dc.contributor.author | Ortega Sánchez, Delfín | |
dc.contributor.author | Barba Alonso, César | |
dc.date.accessioned | 2022-12-20T11:07:25Z | |
dc.date.available | 2022-12-20T11:07:25Z | |
dc.date.issued | 2021-02 | |
dc.identifier.isbn | 978-1-83969-289-5 | |
dc.identifier.uri | http://hdl.handle.net/10259/7196 | |
dc.description.abstract | This research analyses the literacy levels of a group of Spanish secondary school history students (n = 42) in digital environments (Twitter), with the aim of providing educational clues about the ways in which social discourses are constructed on controversial issues, in particular those generated by the Spanish Civil War. From a qualitative research approach, the most recurrent digital narrative data has been emptied and analyzed, based on three a priori categories of social analysis: gender, historical empathy and social conscience. The results report the predominance of cognitive/inferential literacy skills and, consequently, the need to incorporate new scenarios for teaching-learning history from the theoretical principles of critical pedagogy and education for active, critical and committed citizenship with social participation. | en |
dc.description.sponsorship | This study was completed with the support of the Research Group Recognized in Didactics of History and Social Sciences (DHISO), and the Group for Educational Innovation in Didactics of Social Sciences, Languages and Literatures in Initial Teacher Training of Early Childhood Education and Primary Education (DiCSOL) of the University of Burgos. This publication is part of the R&D Projects Teach and Learn to interpret contemporary problems and conflicts. What do the Social Sciences contribute to the formation of a critical global citizenship? (EDU2016–80145-P), financed by the Ministry of Economy and Competitiveness (Spanish Government), and Future Education and Democratic Hope. Rethinking Social Studies Education in changing times (PID2019- 107383RB-I00), financed by the Ministry of Science, and Innovation Funding entity: Ministry of Economy, Industry and Competitiveness (Spanish Government). | en |
dc.language.iso | eng | es |
dc.publisher | IntechOpen | es |
dc.relation.ispartof | Teacher Education: New Perspectives | |
dc.rights | Attribution 3.0 Unported | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/ | * |
dc.subject | Historical education | en |
dc.subject | Historical accounts | en |
dc.subject | Controversial issues | en |
dc.subject | Digital literacy | en |
dc.subject | es | |
dc.subject.other | Educación | es |
dc.subject.other | Education | en |
dc.subject.other | Tecnología | es |
dc.subject.other | Technology | en |
dc.title | Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students | en |
dc.type | info:eu-repo/semantics/bookPart | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.relation.publisherversion | https://www.intechopen.com/chapters/75144 | es |
dc.identifier.doi | 10.5772/intechopen.95972 | |
dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/EDU2016-80145-P/ES/ENSEÑAR Y APRENDER A INTERPRETAR PROBLEMAS Y CONFLICTOS CONTEMPORANEOS. ¿QUE APORTAN LAS CIENCIAS SOCIALES A LA FORMACION DE UNA CIUDADANIA GLOBAL CRITICA?/ | es |
dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107383RB-I00/ES/EDUCACION PARA EL FUTURO Y ESPERANZA EN LA DEMOCRACIA. REPENSAR LA ENSEÑANZA DE LAS CIENCIAS SOCIALES EN TIEMPOS DE CAMBIO/ | es |
dc.page.initial | 1 | es |
dc.page.final | 12 | es |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es |
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