Pensar-se como lectores y escritores en la universidad: un estudio de diarios de ingresantes a carreras de Letras

Abstract

For most students, engaging in higher education is a new experience that requires the deployment of varied aimed at complying with assigned tasks and organizing their literacy practices accordingly. This article presents some findings based on the analysis of first-year students’ journals at the School of Language Arts (Licenciatura en Letras y Profesorado en Lengua y Literatura) of National University of Río Negro (Universidad Nacional de Río Negro) in Argentina with the aim to reconsider the configuration of students’ literacy practices and identities that shaped by them. Metodologicallly, this research has worked with journals or literacy records written by students during their first semester at University and, from the resulting analysis categories, it contributes to a reassessment of didactic and pedagogical decisions regarding the reading and writing practices at the outset of higher education.