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
Revista:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Ano de publicación: 2022

Número: 63

Páxinas: 131-157

Tipo: Artigo

DOI: 10.12795/PIXELBIT.91903 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Pixel-Bit: Revista de medios y educación

Indicadores

Citas recibidas

  • Citas en Scopus: 3 (12-01-2023)
  • Citas en Dialnet Métricas: 2 (26-01-2023)
  • Citas en Web of Science: 1 (01-01-2023)

SCImago Journal Rank

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Impacto SJR da revista: 0.426
  • Cuartil maior: Q2
  • Área: Education Cuartil: Q2 Posición na área: 605/1381
  • Área: Information Systems Cuartil: Q3 Posición na área: 190/352
  • Área: Computer Networks and Communications Cuartil: Q3 Posición na área: 180/351
  • Área: Computer Science Applications Cuartil: Q3 Posición na área: 399/729

Índice Dialnet de Revistas

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • Factor de impacto da revista: 1,720
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 12/228

CIRC

  • Ciencias Sociais: B
  • Ciencias Humanas: C

Scopus CiteScore

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • CiteScore da revista: 3.8
  • Área: Education Percentil: 83
  • Área: Computer Networks and Communications Percentil: 61
  • Área: Computer Science Applications Percentil: 60
  • Área: Information Systems Percentil: 60

Journal Citation Indicator (JCI)

(Valores previstos, calculados en base ao último indicador recollido, ano 2.021)
  • Ano 2021
  • JCI da revista: 0.95
  • Cuartil maior: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición na área: 258/743

Resumo

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.