Towards a pedagogy of online inquiry reading

Detalhes bibliográficos
Autor(a) principal: Pereira, Íris Susana Pires
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Texto digital
Texto Completo: https://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p28
Resumo: The main purpose of this article is to highlight the need to implement a specific pedagogy of online inquiry reading. I generically situate this idea in the multiliteracies theory and add three arguments. Firstly, I present data related to online reading performed by children and adolescents, which, among other aspects, reveal that these subjects frequently practice reading on the internet to learn. Next, I systematize the main premises of a theoretical model developed to capture the main features of online reading to learn. Finally, I present the analysis of a lesson available on an online digital platform specifically developed for young users’ knowledge construction. The analysis shows the difficulty that the construction of such a pedagogy can constitute when it is done without specific professional knowledge. Although not exhaustive, this sequence of arguments constitutes, in my opinion, a coherent set of compelling reasons for the need to implement a specific pedagogy of reading texts that are read online for learning.
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spelling Towards a pedagogy of online inquiry readingPara uma pedagogia da leitura realizada on-line: para construir conhecimentoThe main purpose of this article is to highlight the need to implement a specific pedagogy of online inquiry reading. I generically situate this idea in the multiliteracies theory and add three arguments. Firstly, I present data related to online reading performed by children and adolescents, which, among other aspects, reveal that these subjects frequently practice reading on the internet to learn. Next, I systematize the main premises of a theoretical model developed to capture the main features of online reading to learn. Finally, I present the analysis of a lesson available on an online digital platform specifically developed for young users’ knowledge construction. The analysis shows the difficulty that the construction of such a pedagogy can constitute when it is done without specific professional knowledge. Although not exhaustive, this sequence of arguments constitutes, in my opinion, a coherent set of compelling reasons for the need to implement a specific pedagogy of reading texts that are read online for learning.O principal propósito deste artigo é o de evidenciar a necessidade da implementação de uma pedagogia específica da leitura realizada na internet com vista à construção de conhecimento. Situo genericamente esta ideia na teoria dos multiletramentos e arrolo três argumentos. Em primeiro lugar, apresento dados referentes à leitura on-line realizada por crianças e adolescentes, que, entre outros aspetos, revelam que estes sujeitos realizam com frequência a prática de leitura na internet para construir conhecimento. Em seguida, sistematizo as principais premissas de um modelo teórico desenvolvido para captar as especificidades da leitura realizada on-line para aprender. Por fim, apresento a análise de uma lição disponível numa plataforma digital on-line especificamente desenvolvida para a promoção da construção de aprendizagens e que mostra a dificuldade que a construção de uma tal pedagogia pode constituir quando é realizada sem conhecimento pedagógico específico. Embora não perfazendo um conjunto exaustivo, esta sequência de argumentos constitui-se, na minha opinião, como um conjunto coerente de razões convincentes da necessidade de implementar uma pedagogia específica da leitura dos textos que são lidos na internet com vista à construção de conhecimento.Center for Research in Computing, Literature, and Linguistics (NuPILL)2019-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p2810.5007/1807-9288.2019v15n2p28Texto Digital; Vol. 15 No. 2 (2019); 28-56Texto Digital; Vol. 15 No 2 (2019); 28-56Texto Digital; v. 15 n. 2 (2019); 28-561807-9288reponame:Texto digitalinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p28/42340Copyright (c) 2020 Íris Susana Pires Pereirainfo:eu-repo/semantics/openAccessPereira, Íris Susana Pires2020-08-10T18:04:01Zoai:periodicos.ufsc.br:article/70339Revistahttp://www.periodicos.ufsc.br/index.php/textodigitalPUBhttps://periodicos.ufsc.br/index.php/textodigital/oaitextodigital@cce.ufsc.br1807-92881807-9288opendoar:2020-08-10T18:04:01Texto digital - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Towards a pedagogy of online inquiry reading
Para uma pedagogia da leitura realizada on-line: para construir conhecimento
title Towards a pedagogy of online inquiry reading
spellingShingle Towards a pedagogy of online inquiry reading
Pereira, Íris Susana Pires
title_short Towards a pedagogy of online inquiry reading
title_full Towards a pedagogy of online inquiry reading
title_fullStr Towards a pedagogy of online inquiry reading
title_full_unstemmed Towards a pedagogy of online inquiry reading
title_sort Towards a pedagogy of online inquiry reading
author Pereira, Íris Susana Pires
author_facet Pereira, Íris Susana Pires
author_role author
dc.contributor.author.fl_str_mv Pereira, Íris Susana Pires
description The main purpose of this article is to highlight the need to implement a specific pedagogy of online inquiry reading. I generically situate this idea in the multiliteracies theory and add three arguments. Firstly, I present data related to online reading performed by children and adolescents, which, among other aspects, reveal that these subjects frequently practice reading on the internet to learn. Next, I systematize the main premises of a theoretical model developed to capture the main features of online reading to learn. Finally, I present the analysis of a lesson available on an online digital platform specifically developed for young users’ knowledge construction. The analysis shows the difficulty that the construction of such a pedagogy can constitute when it is done without specific professional knowledge. Although not exhaustive, this sequence of arguments constitutes, in my opinion, a coherent set of compelling reasons for the need to implement a specific pedagogy of reading texts that are read online for learning.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p28
10.5007/1807-9288.2019v15n2p28
url https://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p28
identifier_str_mv 10.5007/1807-9288.2019v15n2p28
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/textodigital/article/view/1807-9288.2019v15n2p28/42340
dc.rights.driver.fl_str_mv Copyright (c) 2020 Íris Susana Pires Pereira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Íris Susana Pires Pereira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Center for Research in Computing, Literature, and Linguistics (NuPILL)
publisher.none.fl_str_mv Center for Research in Computing, Literature, and Linguistics (NuPILL)
dc.source.none.fl_str_mv Texto Digital; Vol. 15 No. 2 (2019); 28-56
Texto Digital; Vol. 15 No 2 (2019); 28-56
Texto Digital; v. 15 n. 2 (2019); 28-56
1807-9288
reponame:Texto digital
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Texto digital
collection Texto digital
repository.name.fl_str_mv Texto digital - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv textodigital@cce.ufsc.br
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