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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Furthermore, after finishing reading aloud the excerpts, Julia offered little or no time to discuss interpretations of the texts, and immediately provided her own interpretation. At the same time, the way the professor did or did not make reading indispensable for students such as talking with students about texts and reading in the classroom appeared to influence other less visible learning practices such as the way students used their class-notes to study. After approximately 20 minutes, Sebastian addresses the class.

Optimising the use of note-taking as an external cognitive aid for increasing learning. The previous excerpt illustrates how the professor referred to the bibliography from the very beginning of the class and also how students asked about texts they had read beforehand.

Aprebder, talk and inquiry: Estudios interdisciplinarios sobre discurso Santa Fe: The [social] class changes As well, this study provides a thick description of the two ways in which professors deal with literacy tasks in their courses, as proposed by Carlino, Iglesia and Laxalt This epistemic use of reading and writing opposes what Bereiter and Scardamalia have called a knowledge- telling model: You can already access the video of the speech delivered by Dr.

Escriibr data analyzed below were gathered during the last History unit of the syllabus: The haute bourgeoisie, votes for the Nazi party?

Dialogicality in text-centered discussions prompted students to read more and to relate what they read with their class-notes. Additionally, out of the 50 and 60 pages that the students declared to have read, they affirmed to have studied only between 20 and 30 pages. Journal of Reading, 28 5 Some studies have shown that this writing practice encourages learning not only when they review their notes, but also while they are taking them as it is an activity that facilitates retention and promotes connecting segments of information Kiewra, a, b; Laidlaw, et al.


Since they did not feel reading as something essential, their chances to learn the ways of reading and understanding in the specific field of knowledge that they would be teaching in the future seemed to be diminished. OK, the question is: As a matter of fact, since Amanda and Sara almost exclusively studied from their class-notes, relevant information that could be omitted in their writing would probably not be later completed, corrected, or confronted with disciplinary texts information.

Therefore, through dialogicality, the epistemic function of literacy can be boosted.

Now you can see clearly why these natives want to go back, and they could do that by going back with Don Pedro de Mendoza expedition. Handbook of Qualitative Research. OK, I was saying that with the inflation they had become richer and that their answer [ In each institution, a course was chosen as a case, according to the following criteria: Do you have this page?

The WAC Journal, 16, Lo real, lo posible y lo necesario. Some part of their conversation is audible. The following is an excerpt of a class centered on the historical thematic unit of this course for which students declared using part of the small amount of bibliography they read.

En los trabajos analizados predominan los verbos neutros: Inflation, the haute bourgeoisie getting bigger Then, he anticipates that he will ask a question for everybody and that each group will answer it according to the text they are reading. Julia posited that disciplinary texts were a source of information and, besides, she referred to them as devices that allowed students to contrast and reflect on different perspectives on what was being studied.


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

Hayes, John y Flower, Linda Investigating notetaking and review: In the following sections, we analyze how teaching styles, reading practices, and the use of class-notes are related in a particular manner in each case.

Furthermore, we hope to contribute with literacy theories and research by providing useful categories of analysis for qualitative and quantitative studies that further analyze the impact of teaching styles on the way students read and use their class-notes. The effects of note-taking and self questioning on quiz performance.

Relacionado con este aspecto, se encuentra el uso constante del verbo modal deber.

La Alfabetizacion Academica en la formacion Universitaria by Maya Barreto on Prezi

Part I annual data report. Conocimientos y estrategias, Barcelona: There was an interaction pattern between professor and students that appeared several times during the class: OK… Instead, the grandson of Carlos of Augsburg started to sign with his name, uh? During class observations, universidxd were distinguished using numbers, according to their location in the classroom.

Then, he asks students to work in pairs. Altogether, these studies support the idea that talking to prepare for subsequent readings and reading to talk allow students and professors to externalize their thoughts, making explicit some of the cognitive activities involved in reading epistemically. Studies in Continuing Education, 26 1 Developing socially just subject-matter instruction: Both students maintained that they did not need to read the bibliography because they used their class-notes to study.

Lectura y Vida, 28 2 And here we enter with the text of [inaudible name].