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Infografías para la ensenanza de la lectura y escritura en educación superior
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.29 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Al ingresar a la universidad, los estudiantes deben adquirir una serie de
conocimientos que les permitan enfrentar con éxito sus primeras actividades
académicas. Sin embargo, dicho conocimiento requiere el desarrollo de una serie
de habilidades que les permitan operar con los textos especializados.
Particularmente, en aquellas carreras en que la formación lingüística es relevante,
los estudiantes principiantes deben tomar conciencia de que el lenguaje es objeto
de conocimiento; en consecuencia, necesitan aprender y comprender sus
conceptualizaciones y explicaciones técnicas, además de usar el lenguaje para
comunicar los conocimientos específicos implicados ajustándose a los
requerimientos de los géneros académicos. En este contexto, la lectura y la
escritura suelen convertirse en obstáculos, pues es habitual que los estudiantes no
estén familiarizados con el discurso académico. En este artículo, proponemos un
plan de trabajo para desarrollar en una clase de primer año utilizando infografías
que permitan andamiar el trabajo de los estudiantes en sus procesos de lectura y
escritura. Específicamente nos detendremos en la tarea de leer y buscar
información para luego crear un texto con el formato de infografía. Para ello, se
utilizará como fundamento teórico la pedagogía del género y la Lingüística
Sistémico-Funcional (Halliday 2003; Martin y Rose 2018), además de las propuestas
de Moyano (2007a, 2013, 2017), toda vez que la enseñanza de la lectura y la
escritura requiere de propuestas didácticas que, basadas en la evidencia, permitan
a los estudiantes mejorar su desempeño, además de considerar pasos claros y
precisos que afiancen el aprendizaje antes de avanzar a nuevos desafíos.
Upon entering university, students must acquire a range of knowledge that will enable them to cope with their first academic activities successfully. However, this knowledge requires the development of a skill set that enables them to work with specialized texts. Particularly in those careers where the learning of Linguistics is relevant,novice students must become aware that language is a subject of study. Therefore, they need, on the one hand, to learn and understand its conceptualizations and technical explanations. On the other hand, they also have to employ language to communicate the specific knowledge that pertains to the subject, while adhering to the requirements of academic genres. In this context, reading and writing often become obstacles as students are not familiar with academic discourse. In this article, we propose a work plan to be implemented in a first-year class, using infographics to scaffold students' work in their reading and writing processes. Specifically, our focus will be on the task of reading and searching for information to subsequently create a text in infographic format. To accomplish this, as a theoretical framework, we will draw upon the genre-based pedagogy and Systemic Functional Linguistics (Halliday 2003; Martin and Rose 2018), as well as Moyano's proposals (2013, 2017). This approach is necessary as the teaching of reading and writing requires didactic proposals that, based on evidence, enable students to improve their performance, while also providing clear and precise steps that consolidate their learning before advancing towards new challenges.
Upon entering university, students must acquire a range of knowledge that will enable them to cope with their first academic activities successfully. However, this knowledge requires the development of a skill set that enables them to work with specialized texts. Particularly in those careers where the learning of Linguistics is relevant,novice students must become aware that language is a subject of study. Therefore, they need, on the one hand, to learn and understand its conceptualizations and technical explanations. On the other hand, they also have to employ language to communicate the specific knowledge that pertains to the subject, while adhering to the requirements of academic genres. In this context, reading and writing often become obstacles as students are not familiar with academic discourse. In this article, we propose a work plan to be implemented in a first-year class, using infographics to scaffold students' work in their reading and writing processes. Specifically, our focus will be on the task of reading and searching for information to subsequently create a text in infographic format. To accomplish this, as a theoretical framework, we will draw upon the genre-based pedagogy and Systemic Functional Linguistics (Halliday 2003; Martin and Rose 2018), as well as Moyano's proposals (2013, 2017). This approach is necessary as the teaching of reading and writing requires didactic proposals that, based on evidence, enable students to improve their performance, while also providing clear and precise steps that consolidate their learning before advancing towards new challenges.
Description
Keywords
Lingüística sistémico funcional Escuela de Sidney Alfabetización académica Pedagogía basada en los géneros Conocimiento especializado Infografía Systemic Functional Linguistics Sydney School Academic Literacy Genre-Based Pedagogy Specialized Knowledge Infographic
Pedagogical Context
Citation
Publisher
Curzas UNCO