Resum de Catalan Research on Adolescent and Adult Literacy: 

The aim of this talk is to introduce the research group Literacitat Critica (Critical Literacy, in Catalan), from Universitat Pompeu Fabra (Barcelona). I’ll explain briefly its composition, major projects, publications and websites. As an example I will summarize three recent small research projects, using case study approaches and focusing on the reading practices of youth people, which have been published in Catalan in Catalan journals:

1. Reading about drugs on the web. Three boys (13-14 years) read three websites about marijuana (political, religious and scientific) and choose one to recommend to a friend. The transcript of the conversation shows that: a) the boys ignore the ideology of the websites; b) construct meaning when they connect what they read with their environment, c) use superficial criteria to solve the task. See: Martí (2008) Articles, 44: 59-74.

2. Reading political editorials. 9 college students (17-18 years) read two political editorials with opposite positions and have to guess their ideology, to justify it and to decide whether they agree or not. Data from the interviews and the responses show that: a) only 1 student fails and shows systematic inconsistencies, b) 4 students agree with 1 editorial and provide personal data and coherent reasoning; b) 4 students both agree with the two editorials and in their responses repeat ed ideas, say obvious things or erratic data. See: Cassany, Cortiñas, Hernández and Sala (2008) Temps d’Educació, 34: 11-28.http://www.raco.cat/index.php/TempsEducacio/article/view/126497

3. Internet: 1; School: 0? Ari_chan dedicates 2-3h per day to reading and writing on the Web: she is webmaster of a literary forum, has two photologs with 15 readers, writes a personal diary, etc. But she cannot pass several exams on Language and Arts for her final college course. Based on interviews and analysis of her writings and teaching materials at college, I’ll discuss whether the Internet provides a more significant and effective context (community of practice) than school for some learners for the purpose of developing their literate practices. See: Cassany and Hernández (2011), Articles, 53: 25-34.

Resum d' Escritura en la red: ¿cómo cambiado la lectura y la escritura en la red?, ¿qué cambios provoca en la enseñanza del español como lengua estranjera?, ¿cómo organizar un foro, un chat o un blog?