La lectura en medios digitales y el proceso lector de los docentes en formación

  1. María José Sosa Díaz
  2. Yolanda Echegoyen Sanz
  3. Antonio Martín Ezpeleta
Journal:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Year of publication: 2022

Issue: 63

Pages: 131-157

Type: Article

DOI: 10.12795/PIXELBIT.91903 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Pixel-Bit: Revista de medios y educación

Metrics

Cited by

  • Scopus Cited by: 3 (12-01-2023)
  • Dialnet Metrics Cited by: 2 (26-01-2023)
  • Web of Science Cited by: 1 (01-01-2023)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • SJR Journal Impact: 0.426
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 605/1381
  • Area: Information Systems Quartile: Q3 Rank in area: 190/352
  • Area: Computer Networks and Communications Quartile: Q3 Rank in area: 180/351
  • Area: Computer Science Applications Quartile: Q3 Rank in area: 399/729

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Impact: 1.720
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 12/228

CIRC

  • Social Sciences: B
  • Human Sciences: C

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • CiteScore of the Journal : 3.8
  • Area: Education Percentile: 83
  • Area: Computer Networks and Communications Percentile: 61
  • Area: Computer Science Applications Percentile: 60
  • Area: Information Systems Percentile: 60

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Citation Indicator (JCI): 0.95
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 258/743

Abstract

21st Century citizens combine reading in print and on screens, which means that two different reading processes are combined.Reading teaching is facing the challenge of enriching a reading literacy method including multimodal digital texts, which entails, at the same time, digital literacy. In this context, it is interesting to take into account the reading habits and processes of the teachers in charge of developing this multiliteracy, which will condition their teaching methods. This research aims to study the preferences in reading format of 236 teachers in training and how this is reflected in their metacognitive reading strategies. A cross-sectional, quantitative and descriptive study has been carried out with a sample belonging to three educational levels (future teachers of Early Childhood, Primary and Secondary Education). The results show a preference for reading in digital format both for academic and recreational purposes. There are statistically significant differences depending on the educational level and age. In addition, a correlation between reading preferences and perception of reading metacognition has been demonstrated.