Diseño, Implementación y Evaluación del Programa Transversal de Alfabetización Académica Lector-es

Abstract

Autor a quien deba ser dirigida la correspondencia ResumenEste artículo describe el diseño, implementación y evaluación del programa transversal de alfabetización académica Lector-es en estudiantes de formación inicial docente en la modalidad de educación a distancia de la Licenciatura en Educación Básica, con énfasis en Matemáticas, Humanidades y Lengua Castellana. El estudio, realizado en la Universidad Pedagógica y Tecnológica de Colombia, presenta un enfoque mixto, de tipo investigación evaluativa sustentada bajo el modelo de evaluación de programas de Pérez Juste. Los resultados ponen de manifiesto que el programa Lector-es responde a las necesidades de los destinatarios y se adecua a los criterios de pertinencia, calidad intrínseca y viabilidad. En la evaluación final, el programa ha presentado un alto grado de eficacia, eficiencia y efectividad. En conclusión, el programa promueve la enseñanza de la lectura como eje transversal del curriculum, la apropiación de los contenidos de las asignaturas y la participación de actividades propias del docente de educación básica. Palabras clave: lectura; programa de alfabetización; evaluación; educación a distancia; formación docenteAbstract This article describes the design, implementation and evaluation of the transversal program of academic literacy Lector-es in university students of teacher training in the distance education program of the bachelor in elementary education, with emphasis on mathematics, humanities and Spanish language. The study, done at the Universidad Pedagógica y Tecnológica de Colombia, has a mixed approach of evaluative research type, based on the educational program evaluation known as Pérez Juste model. The results show that the program Lector-es responds to the needs that the participants have and it fulfills the criteria of relevance, intrinsic quality and viability. During the final evaluation, the program showed a high degree of efficacy, efficiency and effectiveness. In conclusion, the program promotes teaching of reading as a transversal axis of the curriculum, appropriation of the contents of the subjects, and taking part in activities that are intrinsic to the basic education teacher.

Academic literacy among the university students in Mexico and Spain: A holistic perspective

“…Two scoping reviews were identified, one with the objective of exploring and describing methods and strategies to promote the development of academic literacy ( Klarare et al, 2022 ) and the other with the objective of completing a characterization of complex thinking in academic literacy and higher education ( Suarez-Brito et al, 2022 ). Five articles were found that addressed interventions, two of them focused on writing ( Olivier, 2019 ; Zashikhina, 2021 ), one aimed at academic writing in English ( Roux et al, 2018 ), one about a Center for Reading, Writing and Orality ( Soares Sito et al, 2019 ), and one research focusing on a program that was designed in such a way as to associate learning with the production and analysis of texts specific to the students’ field of study ( Urzúa-Martínez et al, 2021 ), and another article dealt with a cross-cutting program of academic literacy ( Pardo-Espejo and Villanueva-Roa, 2019 ). In contrast, an investigation was also identified, the objective of which focuses on recognizing poor black youth in rural communities as knowledge givers and knowledge takers or “epistemic contributors” ( Soares Sito, 2018 ).…”