Reading and note taking in monological and dialogical classes in the Social Sciences

Autores
Cartolari, Mónica Manuela; Carlino, Paula; Colombo, Laura Marina
Año de publicación
2013
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students’ active approach to meaning construction when learning.
Fil: Cartolari, Mónica Manuela. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Carlino, Paula. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Colombo, Laura Marina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
READING
TAKING NOTES
TEACHING
DIALOGICALITY
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/27241
Acceder
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spelling Reading and note taking in monological and dialogical classes in the Social SciencesCartolari, Mónica ManuelaCarlino, PaulaColombo, Laura MarinaREADINGTAKING NOTESTEACHINGDIALOGICALITYhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students’ active approach to meaning construction when learning.Fil: Cartolari, Mónica Manuela. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Carlino, Paula. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Colombo, Laura Marina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaEdith Cowan University2013-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/27241Cartolari, Mónica Manuela; Carlino, Paula; Colombo, Laura Marina; Reading and note taking in monological and dialogical classes in the Social Sciences; Edith Cowan University; Australian Journal of Teacher Education; 38; 6; 6-2013; 159-1831835-517XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://ro.ecu.edu.au/ajte/vol38/iss6/10/info:eu-repo/semantics/altIdentifier/doi/10.14221/ajte.2013v38n6.7info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:47:28Zoai:ri.conicet.gov.ar:11336/27241instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:47:28.553CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Reading and note taking in monological and dialogical classes in the Social Sciences
title Reading and note taking in monological and dialogical classes in the Social Sciences
spellingShingle Reading and note taking in monological and dialogical classes in the Social Sciences
Cartolari, Mónica Manuela
READING
TAKING NOTES
TEACHING
DIALOGICALITY
title_short Reading and note taking in monological and dialogical classes in the Social Sciences
title_full Reading and note taking in monological and dialogical classes in the Social Sciences
title_fullStr Reading and note taking in monological and dialogical classes in the Social Sciences
title_full_unstemmed Reading and note taking in monological and dialogical classes in the Social Sciences
title_sort Reading and note taking in monological and dialogical classes in the Social Sciences
dc.creator.none.fl_str_mv Cartolari, Mónica Manuela
Carlino, Paula
Colombo, Laura Marina
author Cartolari, Mónica Manuela
author_facet Cartolari, Mónica Manuela
Carlino, Paula
Colombo, Laura Marina
author_role author
author2 Carlino, Paula
Colombo, Laura Marina
author2_role author
author
dc.subject.none.fl_str_mv READING
TAKING NOTES
TEACHING
DIALOGICALITY
topic READING
TAKING NOTES
TEACHING
DIALOGICALITY
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students’ active approach to meaning construction when learning.
Fil: Cartolari, Mónica Manuela. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Carlino, Paula. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto de Lingüística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Colombo, Laura Marina. Universidad de Buenos Aires; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According to students, this prompted them to use their class-notes to re-signify and consider the relevance of the information read, with talking, reading, and note-taking contextualizing each other. The dialogical teaching style merged literacy practices and interwove them with disciplinary contents, promoting students’ active approach to meaning construction when learning.
publishDate 2013
dc.date.none.fl_str_mv 2013-06
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/27241
Cartolari, Mónica Manuela; Carlino, Paula; Colombo, Laura Marina; Reading and note taking in monological and dialogical classes in the Social Sciences; Edith Cowan University; Australian Journal of Teacher Education; 38; 6; 6-2013; 159-183
1835-517X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/27241
identifier_str_mv Cartolari, Mónica Manuela; Carlino, Paula; Colombo, Laura Marina; Reading and note taking in monological and dialogical classes in the Social Sciences; Edith Cowan University; Australian Journal of Teacher Education; 38; 6; 6-2013; 159-183
1835-517X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://ro.ecu.edu.au/ajte/vol38/iss6/10/
info:eu-repo/semantics/altIdentifier/doi/10.14221/ajte.2013v38n6.7
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Edith Cowan University
publisher.none.fl_str_mv Edith Cowan University
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.13397

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