Libro de Actas. 2° Congreso de Educación y Pedagogía
Libro de Actas 2° Congreso de Educación y Pedagogía de la Universidad de Chile. CEDUP 2025 Santiago, Chile 15-17 enero 2025 152 Referencias Ariztía, T. (2017). La teoria de las prácticas sociales: particularidades, posibilidades y limites. Cinta de Moebio, 59, 221 – 234. https://doi.org/10.4067/S0717-554X2017000200221 Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19 (1). Braun, V., y Clarke, V. (2006). Qualitative research in psychology using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77 – 101. Cohen, L., Manion, L., y Morrison, K. (2007). Research methods in education. En Research Methods in Education . Routledge. https://doi.org/10.4324/9780203029053-23 Coiro, J. (2021). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 56 (1), 9 – 31. https://doi.org/10.1002/rrq.302 Colwell, J., y Hutchison, A. C. (2015). Supporting Teachers in Integrating Digital Technology into Language Arts Instruction to Promote Literacy. Journal of Digital Learning. Teacher Education, 31 (2), 56 – 63. Cope, B., y Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy Learning and Design of Social Futures . Routledge. https://doi.org/10.4324/9780203979402 Cope, B., y Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An International Journal , 4 (3), 164 – 195. https://doi.org/10.1080/15544800903076044 CPEIP. (2021). Estándares de la profesión docente. Marco para la buena enseñanza . Ministerio de Educación de Chile. Fardella, C., y Carvajal, F. (2018). Los estudios sociales de la práctica y la práctica como unidad de estudio. Psicoperspectivas. Individuo y Sociedad, 17 (1), 12. Gainer, J. (2013). 21st-century mentor texts: Developing critical literacies in the information age. Journal of Adolescent and Adult Literacy, 57 (1), 16 – 19. https://doi.org/10.1002/JAAL.210
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