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...

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Autor principal: Massone, Marisa
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:
Anuario de la Escuela de Historia de Universidad Nacional de Rosario
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spelling I15-R230-article-3682022-12-30T18:56:49Z Reading and writing practices of digital media in the teaching of History at school Prácticas de lectura y escritura de medios digitales en la historia escolar Massone, Marisa 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. Entre la conversión digital (Doueihi, 2010) que impregna y redefine, casi de modo irreversible, la totalidad de nuestra vida cotidiana y la convergencia digital (Jenkins, 2008) de diversos lenguajes, se están transformando las prácticas de lectura y escritura en la historia escolar. ¿Cómo conviven e interactúan el uso de diversos materiales?, ¿qué diversas formas y sentidos de las prácticas de lectura y escritura generan los/las profesores/as?, ¿en qué medida las y los profesores modifican las prácticas de lectura y escritura en la enseñanza de la Historia?  Este artículo se propone responder a estas preguntas analizando datos de una investigación doctoral inscripta en los aportes teóricos provenientes de la historia cultural asociada a la cultura escolar. Basada en una metodología cualitativa alineada al paradigma interpretativo, esta pesquisa involucró una estrategia de investigación asociada al  estudio  de  casos  y  a variadas  técnicas  de  recolección  de  datos que evidencian el modo en que los y las profesores/as amplían los objetos de lectura y los soportes de escritura de sus clases y protagonizan un variado inventario de prácticas híbridas. Facultad de Humanidades y Artes, UNR 2022-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368 Anuario de la Escuela de Historia; Núm. 37 (2022): Temas y problemáticas de la historia digital en Argentina, 2022 1853-8835 0327-215X spa https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368/441 https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368/442 https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368/459 Derechos de autor 2022 MARISA MASSONE http://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-230
container_title_str Anuario de la Escuela de Historia
language Español
format Artículo revista
author Massone, Marisa
spellingShingle Massone, Marisa
Reading and writing practices of digital media in the teaching of History at school
author_facet Massone, Marisa
author_sort Massone, Marisa
title Reading and writing practices of digital media in the teaching of History at school
title_short Reading and writing practices of digital media in the teaching of History at school
title_full Reading and writing practices of digital media in the teaching of History at school
title_fullStr Reading and writing practices of digital media in the teaching of History at school
title_full_unstemmed Reading and writing practices of digital media in the teaching of History at school
title_sort reading and writing practices of digital media in the teaching of history at school
description 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.
publisher Facultad de Humanidades y Artes, UNR
publishDate 2022
url https://anuariodehistoria.unr.edu.ar/index.php/Anuario/article/view/368
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AT massonemarisa practicasdelecturayescriturademediosdigitalesenlahistoriaescolar
first_indexed 2023-06-26T22:46:49Z
last_indexed 2023-06-26T22:46:49Z
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