<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732022000100079</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metaliteracidad en la formación doctoral: estudio de caso de un curso de Sociolingüística]]></article-title>
<article-title xml:lang="en"><![CDATA[Metaliteracy in Doctoral Education: Case Study of a Sociolinguistics Course]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes Silva]]></surname>
<given-names><![CDATA[Melanie Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla Esquivel]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CETYS Universidad  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>88</numero>
<fpage>79</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732022000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732022000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732022000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Este estudio se desprende de un proyecto más amplio, su propósito fue analizar las prácticas de literacidad de estudiantes de un curso de Sociolingüística y Variación, que formaba parte de un programa de doctorado en Lingüística. El marco teórico en el que se sitúa la investigación es el enfoque sociocultural y los Nuevos Estudios de Literacidad. La metodología siguió un diseño cualitativo, con un estudio de caso de tipo etnográfico. Las técnicas de recolección de datos fueron la observación de clases, la recolección de textos, así como entrevis tas a la profesora y a los estudiantes. El análisis de los datos permitió observar que en la clase se promueven diversas literacidades, entre las que destacan la informacional, digital, visual, ciberliteracidad y fluidez informativa, todas ellas parte de la metaliteracidad. También se promovieron la literacidad crítica y disciplinar. Se identificaron áreas de oportunidad y se concluye que se pueden obtener mejores resultados si la formación en literacidades se hace de manera intencionada y si se consideran las literacidades crítica y disciplinar cuando se hable de literacidades vinculadas con la tecnología digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract This study stemmed from a broader project. Its purpose is to analy ze the literacy practices of students in a Sociolinguistic and Variation course that was part of a Linguistics Doctoral program. The theoretical framework of this research is the sociocultural approach and the New Literacy Studies. The methodology follows a qualitative design with an ethnographic case study. The data collection techniques used are class observation, text collection, and interviews with the professor and the students. The data suggest that the class promotes different types of literacy, among which digital, visual, and cyber literacy, as well as information fluency, stand out. All of these are part of metali teracy. The class also promoted critical and disciplinary literacy. Areas of opportunity were detected, and it was concluded that better results may be obtained if literacy education is approached intentionally and if critical and disciplinary literacy are considered when referring to digital technology-related literacies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Metaliteracidad]]></kwd>
<kwd lng="es"><![CDATA[literacidad crítica]]></kwd>
<kwd lng="es"><![CDATA[literacidad disciplinar]]></kwd>
<kwd lng="es"><![CDATA[estudios de posgrado]]></kwd>
<kwd lng="es"><![CDATA[gestión de la información]]></kwd>
<kwd lng="en"><![CDATA[Metaliteracy]]></kwd>
<kwd lng="en"><![CDATA[critical literacy]]></kwd>
<kwd lng="en"><![CDATA[disciplinary literacy]]></kwd>
<kwd lng="en"><![CDATA[graduate studies]]></kwd>
<kwd lng="en"><![CDATA[information management]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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