Uso de la videoreseña literaria para el desarrollo de estrategias de mediación lectora en estudiantes de quinto ciclo de la carrera de Pedagogía de la Lengua y la Literatura de la Universidad Nacional de Loja
The university teaching-learning process provides new trainee teachers with the development of essential skills, abilities, competencies, and knowledge for acquiring their professional profile. In this context, the development of the ability to act as a reading mediator has become a key point in the...
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| Формат: | bachelorThesis |
| Мова: | spa |
| Опубліковано: |
2025
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| Предмети: | |
| Онлайн доступ: | https://dspace.unl.edu.ec/jspui/handle/123456789/31805 |
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Додати тег | Резюме: | The university teaching-learning process provides new trainee teachers with the development of essential skills, abilities, competencies, and knowledge for acquiring their professional profile. In this context, the development of the ability to act as a reading mediator has become a key point in the training of those who will work in the field of Language and Literature. Current demands require these teachers to effectively fulfill the role of mediator through the transposition of digital vernacular practices that have emerged in response to the expansion of TIC. Consequently, this research was carried out with the purpose of developing reading mediation strategies in language and literature trainee teachers through literary video reviews. To achieve this objective, the discursive resources provided by literary video reviews were analyzed to mediate reading comprehension processes, and the potential of literary video reviews as a discursive genre and multimodal resource to develop digital, oral, and reading comprehension mediation competencies in university trainee teachers was assessed. The approach employed was qualitative in nature, based on a type of didactic intervention centered on literary projects. This was applied to a sample of 23 students from the fifth cycle of the Pedagogy of Language and Literature program. The results show that the transposition of literary video reviews allows trainee teachers to acquire fundamental literary competencies for the mediator role in their professional profile. Thus, the conclusions demonstrate that the transposition of digital vernacular practices, with an emphasis on literary video reviews, benefits the acquisition of digital learning, communication, reading mediation, and reading comprehension that contextualize the mediator role in the professional profile of university trainee teachers. |
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