led to the crlino crisis during the interwar period Interactions of Writing and Classroom Discourse. According to the author, the use of written language entails different degrees of cognitive activity, making the epistemic level a central role in teaching and learning.

Apprender authors did not find enough evidence to prove a clear relationship between these two variables; however, their study highlights the need to take a closer look at note-taking practices in particular learning environments. Thompson, Geoff y Hunston, Susan eds. The findings eescribir the need to present didactics of argumentation with a discursive orientation that allows students to recognize and use the appropriate mechanisms for constructing opinions that are univfrsidad for their area of disciplinary formation.

Teaching of Psychology, 7 3 What do teachers say they do]. A depth of processing alternative. Textual practices and learning processes in sociocultural settings. A riew of studies that use cultural-historical activity theory”, Mind, Culture and Activity, vol.

Perelman, Chaim y Olbrechts-Tyteca, Lucie In one course, the professor assumed that students should read texts on their own prerogative. Some whispers can be heard coming from groups in which one person reads aloud while the partner follows the reading silently. Not in our dossier. It is important to point out how the professor set a class activity that promoted the participation of all the students based on what was read in class.