@misc{10481/60446,
year = {2016},
url = {http://hdl.handle.net/10481/60446},
abstract = {This article analyzes the figure of
the reader and the challenges facing
this through the transformations
that occur in the digital world from
the perspective of the teachinglearning. It is understood the reader
of the XXI century as a user and
creator of content on the network.
Reading is one of the main
practices of access to knowledge,
and also works as an engine of
social power that articulates shared
web 2.0. Thus, definitions of
literacy and reading skills are
changing, as these not only have to
consider the linear reading of
printed texts, but also have to be
extended to reading practices in
new media and technological
devices. a review of research and
models that describe a corpus of
work that brings together evidence
and international results regarding
formatting preferences, learning
styles, skills development and
strategies of reading on screen and
/ or reading in digital environments
is presented.
At the end of the work prospects are
proposed to rethink the role of digital
reader, where the social dimension of
reading practices becomes more
consideration, and where also the
roles developed by the reader
multiply.},
publisher = {Universidad de Granada},
keywords = {Information society},
keywords = {Literacy},
keywords = {Reading},
keywords = {Skills development},
title = {El lector como usuario: implicaciones didácticas},
author = {López Andrada, Concepción},
}