Literacy skills in university youth

Número

Downloads

Article abstract page views:  342  

DOI

https://doi.org/10.25267/Tavira.2024.i29.1102

Info

No. 29 (2024)
Camera Obscura: area investigations
1102
Published: 29-12-2024
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

Abstract

The article examines the literacy skills of students at the University of Guadalajara in two academic programs: Bachelor of Arts in Hispanic Letters and Government Administration and Public Policy. Through the “entry and exit test”, data were collected from students in their first or second semester at a public university. A previously validated and adapted questionnaire was used to obtain detailed information on the participants' summarizing, critical reading and argumentation skills. The sample consisted of 44 students. The questionnaire consisted of twenty items distributed in three main sections. The students read a selected article and then, they had to elaborate a summary, identify the author's thesis and present an argumentation. The evaluation of their literacy skills was carried out by a subject matter expert, who used a rubric integrated into the diagnostic instrument. The results indicated that the Hispanic Literature students exhibited a greater ability for argumentation, while those in Government Administration and Public Policy demonstrated greater skill in the elaboration of summaries. However, neither group was able to correctly identify the thesis of the article or produce a coherent and cohesive text commensurate with the level. These findings suggest an improvement in the teaching of literacy skills within both academic programs.

Keywords

Youth Google Schoolar
Information skills Google Schoolar
Literacy Google Schoolar
Education Google Schoolar

Downloads

Download data is not yet available.

Supporting Agencies  

This research was funded by the UNESCO Youth Chair, project reference number 202404.

How to Cite

Correa Cortez, M. E., & Zepeda Ramirez , M. Ángel. (2024). Literacy skills in university youth. Tavira. Electronic Journal of Teacher Training in Linguistic and Literary Communication., (29), 1102. https://doi.org/10.25267/Tavira.2024.i29.1102

Author Biographies

María Esmeralda Correa Cortez, Universidad de Guadalajara

Doctor in Social Sciences, National Researcher, and Tenured Research Professor at the University of Guadalajara, affiliated with the Centro Universitario de la Ciénega (CUCiénega). With over 16 years of academic experience, she has built a distinguished career in the fields of education and social sciences. She currently coordinates the UNESCO Chair on Youth, a space dedicated to analyzing, reflecting, and proposing solutions to the challenges faced by youth in contemporary contexts. Since January 2020, she has led this project with an interdisciplinary and innovative approach. She has directed numerous research projects and designed curricula for undergraduate, master’s, and doctoral programs, establishing herself as a reference in academic training. Her experience spans both public and private higher education institutions, enabling her to contribute to educational development from diverse perspectives.Her commitment to education and research reflects a constant pursuit of generating relevant knowledge and practical solutions to current social challenges.

 

Miguel Ángel Zepeda Ramirez , University of Guadalajara

Bachelor in Hispanic Literature and Master in Learning Technologies, specialized in writing academic, scientific, and creative texts. With over six years of experience as a research advisor in various fields, his work is distinguished by organization and planning as fundamental pillars, ensuring that his students' academic projects are carried out with rigor and excellence. He has experience in creating effective and dynamic curricula, as well as using educational technology to enrich learning processes. Additionally, he stays updated on the latest pedagogical trends and educational resources, fostering a positive and motivating learning environment. He has served as a moderator and speaker at academic events such as the 1st Colloquium of Research Projects of the Seminar on Thesis Development in Hispanic Literature at the University of Guadalajara and the Colloquium: Revueltas y el Apando by EduSmat. He also participated in the Lecturas Luvina Joven event at the 33rd Guadalajara International Book Fair. Through his knowledge and skills, he seeks to demonstrate the importance of mastering language and writing in various disciplines, contributing to the academic and professional success of his students while enhancing their overall development.

License

Copyright (c) 2024 María Esmeralda Correa Cortez, Miguel Ángel Zepeda Ramirez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who have publications with this journal agree to the following terms:

  1. They will retain their copyright and grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License. They may copy, use, disseminate, transmit, and publicly display, provided that authorship, url, and journal are cited, and they are not used for commercial purposes. Derivative works are not permitted.
    You may adopt other non-exclusive licensing arrangements for distribution of the published version of the work (e.g. deposit it in an institutional telematic archive or publish it in a monographic volume) as long as the initial publication in this journal is indicated.
    Disseminate your work on the Internet (e.g. in institutional telematic archives or on your website), which can lead to interesting exchanges and increase citations of the published work. (See The Open Access Effect)

References

Andrade, L., y Utria, L. (2021). Niveles de comprensión lectora en estudiantes universitarios. Palobra, 21(1), 80-95. https://doi.org/10.32997/2346-2884-vol.21- num.1-2021-3488

Arango, S. I., y Manrique, B. (2023). Interacciones comunicativas y colaboración mediada por entornos virtuales de aprendizaje universitarios. Revista de Educación A Distancia (RED), 23(76), 1-23. https://doi.org/10.6018/red.544981

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480. https://doi.org/10.1037/0003-066X.55.5.469

Atencio, R. E., Bonilla, D. E., Miles, M. V., y López, S. Á. (2023). Chat GPT como Recurso para el Aprendizaje del Pensamiento Crítico en Estudiantes Universitarios. CIENCIAMATRIA, 9(17), 36-44. https://doi.org/10.35381/cm.v9i17.1121

Barton, D., Hamilton, M., y Ivanič, R. (2000). Situated literacies: Reading and Writing in Context. Psychology Press.

Bourdieu, P. (1990). La “juventud” no es más que una palabra. En P. Bourdieu (Ed.), Sociología y cultura (pp. 163-173). Editorial Grijalbo, S. A.

Buckingham, D. (2003). Media education: Literacy, learning, and contemporary culture. Polity Press.

Carr, N. (2011). The shallows: What the internet is doing to our brains. W.W. Norton y Company.

Cassany, D. (1999). Construir la escritura. Ediciones Paidós.

Cassany, D. (2021). Crítica de la (lectura) crítica. Textos de Didáctica de la Lengua y la Literatura, 91, 7-13.

Cassany, D., y Casstellà, J. (2010). Aproximación a la literacidad crítica literacidad. Perspectiva, 28(2), 353-374.

https://doi.org/10.5007/2175-795x.2010v28n2p353

Castañeda, L. S., Henao, J. I., y Londoño, D. A. (2011). El parlache y los modelos mentales. Katharsis (1), 11, 7-26.

https://doi.org/10.25057/25005731.142

Creme, P., y Lea, M. R. (2000). Escribir en la universidad. Gedisa eBooks.

Delgado, H. E., Estrada, M. M., Rojas, A. B., Cárdenas, N., y Cangalaya, L. M. (2022). El rol de la literacidad crítica en la formación ciudadana. Investigación Valdizana, 16(3), 151-159. https://doi.org/10.33554/riv.16.3.1509

Ferreiro, E. (2003, 14 abril). La escuela no forma buenos lectores. La Nación. https://acortar.link/F8BsNp

Gee, J. P. (2020). The New Literacy Studies. En J. Rowsell y K. Pahl (Eds.), The Routledge Handbook of Literacy Studie, (pp.35- 48). Routledge Handbooks Online

Gobierno de México. (2019). Decreto por el que se reforman, adicionan y derogan diversas disposiciones de los artículos 3o., 31 y 73 de la Constitución Política de los Estados Unidos Mexicanos, en materia educativa. En Diario Oficial de la Federación (DOF).

Ruiz, J., y Mireles, C. (2023). Prácticas de lectura de los jóvenes de la Facultad de Ciencias de la Información de la Universidad Autónoma de San Luis Potosí, México, 2022. e-Ciencias de la Información, 13(1),1-16 https://doi.org/10.15517/eci.v13i1.52543

González, L. I. A., y Machado, L. E. U. (2021). Niveles de comprensión lectora en estudiantes universitarios. Revista Palobra Palabra Que Obra, 21(1), 80-95. https://doi.org/10.32997/2346-2884-vol.21-num.1-2021-3488

Guerrero, S. (2010). Alfabetización académica y profesional en el siglo XXI: leer y escribir desde las disciplinas.

Boletín de Filología, 47(2), 275-284. https://doi.org/10.4067/s0718-93032012000200012

Hernández, A. M., Navarro, V. A., y Córdova, J. L. (2021a). Habilidades de lectoescritura en la Universidad y estrategias para su desarrollo en ambientes virtuales y presenciales. En E. Peñalosa y P. C. Hernández (Eds.),

Modalidades alternas para la innovación educativa en la formación universitaria (pp. 161-191). Universidad

Autónoma Metropolitana.

Hernández, N. D., Salado, L. I., y Vargas, A. (2021b). Literacidad académica en la educación superior: el caso de la Universidad Estatal de Sonora. Diálogos Sobre Educación, 23(12), 1-22 https://doi.org/10.32870/dse.v0i23.968

Kress, G. R. (2003). Literacy in the New Media Age. Routledge, Taylor and Francis Group. http://eprints.ioe.ac.uk/14914/

Londoño, D. A. (2016a). Análisis sociolingüístico de literacidad en jóvenes de la Institución Universitaria de Envigado. Revista Lasallista de Investigación, 13(1), 49-64.

Londoño, D. A., y Bermúdez, H. L. (2017). Niveles de literacidad en jóvenes universitarios: entrevistas cualitativas y análisis sociolingüístico. Revista Latinoamericana de Ciencias Sociales Niñez y Juventud, 16(1), 315-330. https://doi.org/10.11600/1692715x.16119

López, K., y Sandoval, A. (2023). Participación ciudadana y literacidad crítica digital de estudiantes universitarios. RELATEC Revista Latinoamericana de Tecnología Educativa, 22(2), 27-42. https://doi.org/10.17398/1695-288x.22.2.27

Luke, A. (2018). Critical literacy in the 21st century: Competence or agency?. En M. K. Smith y M. H. B. Brown (Eds.), The SAGE handbook of curriculum, pedagogy and assessment , 1(2) (pp. 418-430). SAGE Publications.

Moreno, F. (1990). Metodología sociolingüística. Gredos.

Moreno, Z. E., Ruíz, M. L., y Viveros, R. (2023a). Literacidad digital en recién ingresados: desarrollo y análisis de un instrumento de ED de la Universidad Veracruzana. Kinesis Revista Veracruzana de Investigación Docente, 8(8), 21-43.

Morris, D., Smith, L., y Bell, C. (2017). The influence of family literacy practices on young children's development. Journal of Literacy Research, 49(4), 512-535.

Pineda, E. E. M., Casa-Coila, M. D., Salluca, M. Y., Jilaja, D. M., y Vilca, P. S. M. (2022). Competencias digitales y satisfacción en logros de aprendizaje de estudiantes universitarios en tiempos de Covid-19. Comunicación. Revista de Investigación En Comunicación y Desarrollo, 13(2), 106-116. https://doi.org/10.33595/2226-1478.13.2.661

Rovira Salvador, I. (2018, 10 abril). Literacidad: qué es, tipos y fases de desarrollo. Psicología y Mente. https://psicologiaymente.com/desarrollo/literacidad

Sánchez, B. K. S. (2018). La comprensión lectora en jóvenes universitarios de una escuela formadora de docentes. RECIE. Revista Electrónica Científica de Investigación Educativa, 4(1), 609-618. http://www.rediech.org/ojs/2017/index.php/recie/article/view/399

Street, B. (1993). Cross-cultural approaches to literacy Cambridge, Mass. Cambridge University.

Sullivan, A., y Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British

Educational Research Journal, 41(6), 971-991. https://doi.org/10.1002/berj.3180

UNESCO. (2006). Literacy for life. The EFA Global Monitoring Report. https://www.unesco.org/gem-report/en/literacy-life

Van Dijk, T. A. (1999). Ideología: un enfoque multidisciplinario. Gedisa

Van Eemeren, F. H., Grootendorst, R., y Henkemans, F. S. (2006). Argumentación: análisis, evaluación, presentación. Editorial Biblos.

Veytia, M. G., y Artavia, Á. (2023). Apropiación de saberes digitales en la formación de estudiantes normalistas mexicanos. Apertura, 15(1), 56-69. https://doi.org/10.32870/ap.v15n1.2337

Zutell, J., y McCormick, S. (1990). Literacy Theory and Research: Analyses from Multiple Paradigms. Proceedings of the Annual Meeting of The National Reading Conference (39th, Austin, Texas, November 28-December 2, 1989). National Reading Conference, Inc.