Remote literacy. The work of teaching across blackboards and screens
During the pandemic, a group of teachers and university researchers together with some primary school teams shared the challenge of recontextualizing well-known, face-to-face initial literacy teaching practices in remote instruction conditions and dual teaching or "bubbles". This article d...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10757 |
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I28-R262-article-10757 |
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I28-R262-article-107572022-11-08T20:25:26Z Remote literacy. The work of teaching across blackboards and screens Alfabetizar a distancia. Reconstruir el trabajo de enseñar entre pizarrones y pantallas Laxalt, Irene Castedo, Mirta Luisa Izuzquiza, Viviana Usandizaga, María Regina Wallace, Yamila Zanotti, Florencia Literacy- Children- Reading- Writing- Remote instruction. Alfabetización- Niños- Lectura- Escritura- Educación a distancia. During the pandemic, a group of teachers and university researchers together with some primary school teams shared the challenge of recontextualizing well-known, face-to-face initial literacy teaching practices in remote instruction conditions and dual teaching or "bubbles". This article describes and analyzes a didactic format focused on the teaching of the writing system in a didactic situations corpus where the students of the Pedagogic Unit write and read by themselves. This didactic format consists on regroupings targeting on remote short synchronous meetings, either individual or in small groups. The planning, revision, and necessary readjustments of didactic format were the result of a genuine dialogue built among researchers and school teams based on various records of their teaching practices and of children's own written productions and readings. Those documents produced by the teachers as well as the recordings of the virtual encounters with them are the sources for the analysis. The conclusions attempt to reflect on the effects of the aforementioned didactic format on students, on teachers and the institution as a whole, and on families. En tiempos de pandemia, un grupo de docentes e investigadores universitarios y un conjunto de equipos de escuelas primarias compartimos el desafío de recontextualizar prácticas de enseñanza de alfabetización inicial muy conocidas para la presencialidad, en condiciones de enseñanza a distancia y enseñanza dual o “burbujas”. En este artículo comunicamos la descripción y el análisis de un dispositivo didáctico focalizado en la enseñanza del sistema de escritura a partir de un corpus de situaciones didácticas donde alumnas y alumnos de la Unidad Pedagógica leen y escriben por sí mismos. Se trata de un dispositivo de reagrupamiento focalizado con encuentros sincrónicos breves a distancia de forma individual o pequeños grupos. Su planificación, revisión y reajustes necesarios fueron resultado de un diálogo genuino que se fue construyendo entre las y los participantes a la luz de diversos registros de las prácticas de enseñanza y de escrituras y lecturas de niños y niñas. Son esos documentos producidos por las docentes así como las grabaciones de los encuentros virtuales con ellas las fuentes para el análisis. Las conclusiones intentan reflexionar sobre los efectos del mencionado dispositivo en las y los estudiantes, en las docentes e institución en su conjunto y en las familias. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2022-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10757 10.34096/iice.n51.10757 Revista del IICE; Núm. 51 (2022) 2451-5434 0327-7763 spa http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10757/10280 Derechos de autor 2022 Revista del IICE |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-262 |
| container_title_str |
Revista del Instituto de Investigaciones en Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Literacy- Children- Reading- Writing- Remote instruction. Alfabetización- Niños- Lectura- Escritura- Educación a distancia. |
| spellingShingle |
Literacy- Children- Reading- Writing- Remote instruction. Alfabetización- Niños- Lectura- Escritura- Educación a distancia. Laxalt, Irene Castedo, Mirta Luisa Izuzquiza, Viviana Usandizaga, María Regina Wallace, Yamila Zanotti, Florencia Remote literacy. The work of teaching across blackboards and screens |
| topic_facet |
Literacy- Children- Reading- Writing- Remote instruction. Alfabetización- Niños- Lectura- Escritura- Educación a distancia. |
| author |
Laxalt, Irene Castedo, Mirta Luisa Izuzquiza, Viviana Usandizaga, María Regina Wallace, Yamila Zanotti, Florencia |
| author_facet |
Laxalt, Irene Castedo, Mirta Luisa Izuzquiza, Viviana Usandizaga, María Regina Wallace, Yamila Zanotti, Florencia |
| author_sort |
Laxalt, Irene |
| title |
Remote literacy. The work of teaching across blackboards and screens |
| title_short |
Remote literacy. The work of teaching across blackboards and screens |
| title_full |
Remote literacy. The work of teaching across blackboards and screens |
| title_fullStr |
Remote literacy. The work of teaching across blackboards and screens |
| title_full_unstemmed |
Remote literacy. The work of teaching across blackboards and screens |
| title_sort |
remote literacy. the work of teaching across blackboards and screens |
| description |
During the pandemic, a group of teachers and university researchers together with some primary school teams shared the challenge of recontextualizing well-known, face-to-face initial literacy teaching practices in remote instruction conditions and dual teaching or "bubbles".
This article describes and analyzes a didactic format focused on the teaching of the writing system in a didactic situations corpus where the students of the Pedagogic Unit write and read by themselves. This didactic format consists on regroupings targeting on remote short synchronous meetings, either individual or in small groups. The planning, revision, and necessary readjustments of didactic format were the result of a genuine dialogue built among researchers and school teams based on various records of their teaching practices and of children's own written productions and readings.
Those documents produced by the teachers as well as the recordings of the virtual encounters with them are the sources for the analysis. The conclusions attempt to reflect on the effects of the aforementioned didactic format on students, on teachers and the institution as a whole, and on families. |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2022 |
| url |
http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10757 |
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2023-06-27T21:20:43Z |
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