Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/7196
Título
Building Historical Narratives about Controversial Issues on Twitter: An Analysis of Digital Literacy Levels in Secondary School Students
Publicado en
Teacher Education: New Perspectives
Editorial
IntechOpen
Fecha de publicación
2021-02
ISBN
978-1-83969-289-5
DOI
10.5772/intechopen.95972
Resumo
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.
Palabras clave
Historical education
Historical accounts
Controversial issues
Digital literacy
Twitter
Materia
Educación
Education
Tecnología
Technology
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