Read to learn and learn to read in the university. Aesthetic and eferent reading

Authors

  • Marcela Rapetti Universidad Nacional de Río Cuartoo
  • Gisela Vélez Universidad Nacional de Río Cuarto

DOI:

https://doi.org/10.22201/iisue.20072872e.2012.7.68

Keywords:

reading, experience of the students, university, South America, Argentina

Abstract

This article describes central aspects of the relationship university students establish with reading. The description is made based on the analysis of accounts on the experience of reading written by freshman students (2002-2007). The study is based on concepts developed by sociocultural psychology and the transactional theories of reading. The analysis of the accounts is oriented by theory supported by data. The results show links between efferent and aesthetic stances, expressed in accounts based on what the readers evoke and what reading provokes.

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Author Biographies

Marcela Rapetti, Universidad Nacional de Río Cuartoo

Degree inPsychopedagogy, , National University of Río Cuarto, Argentina. Academic at the Faculty of Human Sciences. National University of  Río Cuarto, Argentina. Research subjects: reading and learning based on reading; the experience of reading in university students.

Gisela Vélez, Universidad Nacional de Río Cuarto

Teacher of Epistemology and Scientific Methodology, National University of Río Cuarto, Argentina. Diploma in Advanced Studies in Learning and Teaching, Autonomous University of Madrid, Spain. Academic at the National University of  Río Cuarto. Research subjects: reading and learning based on reading; the experience of reading in university students.

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Published

2012-05-31

How to Cite

Rapetti, M., & Vélez, G. (2012). Read to learn and learn to read in the university. Aesthetic and eferent reading. Revista Iberoamericana De Educación Superior, 3(7). https://doi.org/10.22201/iisue.20072872e.2012.7.68

Issue

Vol. 3 Núm. 7 (2012)

Section

Outlines