The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile

The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile

The digital revolution has shaped new ways of communicating and producing knowledge, precipitating new conceptualizations of literacies. This new conceptualization has attempt to answer the question about what it means to be literate in a digital world. The present study explores these issues consid...

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Glavni avtor: Thibaut, Patricia
Format: Online
Jezik:spa
Izdano: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Online dostop:https://redie.uabc.mx/redie/article/view/2328
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spelling redie-article-23282024-05-08T20:49:26Z The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile El nexo entre literacidad y cultura digital: una mirada docente en Chile Thibaut, Patricia Educational technology new literacies culture. Tecnología educativa alfabetización cultura. The digital revolution has shaped new ways of communicating and producing knowledge, precipitating new conceptualizations of literacies. This new conceptualization has attempt to answer the question about what it means to be literate in a digital world. The present study explores these issues considering a new literacies perspective as well as the concept of teachers´ cultural models and their every day practices. The research is situated in the Chilean educational context and uses a multiple-case study methodology which was undertaken in three schools over three school semesters. Participants of this study included teachers and their students. The analysis suggests a difference between teachers´cultural models about literacy and technology and their teaching practices. Consequently, language in the classroom is anchored in the written text and does not co-exist with new literacy practices that have arrived in the digital cultural of the XXI century. La revolución digital ha moldeado nuevas prácticas de comunicación y de producción del conocimiento. Desde ahí han surgido conceptualizaciones emergentes sobre literacidad que intentan dar respuesta a la pregunta sobre qué significa estar alfabetizado en un mundo digital. El presente estudio explora dichas problemáticas considerando el enfoque de nuevas literacidades, de modelos culturales docentes y sus prácticas en el día a día. La investigación se sitúa en el contexto educacional chileno y utiliza una metodología de estudio de caso múltiple, la cual se desarrolló en tres establecimientos educacionales durante tres semestres, incluyendo a los profesores de lenguaje y sus estudiantes. El análisis sugiere la existencia de una disonancia entre los modelos culturales de los profesores sobre literacidad y tecnología y sus prácticas docentes. Por lo tanto, las prácticas de enseñanza de lenguaje estarían ancladas en el texto escrito, sin coexistir con nuevas prácticas propias de la cultura digital del siglo XXI. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2328 10.24320/redie.2020.22.e06.2328 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 13 1607-4041 spa https://redie.uabc.mx/redie/article/view/2328/1974 https://redie.uabc.mx/redie/article/view/2328/1975 https://redie.uabc.mx/redie/article/view/2328/2019 Derechos de autor 2020 Patricia Thibaut https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Thibaut, Patricia
spellingShingle Thibaut, Patricia
The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
author_facet Thibaut, Patricia
author_sort Thibaut, Patricia
title The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
title_short The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
title_full The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
title_fullStr The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
title_full_unstemmed The Nexus between Literacy and Digital Culture: A Teachers’ Perspective in Chile
title_sort nexus between literacy and digital culture: a teachers’ perspective in chile
description The digital revolution has shaped new ways of communicating and producing knowledge, precipitating new conceptualizations of literacies. This new conceptualization has attempt to answer the question about what it means to be literate in a digital world. The present study explores these issues considering a new literacies perspective as well as the concept of teachers´ cultural models and their every day practices. The research is situated in the Chilean educational context and uses a multiple-case study methodology which was undertaken in three schools over three school semesters. Participants of this study included teachers and their students. The analysis suggests a difference between teachers´cultural models about literacy and technology and their teaching practices. Consequently, language in the classroom is anchored in the written text and does not co-exist with new literacy practices that have arrived in the digital cultural of the XXI century.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2328
_version_ 1798984258228846592

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