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Mediated Action: A Unit of Analysis for Reviewing Hypertextual Reading and Writing Practices in Teacher Training

La acción mediada, una unidad de análisis para revisar las prácticas de lectura y escritura hipertextual en la formación de profesores

Abstract

This exploratory qualitative study identifies and tests a unit of analysis in order to describe and interpret, in a holistic manner, the hypertextual academic reading and writing practices that take place on a teacher training programme in Chile. The practices are observed from an overall perspective and are characterised as a system made up of elements and dynamic, changeable interactions related to cognitive, sociocultural and multimodal variables.

Based on Burke’s model (1969a), mediated action is taken as the basic unit through which the technology-supported academic literacy practices are reviewed. The model’s components are act, scene, agent, agency and purpose. They allow the object to be observed, its constituent elements to be highlighted, and the dialogic interaction that mobilises the system to be underscored.

The research is organised as a case study that draws on the perceptions of a group of students taking part in the production of an academic report with hypertextual support. The significance of the study lies in the fact that it validates a model of analysis in which the object is shown from an integrating perspective, thus revealing aspects that should be taken into account in competency training for hypertextual academic literacy in teacher training programmes.

Resumen

El estudio de carácter cualitativo exploratorio identifica y prueba una unidad de análisis para describir e interpretar de manera holística las prácticas de lectura y escritura académica hipertextual, que tienen lugar en un programa de formación de profesores en Chile. Las prácticas son observadas desde una perspectiva global y se caracterizan como un sistema compuesto de elementos e interacciones dinámicas y cambiantes, relacionadas con variables cognitivas, socioculturales y multimodales.

La unidad básica a través de la cual se revisan las prácticas de alfabetización académica con apoyo tecnológico es la acción mediada, tomada del modelo de Burke (1969a). Los componentes del modelo: acto, escena, agente, agencia y propósito, permiten observar el objeto, poner en relieve sus elementos constituyentes y, al mismo tiempo, la interacción dialógica que moviliza el sistema.

La investigación se organiza como un estudio de casos que recoge las percepciones de un grupo de sujetos que ha participado en la elaboración de un informe académico con apoyo hipertextual. La relevancia del estudio radica en validar un modelo de análisis que devela el objeto desde una perspectiva integradora y descubre aspectos que deberán ser asumidos en la formación de competencias de alfabetización académica hipertextual en programas de formación docente.

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Correspondence to Beatriz Figueroa Sandoval.

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Figueroa Sandoval, B., Aillon Neumann, M. & Salazar Provoste, O. Mediated Action: A Unit of Analysis for Reviewing Hypertextual Reading and Writing Practices in Teacher Training. Int J Educ Technol High Educ 10, 254–267 (2013). https://doi.org/10.7238/rusc.v10i1.1291

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Keywords

  • hypertextual academic literacy
  • mediated action
  • teacher training

Palabras clave

  • alfabetización académica hipertextual
  • acción mediada
  • formación docente