Prácticas de lectura y escritura - Universidades Lectoras

Diagramas de ámbitos
Se les pide a los alumnos que sitúen esas experiencias
que se han detectado a través de los relojes de lectura
en alguno de estos tres ámbitos: la escuela, la familia, el
entorno (barrio, amigos). También aquí se sorprenden al
ver cómo una gran cantidad de prácticas pertenecen a los
ámbitos no “académicos”, y perciben la naturaleza de la alfabetización
“académica” a que la escuela, el instituto o la
universidad “somete” al alumno, y donde, por ejemplo, la
lectura en voz alta o la escritura colaborativa, por ejemplo,
no es lo que más se incita, dado que ambas prácticas tienen
connotaciones que no suelen encajar bien con las prioridades
del ámbito académico.
Sobre la metodología empleada por investigadores de
los nuevos estudios de literacidad como Gregg Mannion: 5
5 Literacies for Learning in Further Education: promoting inclusive learning
across boundaries through students’ literacy practices http://www.
leeds.ac.uk/educol/documents/161740.htm.
The methodology informing this project is broadly – ethnographic, hermeneutic
and refl exive. We are trying to obtain “thick description” from
the inside rather than merely act as observers from the outside. For this
reason, a participatory approach imbued the methods and design though
not all are “members” of the research team in the same way and there is
a continuum between those who are more like “respondents” and those
who are more like “researchers”. Here our aim is to support participants
in becoming ethnographers of their own experience. The project is hermeneutic
insofar as we recognise the recursive role of interpretation in
the understanding of social practices, that is, the ways in which understanding
is mobilised through the interrelationships between persons and
artifacts and that these understandings help to shape future practices.
This has resulted in a mixed method approach to the project as a whole.
In phase 2 one method of a number devised to capture data on student’s
sense of their own literacy practices was the “Icon Mapping Exercise”.
The rationale here is to explore students’ own understanding of the interrelated
process of learning, recontextualization and identifi cation. The
method described was devised so that it allowed respondents to explore
how these processes relate through the lens of literacy. In the fi rst phase of
Eloy M. Núñez - Alberto E. M. García - Mar C. Fernández - Gabriel Núñez
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