A culturally situated blog in students’ critical reading
Este estudio investiga la promoción de habilidades de lectura crítica en estudiantes de décimo grado a través del diseño de un blog culturalmente situado en una escuela pública ubicada en San Cristóbal, Bogotá. La recolección de datos involucró las mediaciones de los estudiantes, las notas de campo...
- Autores:
-
Huérfano-Beltrán, Ingrid del Pilar
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Universidad Externado de Colombia
- Repositorio:
- Biblioteca Digital Universidad Externado de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:bdigital.uexternado.edu.co:001/14661
- Acceso en línea:
- https://bdigital.uexternado.edu.co/handle/001/14661
https://doi.org/10.57998/bdigital/handle.001.1321
- Palabra clave:
- Educación - Enseñanza secundaria
Aprendizaje - Educación
Lectura - Metodología
Blogs
Critical Reading
Materials development
Lectura crítica
Estudiantes
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading Educación - Enseñanza secundaria Aprendizaje - Educación Lectura - Metodología Blogs Critical Reading Materials development Lectura crítica Estudiantes |
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading |
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A culturally situated blog in students’ critical reading |
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Huérfano-Beltrán, Ingrid del Pilar |
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Núñez Pardo, Astrid |
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Huérfano-Beltrán, Ingrid del Pilar |
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Flaborea Favaro, Roberta |
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Educación - Enseñanza secundaria Aprendizaje - Educación Lectura - Metodología |
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Educación - Enseñanza secundaria Aprendizaje - Educación Lectura - Metodología Blogs Critical Reading Materials development Lectura crítica Estudiantes |
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Blogs Critical Reading Materials development |
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Lectura crítica Estudiantes |
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Este estudio investiga la promoción de habilidades de lectura crítica en estudiantes de décimo grado a través del diseño de un blog culturalmente situado en una escuela pública ubicada en San Cristóbal, Bogotá. La recolección de datos involucró las mediaciones de los estudiantes, las notas de campo del maestro y un grupo focal. Los hallazgos indican que el uso de materiales contextualizados por parte de la maestra generó un mayor interés en los estudiantes por los temas propuestos. Además, la integración de la tecnología desempeñó un papel crucial en la mejora de la experiencia en el aula. El desarrollo del blog, guiado por criterios ontológicos y epistemológicos (Núñez-Pardo, 2022a), desempeñó un papel central en el fomento de la lectura crítica de los estudiantes mediante la reflexión y el reconocimiento de sus experiencias de vida, su cultura y su iconografía en diferentes géneros textuales. Además, el blog demostró el progreso de los estudiantes en las habilidades de lectura inferencial mediante la implementación de diversas estrategias de aprendizaje y de la tecnología, incitándoles a implicarse de forma responsable y comprometida con las situaciones presentadas. Como resultado, el blog fomentó las habilidades de lectura crítica. |
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Almanzar, F. A. (2019). Teacher-created materials centered on short stories to enhance reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Castañeda, G. D. (2018). Exploring local literacies with EFL students through blog interactions. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Díaz, C. Y. (2017). Developing materials centered on reading strategies for reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Diaz, I. J. (2021). Teacher-made workshops focused on environmental issues for critical reading skills. [Unplished Master’s thesis, Universidad Externado de Colombia]. Espinosa, D. (2021). Vlogging trough EFL materials: Everyday life speaking in a blended learning setting. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/862 Fernández, H. (2018). Contextualized materials focused on CLIL for inference making in reading at university level [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/893 Franco, D. M. (2016). The adaptation of authentic materials contributes to develop eleventh graders reading comprehension with in a public EFL setting [Unpublished Master’s thesis, Universidad Externado de Colombia]. González, C. (2018). Vocabulary learning as a strategy to improve students’ reading comprehension skills. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/1298 Jurado, H. F. (2020). Contextualized worksheets based on graphic organizers to enhance reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Molina, L. (2018). The impact of strategy-based workshops on tenth graders reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/1300 Moreno, F. A. (2016). The implementation of contextualized materials to develop 10th graders’ reading comprehension in a public EFL context [Unpublished Master’s thesis, Universidad Externado de Colombia]. Núñez-Pardo, A. (2018b). Critical interculturality to disrupt coloniality in the English textbook. Revista Virtual Cuestiones Educativas, septiembre. Universidad Externado de Colombia. Núñez-Pardo, A., & Téllez-Téllez, M. F. (2020). Proposal for the research line materials development ascribed to the research group: Critical pedagogy and didactics for social transformation. [Unpublished manuscript, Universidad Externado de Colombia]. Núñez-Pardo, A., & Téllez-Téllez, M.F. (2021). Tracing the cultural component in teacher generated EFL materials. In A. Núñez-Pardo, & M.F. Téllez-Téllez (Eds.), Defying culture hegemony through teacher generated EFL materials (pp. 37-126). Departamento de Publicaciones Universidad Externado de Colombia. https://bdigital.uexternado.edu.co/handle/001/4671 Núñez-Pardo, A., & Téllez-Téllez. M. F. (2022). Unsettling and reconstructing teachers’ beliefs through developing ELT materials otherwise. Revista Virtual Cuestiones Educativas, diciembre. Universidad Externado de Colombia. Núñez-Pardo, A., Téllez- Téllez, M. F., & Castellanos, J. (2017a). Materials development for teachers’ professional growth. In A. Núñez, M.F. Téllez, & J. Castellanos. (Eds). Materials for the learning of English and teachers’ professional growth (pp. 19-68). Universidad Externado de Colombia. Núñez-Pardo, A., Téllez- Téllez, M. F., & Castellanos, J. (2017b). Teacher–developed materials in a master’s programme in education with emphasis on English didactics. In A. Núñez, M.F. Téllez, & J. Castellanos. (Eds). The role of teacher-developed materials in fostering English language skills (pp. 13-56). Universidad Externado de Colombia. Osorio, D. A. (2016). The incidence of memory and cognitive reading strategies on eighth graders reading comprehension at maría cano school IED in an EFL context. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Ramírez, K. (2017). The impact of moodle-based worksheets to enhance students’ reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/513 Sánchez, A. M. (2017). Teacher-designed materials focused on problem-based learning to develop inquiry skills. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/844 Valencia Tuay, L. V. (2022). Critical literacy teacher generated reading worksheet for critical reading. [Unpublished Master’s thesis, Universidad Externado de Colombia]. Vargas, D. (2018). Teacher-created materials supported by spin wheel games for reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/887 Verano, Y. A. (2017). Impact of worksheets based on metacognitive strategies on reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia]. |
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Núñez Pardo, Astridvirtual::7447-1Huérfano-Beltrán, Ingrid del PilarFlaborea Favaro, Robertavirtual::7448-12024-03-11T13:27:11Z2024-03-11T13:27:11Z2023Este estudio investiga la promoción de habilidades de lectura crítica en estudiantes de décimo grado a través del diseño de un blog culturalmente situado en una escuela pública ubicada en San Cristóbal, Bogotá. La recolección de datos involucró las mediaciones de los estudiantes, las notas de campo del maestro y un grupo focal. Los hallazgos indican que el uso de materiales contextualizados por parte de la maestra generó un mayor interés en los estudiantes por los temas propuestos. Además, la integración de la tecnología desempeñó un papel crucial en la mejora de la experiencia en el aula. El desarrollo del blog, guiado por criterios ontológicos y epistemológicos (Núñez-Pardo, 2022a), desempeñó un papel central en el fomento de la lectura crítica de los estudiantes mediante la reflexión y el reconocimiento de sus experiencias de vida, su cultura y su iconografía en diferentes géneros textuales. Además, el blog demostró el progreso de los estudiantes en las habilidades de lectura inferencial mediante la implementación de diversas estrategias de aprendizaje y de la tecnología, incitándoles a implicarse de forma responsable y comprometida con las situaciones presentadas. Como resultado, el blog fomentó las habilidades de lectura crítica.This study investigates the promotion of critical reading skills among tenth-grade students through the design of a culturally situated blog in a public school located in San Cristóbal, Bogotá. Data collection involved students' mediations, the teacher's field notes, and a focus group. The findings indicate that the teacher's use of contextualized materials generated a heightened interest in the students for the proposed topics. Furthermore, the integration of technology played a crucial role in enhancing the classroom experience. The development of the blog, guided by ontological and epistemological criteria (Núñez Pardo, 2022a), played a central role in fostering students’ critical reading by pondering and recognizing students' life experiences, culture and iconography in different text genres. Moreover, the blog demonstrated the students' progress in inferential reading skills through the implementation of learning strategies and technology, prompting them to engage responsibly and committedly with the presented situations. As a result, the blog fostered critical reading abilities.MaestríaMagíster en Educación Modalidad Investigación con Énfasis en Didáctica del Inglés98 páginasapplication/pdf10.57998/bdigital/handle.001.1321https://bdigital.uexternado.edu.co/handle/001/14661https://doi.org/10.57998/bdigital/handle.001.1321spaUniversidad Externado de ColombiaFacultad Ciencias de la EducaciónBogotáMaestría en Educación Modalidad Investigación con Énfasis en Didáctica del InglésAlmanzar, F. A. (2019). Teacher-created materials centered on short stories to enhance reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia].Castañeda, G. D. (2018). Exploring local literacies with EFL students through blog interactions. [Unpublished Master’s thesis, Universidad Externado de Colombia].Díaz, C. Y. (2017). Developing materials centered on reading strategies for reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia].Diaz, I. J. (2021). Teacher-made workshops focused on environmental issues for critical reading skills. [Unplished Master’s thesis, Universidad Externado de Colombia].Espinosa, D. (2021). Vlogging trough EFL materials: Everyday life speaking in a blended learning setting. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/862Fernández, H. (2018). Contextualized materials focused on CLIL for inference making in reading at university level [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/893Franco, D. M. (2016). The adaptation of authentic materials contributes to develop eleventh graders reading comprehension with in a public EFL setting [Unpublished Master’s thesis, Universidad Externado de Colombia].González, C. (2018). Vocabulary learning as a strategy to improve students’ reading comprehension skills. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/1298Jurado, H. F. (2020). Contextualized worksheets based on graphic organizers to enhance reading comprehension. [Unpublished Master’s thesis, Universidad Externado de Colombia].Molina, L. (2018). The impact of strategy-based workshops on tenth graders reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/1300Moreno, F. A. (2016). The implementation of contextualized materials to develop 10th graders’ reading comprehension in a public EFL context [Unpublished Master’s thesis, Universidad Externado de Colombia].Núñez-Pardo, A. (2018b). Critical interculturality to disrupt coloniality in the English textbook. Revista Virtual Cuestiones Educativas, septiembre. Universidad Externado de Colombia.Núñez-Pardo, A., & Téllez-Téllez, M. F. (2020). Proposal for the research line materials development ascribed to the research group: Critical pedagogy and didactics for social transformation. [Unpublished manuscript, Universidad Externado de Colombia].Núñez-Pardo, A., & Téllez-Téllez, M.F. (2021). Tracing the cultural component in teacher generated EFL materials. In A. Núñez-Pardo, & M.F. Téllez-Téllez (Eds.), Defying culture hegemony through teacher generated EFL materials (pp. 37-126). Departamento de Publicaciones Universidad Externado de Colombia. https://bdigital.uexternado.edu.co/handle/001/4671Núñez-Pardo, A., & Téllez-Téllez. M. F. (2022). Unsettling and reconstructing teachers’ beliefs through developing ELT materials otherwise. Revista Virtual Cuestiones Educativas, diciembre. Universidad Externado de Colombia.Núñez-Pardo, A., Téllez- Téllez, M. F., & Castellanos, J. (2017a). Materials development for teachers’ professional growth. In A. Núñez, M.F. Téllez, & J. Castellanos. (Eds). Materials for the learning of English and teachers’ professional growth (pp. 19-68). Universidad Externado de Colombia.Núñez-Pardo, A., Téllez- Téllez, M. F., & Castellanos, J. (2017b). Teacher–developed materials in a master’s programme in education with emphasis on English didactics. In A. Núñez, M.F. Téllez, & J. Castellanos. (Eds). The role of teacher-developed materials in fostering English language skills (pp. 13-56). Universidad Externado de Colombia.Osorio, D. A. (2016). The incidence of memory and cognitive reading strategies on eighth graders reading comprehension at maría cano school IED in an EFL context. [Unpublished Master’s thesis, Universidad Externado de Colombia].Ramírez, K. (2017). The impact of moodle-based worksheets to enhance students’ reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/513Sánchez, A. M. (2017). Teacher-designed materials focused on problem-based learning to develop inquiry skills. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/844Valencia Tuay, L. V. (2022). Critical literacy teacher generated reading worksheet for critical reading. [Unpublished Master’s thesis, Universidad Externado de Colombia].Vargas, D. (2018). Teacher-created materials supported by spin wheel games for reading comprehension. [Master’s thesis, Universidad Externado de Colombia]. Biblioteca Digital Externista. https://bdigital.uexternado.edu.co/handle/001/887Verano, Y. A. (2017). Impact of worksheets based on metacognitive strategies on reading comprehension. 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