Evaluar el uso de las redes sociales de lectura en la educación literaria en contextos formales e informales. Diseño y validación de la herramienta RESOLEC
Hernández Heras, L. (Universidad de Zaragoza) ; Muela Bermejo, D. (Universidad de Zaragoza) ; Tabernero Sala, R. (Universidad de Zaragoza)
Resumen: Con la aparición de las redes sociales de lectura, los usuarios pueden interactuar entre iguales en torno a una misma afinidad, convirtiendo la lección en una práctica dominada por la cultura participativa. Ante la atención que están recibiendo estas plataformas, se ha diseñado y validado la herramienta RESOLEC, con la que se pretende ofrecer a los docentes de Secundaria y Bachillerato un instrumento validado que les permita evaluar la capacidad de estas redes para fomentar el aprendizaje informal y la educación literaria. Para crear la batería de indicadores, nos fundamentamos en la Teoría de la Actividad y en el paradigma de la educación literaria. Para validarla, emprendimos una prueba de jueces expertos y una prueba piloto con una muestra aleatoria de 10 redes sociales. Tras la aplicación de las pruebas y estadísticos correspondientes, se reformularon 10 indicadores y se suprimieron 2 y todas las dimensiones se se consideraron idóneas. 52 ítems, agrupados en dos escalas de 3 y 4 dimensiones respectivamente, integran el instrumento definitivo.
With the emergence of social reading networks, users can interact among peers around the same affinity, turning the lesson into a practice dominated by participatory culture. Given the attention that these platforms are receiving, the RESOLEC tool has been designed and validated, with the aim of offering Secondary and Baccalaureate teachers a validated instrument that allows them to evaluate the capacity of these networks to promote informal learning and literary education. To create the battery of indicators, we drew on Activity Theory and the literary education paradigm. To validate it, we undertook an expert judge test and a pilot test with a random sample of 10 social networks. After the application of the corresponding tests and statistics, 10 indicators were reformulated and 2 were deleted, and all dimensions were considered suitable. 52 items, grouped into two scales of 3 and 4 dimensions respectively, make up the final instrument. ©2022 Píxel-Bit
Idioma: Español
DOI: 10.12795/pixelbit.93831
Año: 2022
Publicado en: Pixel-Bit, Revista de Medios y Educacion 64 (2022), 139-164
ISSN: 1133-8482
Factor impacto CITESCORE: 5.6 - Computer Science (Q2) - Social Sciences (Q1)
Factor impacto SCIMAGO: 0.629 - Computer Networks and Communications (Q2) - Information Systems (Q2) - Education (Q2) - Computer Science Applications (Q2)
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Lengua y Liter. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
Exportado de SIDERAL (2023-09-13-14:23:28)
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With the emergence of social reading networks, users can interact among peers around the same affinity, turning the lesson into a practice dominated by participatory culture. Given the attention that these platforms are receiving, the RESOLEC tool has been designed and validated, with the aim of offering Secondary and Baccalaureate teachers a validated instrument that allows them to evaluate the capacity of these networks to promote informal learning and literary education. To create the battery of indicators, we drew on Activity Theory and the literary education paradigm. To validate it, we undertook an expert judge test and a pilot test with a random sample of 10 social networks. After the application of the corresponding tests and statistics, 10 indicators were reformulated and 2 were deleted, and all dimensions were considered suitable. 52 items, grouped into two scales of 3 and 4 dimensions respectively, make up the final instrument. ©2022 Píxel-Bit
Idioma: Español
DOI: 10.12795/pixelbit.93831
Año: 2022
Publicado en: Pixel-Bit, Revista de Medios y Educacion 64 (2022), 139-164
ISSN: 1133-8482
Factor impacto CITESCORE: 5.6 - Computer Science (Q2) - Social Sciences (Q1)
Factor impacto SCIMAGO: 0.629 - Computer Networks and Communications (Q2) - Information Systems (Q2) - Education (Q2) - Computer Science Applications (Q2)
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Lengua y Liter. (Dpto. Didácticas Específicas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2023-09-13-14:23:28)
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Record created 2022-09-08, last modified 2023-09-14