ISL - Número 7 (2017)
https://hdl.handle.net/10481/60367
2024-03-29T01:22:46ZDesarrollo curricular y recursos educativos en las bibliotecas escolares
https://hdl.handle.net/10481/60444
Desarrollo curricular y recursos educativos en las bibliotecas escolares
Santos Díaz, Inmaculada Clotilde
The aim of this study is to evaluate
the curricular development and
educational resources of the school
libraries in Málaga. The provincial
coordination of the Educational
Local Office has carried out- since
the academic course 2008/2009- an
annual evaluation focused on five
dimensions related to the actions of
the Provincial Network of School
Libraries. This Network is formed by
the public schools of Primary and
Secondary Education of the province.
This article presents the most relevant
results of the evaluation
questionnaire for the 2014/2015
academic year in which 430
educational centres participated,
offering a comparison according to
the educational centre (pre-school,
primary school or secondary school)
and the school year. In general, there
is progress in school libraries due to
its normative regulation, the
involvement of teachers in charge of
libraries in collegiate bodies, the use
of digital tools and social networks.
However, there is a need to expand
the opening hours of the library, to
reinforce the collaboration of
teachers who coordinate educational
projects and to improve the sections and
links of the web portals of libraries.
On the one hand, these conclusions are
intended to serve as a self-assessment to
help school librarians to reflect and
identify their strengths and weaknesses.
On the other hand, they show the
development of the key actions of
school libraries, both their progress and
their deficiencies, in relation to the
standards established at national and
international level.
Reading motivation and reading habits of future teachers
https://hdl.handle.net/10481/60420
Reading motivation and reading habits of future teachers
Vera Valencia, Sergio
According to PISA 2009 results
(OCDE, 2010), the Reading literacy
of Spanish teenagers is under the
international average, and reading
motivation and reading habits are
highly related to reading
performance. And ass research
reveals that teachers can be very
important for the development of
reading pleasure (Gambrell, 1996;
Guthrie, 2008) specially if they are
reading models (De Neaghel & Van
Keer, 2013), the objective of this
study is to explore reading habit and
reading motivation in preservice
teachers.
To do so, it has been used a reading
habit questionnaire for university
students (Larrañaga & Yubero, 2005)
and the reading motivation scale
develop for PISA 2009 (OCDE,
2010) with 433 Education
undergraduates of the University of
Castilla-La Mancha.
Results confirm the significant
association between reading habits
and reading motivation. However,
while a high proportion of the
participants declare high or very high
intrinsic reading motivation, very few
are frequent readers. In addition,
differences in reading motivation and
reading habit depending on the course
were not found.
Implications of the discrepancies found
between what future teachers say and do
as readers are discussed.
Intervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado
https://hdl.handle.net/10481/60419
Intervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado
Lanseros Sánchez, Raquel; Sánchez García, María Remedios
This article seeks to enhance reading
comprehension from the area of
Spanish as a foreign language, as well
as to raise awareness of the cultural
richness of literature written in the
Spanish language. It aims to delve
into the classroom applicability of
literary texts and their didactic
exploitation. In order to achieve this,
we have selected several poems by
Antonio Hernández, whose quality
and magnitude represent a
benchmark in contemporary Spanish
poetry. The objectives are to expand
the vocabulary of students of Spanish
as a foreign language, to approach
poetry in the advanced level Spanish
classroom through different means
which help us meet the challenge and
improve the students’ skills in the
field of reading comprehension, by
using poetic texts. We will work with
Antonio Hernández in order to
exemplify the educational
possibilities of poetry in the
classroom of Spanish as a foreign
language. Target key competencies in
this paper are linguistic competence and
autonomy of learning.
Booktrailer y Booktuber como herramientas LIJ 2.0 para el desarrollo del hábito lector
https://hdl.handle.net/10481/60418
Booktrailer y Booktuber como herramientas LIJ 2.0 para el desarrollo del hábito lector
Rovira Collado, José
In the most recent formulas to
promote reading, we focus on two
dynamics that offer us many
possibilities in schools to encourage
reading habits of our students. Are
Booktrailer, audiovisual books
publicity like cinema and Booktuber,
video reviews of the latest readings
mainly young people shared across
different Internet tools. New digital
devices have favored recording,
editing and publishing video, so the
audiovisual and multimedia format
becomes the perfect ally of reading.
This paper want to do a description of
both concepts, considering their
advantages and disadvantages and
especially the many possibilities of
implementation in the educational
field to work reading comprehension.
For this show, various examples of
good practices both dynamics to
ensure that these digital products are
an ideal support for the development
of reading habits among students.
La competencia lectora. Una aproximación teórica y práctica para su evaluación en el aula
https://hdl.handle.net/10481/60417
La competencia lectora. Una aproximación teórica y práctica para su evaluación en el aula
Díez Mediavilla, Antonio; Clemente Egío, Vicente
The current investigation shows, in
the first place, an analysis and
theoretical approach for the concept
of Reading competence. This
reserach works as a basis to justify
that PISA (creator of this concept)
doesn’t evaluate what it says to
evaluate. So, we propose a new
model of evaluation to assess the
level of Reading comprehension,
getting closer to the concept of
Reading competence than Pisa has
traditionally done. This research has
been carried out with the
participation of up to 7 classes of
4ºESO, the realization of two teststhe before mentioned one and a
second one corresponding to an
excerpt of a PISA test- and the later
analysis and statistical comparison
between them to find differences (if
any) that confirm our statements and
theoretical principles. For this
purpose, test T has been used for
related samples. The statistical
analysis let us check that the new
Reading approach proposed in the
new model of evaluation, through
which we intend to approach the
concept of Reading competence, had
as a main consequence a better
performance of the students in the
realization of this test; in comparison
with the PISA excerpt that was used.
This better efficiency in the carrying
out, by the students participating, of the
new test, include many investigative
implications towards the understanding
of different concepts related to Reading
that, in many occasions, are easily
confused, as well as implications of a
practical nature, providing many
orientations towards educational
interventions in the Reading skill area.