Using Digital Journals to Write throughout the Curriculum

Authors

DOI:

https://doi.org/10.5377/paradigma.v30i50.17103

Keywords:

higher education, writing throughout the curriculum, digital journals, didactic sequence

Abstract

Digital journals are far- reaching resources for the teaching process at higher education contexts, as it has been stated in several research works. In that sense, the purpose of this article is to describe the didactic sequence followed to build up a digital journal in the curricular unit Teoría del Significado (Semantics theory) which belongs in the syllabus of the speciality the Lengua y Literatura (Spanish Language and Literature) at the Pedagogical Experimental University Libertador Venezuela (UPEL). The study is theoretically based on the Writing Throughout the Curriculum Approach. The participants were four female students. The execution of the didactic sequence was developed through different stages: planning of the global writing tasks, preparation of the contents and the building of the journal. The results show a positive assessment of the experience, given that the students met the expected competencies for the course and developed digital skills through strategies of collaborative and individual work. The teaching work was oriented toward cognitive mediation during the process of creation of the didactic resource. Regarding the conflicts experimented, it is worth mentioning they were overcome thanks to the motivational and the affective factors involved.

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Author Biographies

Lourdes Ángela Díaz Blanca, Universidad Pedagógica Experimental Libertador

Profesora en Educación Integral, mención Lengua, Magíster en Lingüística por la Universidad Pedagógica Experimental Libertador (UPEL), Doctora en Lingüística (Universidad de los Andes, ULA Mérida), Docente Titular a dedicación exclusiva, adscrita a la Extensión Académica UPEL (Mérida). Profesora de las unidades curriculares: Gramática I y II, Enseñanza de la Lengua Materna, Teoría del Significado, Fonética, Español de Venezuela y Lengua Española. Ponente y conferencista en eventos nacionales e internacionales. Investigadora en las áreas de escritura académica, gramática, análisis de géneros y enseñanza de la lengua materna. Miembro del Centro de Investigaciones Lingüísticas y Literarias “Hugo Obregón Muñoz” (CILLHOM).

María Susana Harringhton Martínez, Universidad Pedagógica Experimental Libertador

Profesora en Lengua y Literatura, Magíster en Literatura Latinoamericana y Doctora en Educación por la Universidad Pedagógica Experimental Libertador (UPEL), Docente Asociado a dedicación exclusiva, adscrita al Departamento de Pedagogía e Investigación UPEL (Turmero). Ponente en eventos nacionales e internacionales. Investigadora en las áreas de literatura latinoamericana, investigación educativa y uso didáctico de las Tecnologías de la Información y la Comunicación. Coordinadora de la línea Investigar desde la educación: diálogo de saberes interdisciplinarios (UPEL, IPREMLF). Miembro del Centro de Investigaciones Lingüísticas y Literarias “Hugo Obregón Muñoz” (CILLHOM).

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Published

2023-12-06

How to Cite

Díaz Blanca, L. Ángela, & Harringhton Martínez, M. S. (2023). Using Digital Journals to Write throughout the Curriculum. Paradigma: Revista De Investigación Educativa, 30(50), 247–268. https://doi.org/10.5377/paradigma.v30i50.17103

Issue

Vol. 30 No. 50 (2023)

Section

Sistematización de Práctica Educativa

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