Reading and Writing in University: Contribution for Reconstructing a History
Published
Oct 31, 2015
Almetrics
Dimensions
##plugins.themes.bootstrap3.article.details##
Abstract
This article presents the analysis of 34 experiences conducted in Universities in Colombia that involved reading and writing. This analysis was based on an exploratory study conducted between 2008 and 2010 as part of the Literacy Network in Higher Education (Red de Lectura y Escritura en Educación Superior-REDLEES). As a result, the tendency to design courses with remedial nature, individual and non-institutional efforts, and the conception of reading and writing as skills are confirmed.
Keywords
Literacy, educational strategies, reading instruction, teaching of writing, educational policyAlfabetización, estrategias educativas, enseñanza de la lectura, enseñanza de la escritura, política educacional
References
How to Cite
Salazar-Sierra, A., Sevilla-Rengifo, O., González-Pinzón, B., Mendoza-Arciniegas, C. E., Echeverri-Guzmán, A., Quecán-Castellanos, D., Pardo-Rodríguez, L. E., Angulo-Abaunza, M. F., Silva-García, J. M., & Lozano-Ramírez, M. (2015). Reading and Writing in University: Contribution for Reconstructing a History. Magis, Revista Internacional De Investigación En Educación, 8(16), 51–70. https://doi.org/10.11144/Javeriana.m8-16.leuc
Issue
Section
Articles