MATERIALIZING THE DIGITAL “LETTER”: BETWEEN THE SYNTAGMATIC READING AND THE MULTIPLE MEDIA LIFE

Abstract

This paper works on the absence of an implementation of a multimedia literacy in setting the curriculum planning in language and literature. The central objective is to determine if there is resistance to new technologies and their application or if it is a problem of infrastructure and lack of training in order to visualizing where is the mismatch between the writing and reading production proposals from teachers and these practices in which students perform actively in everyday life in a different way.
To work on this tension, first, we analyze the theoretical assumptions from which to think about the historic change that carries the information revolution we are witnessing. This point deserves a revision of reading during modernity that involves changes depending on the media and by the subjects using new forms of literacy. Moreover, we conduct a survey of the productions that already exist in the network in this area aimed at schooling. Finally, we propose an approach to the outcomes of ICT training for Secondary School teachers in Entre Ríos, making our corpus with those that dictate language and literature.
We find that multimedia literacy is not legitimized and an active reading practice is required in order to make new generations be interested at this point. In this sense we propose a new concept of reader, a new dynamic and new skills specific courtly promote the potential of ICT to the practice scriptural and reading now.
The conclusions of our work will focus on the possibilities offered by ICT in school and in particular, some possible strategies that allow the optimization of reading and writing, adapting production to the current redefinition that are obtained from these practices.