LEARNING COMMUNITIES IN THE INSTRUCTION OF CRITICAL READING SKILLS OF HYPERMEDIAL TEXTS

Abstract

Objective: to contribute to the didactics of the critical reading of texts in the secondary school, by utilizing some information and communications technologies (ICTs). Methodology: qualitative research and grounded approach. An intervention process with a teacher and twenty-four eleven graders was carried out. The instruments employed to collect data included interviews, focus groups and a record registered through a matrix observation tool in every working session. Findings: the implementation of a didactic strategy to support the method of teaching critical reading of hypermedial texts within a virtual learning community provided the means to identify the factors that were involved in the development of the proposal aforementioned, and to determine the didactic potential of the educational social network Edmodo as a mediator of a virtual community. Conclusions: the development of research processes that take advantage of the didactic asset of the ICTs, becomes a requirement together with the social learning factor they promote in the consolidation of a critical digital literacy among citizens by means of patterns and innovative strategies.