Translectura: estrategia didáctica para mejorar el proceso lector con elementos transmedia

Abstract

This research proposal emerges from the look at about the results obtained in the critical Reading skills, hence ones propose the application of a didactic strategy with transmedia elements that helps to improve the critical Reading comprehension in students of eleventh and tenth grades of the Maria Mercedes Carranza school and I.E.D Hernan Venegas Carrillo both public schools. It deeps in four important topics, such as critical Reading and comprehension process, transmedia as a new way to narrate, situated learning as one that makes possible to bring real situations to the classroom that promotes build contextualized knowledge, and at last but not least the collaborative learning seen as way to interact and develop strategies that foster knowledge sharing. The methodology bases on the socio-critical paradigm that seeks to investigate about reality to transform it, the qualitative methodology that allows the approach to it and the focus of action research as a way of reflection to promote, Foster, or generate the active participation of the population involved in the research process, in the same way decided the categories of analysis with T student, atlas ti and evaluation rubrics. In conclusion, it establishes that the didactic proposal generates an impact on the majority of the students reflected in the production of videos by making use of transmedia elements, which demonstrates that it improves in the competences of critical reading.