Most of our students belong to the so-called digital generation, and therefore are considered "digital natives" (Prensky, 2001) for having grown up with digital technologies, which has naturalized their use. Most born after the 90's, they generally have a great ability to use computers, video games and the Internet, and they are consumers and producers of everything in the network. More specifically, among other characteristics: they prefer the image to the text and resort to it to communicate and to be informed; They tend to do more than one task at a time, prefer to approach each situation as if it were a problem; they have the need to get immediate feedback; and prefer to learn in a fun way (Prensky, 2001; 2011). Despite these skills, they have difficulties in solving a problem following structured steps, using the deductive analysis and the knowledge previously acquired. His reading is rather superficial, they are done, in general, from digital sources like the press. A structured type of source to allow a quick readership of headlines, see many news in video, and that does not promote deepening of the facts (Yubero and Larrañaga, 2017). Regarding their reading habits, a 2017 survey on college students of Primary, Social Education, Social Work and Humanities, shows that 88% of interviewees did not even use the scientific journals, while one 38% thought that these could be interesting for their training (Yubero and Larrañaga, 2017).
This project aims to provide our students with materials (audiovisual) more in line with their needs and characteristics (their preference for the image) but also to encourage skills related to their deficiencies. In particular, related to the reading of written texts (bibliography proposed from subjects of different degrees) encouraging guided, step-by-step, analytical and deferred feedback. It is known how important it is, from a cognitive and socio-cultural point of view, reading and knowing how to read. According to Cassany (2006), reading is to understand, and therefore, it is necessary to develop different mental skills or cognitive processes: to anticipate what will say a writing, to contribute our previous knowledge, to elaborate hypotheses and to verify them, to construct inferences to understand what is only suggested, etc. The meaning of the text neither lodges words nor is it unique. It is placed in the mind of the reader. It is developed from previous knowledge that this contributes and requires cognitive abilities involved in the act of understanding.
On the other hand, when reading we also adopt a concrete attitude and a point of view as readers, and use pre-established thinking styles to build concrete conceptions of reality. This is how we read configures our individual identity, social and, in the case of university students, also their professional identity. With the promotion of reading, this project of innovation aims to activate all these processes that young digital natives do not usually stimulate. Everything from taking your attention and interest from the audiovisual material selected and / or developed by the teaching staff.
The project proposes three main actions: 1. The selection of audiovisual resources that can help to approach the bibliography; 2. The elaboration of mini videos that guide the approach of key works of the bibliography. and 3. The elaboration of generic mini videos that illustrate the type of works of necessary consultation in any professional or scientific field (ex. structure of a scientific article, dissemination, etc.). In summary, the objective of the project is the elaboration of generic videos and also of specific ones linked to the compulsory consultation works stipulated in the subjects.
Global provision: € 1000.00
María Alejandra Bosco Paniagua (Coordinadora, UAB), José Luís Muñoz (UAB), Antoni Navío (UAB), Georgina Paris Mañas (UAB), Carla Quesada Pallarès (UAB), Noemí Santiveri Papiol (UAB), Cecilia Inés Suárez (UAB) and Marina Tomàs (UAB).