Lectura y escritura en la universidad: Contribución para reconstruir una historia

Adriana Salazar-Sierra, Olga Sevilla-Rengifo, Blanca González-Pinzón, Carlos Enrique Mendoza-Arciniegas, Alberto Echeverri-Guzmán, Daniel Quecán-Castellanos, Luis Ernesto Pardo-Rodríguez, María Floralba Angulo-Abaunza, Juan Manuel Silva-García, Mariano Lozano-Ramírez

Producción: Contribución a una revistaArtículorevisión exhaustiva

6 Citas (Scopus)

Resumen

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). This study emerges as a necessity to reconstruct the history of the initial motivations that prompted several Colombian universities to propose different courses and programs in order to strengthen students' processes of reading and writing. 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.

Título traducido de la contribuciónReading and writing in university: Contribution for reconstructing a history
Idioma originalEspañol
Páginas (desde-hasta)51-70
Número de páginas20
PublicaciónMagis
Volumen8
N.º16
DOI
EstadoPublicada - 01 jul. 2015

Palabras clave

  • Educational policy
  • Educational strategies
  • Literacy
  • Reading instruction
  • Teaching of writing

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