<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200020</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.964</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ser, tener y leer. La identidad lectora y el capital lector: ¿son elementos clave en la configuración de las prácticas lectoras vernáculas de un adolescente de secundaria?]]></article-title>
<article-title xml:lang="en"><![CDATA[Being, having, and reading: are these key elements in shaping the vernacular reading practices of middle-high school students?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galindo Oceguera]]></surname>
<given-names><![CDATA[Alma Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,almkary@yahoo. com.mx  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde la perspectiva de los Nuevos Estudios de Literacidad y con un enfoque cualitativo, este estudio piloto se plantea dos objetivos: explorar la identidad lectora, el capital lector y la práctica lectora vernácula de un estudiante de secundaria, y valorar la pertinencia de las técnicas, los instrumentos y la estrategia para el análisis de los datos empleados para ese fin. El estudio constó de dos fases. En la primera, se realizaron observaciones de aula para identificar al informante; en la segunda, se efectuaron entrevistas semiestructuradas al informante, a su madre y a una de sus profesoras, además se solicitó al adolescente que completara un formato para el registro de sus lecturas antes de cada entrevista. Los resultados muestran que las prácticas lectoras vernáculas del informante obedecen a sus intereses y necesidades y están estrechamente vinculadas con los elementos de su identidad lectora y las diferentes manifestaciones de su capital lector. Se concluye que el formato de registro de lecturas fue inútil a su propósito, mientras que la observación, las entrevistas semiestructuradas y la estrategia para el análisis de datos demostraron ser herramientas pertinentes para la construcción de datos cualitativos en el estudio de las prácticas lectoras de adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract From the New Literacy Studies perspective and with a qualitative approach, this pilot study aims to explore reading identity, reading capital, and vernacular reading practices of a middle school student, as well as to determine the relevance of techniques, instruments, and the data analysis strategy used for that purpose. In the first stage of the study, classroom observations were made to identify an informer; in the second, semi-structured interviews were carried out with the student, the student&#8217;s mother and one of their teachers. The student was also asked to fill out a format to record his readings before each interview. The results showed that the informer&#8217;s reading practices were a response to his interests and needs and were intricately linked to the elements of his reading identity and the different manifestations of his reading capital. We concluded that the written format for reading was useless for its purpose, while observations, semi-structured interviews and data analysis strategy proved to be relevant tools for the construction of qualitative data in the study of adolescents&#8217; reading practices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adolescentes]]></kwd>
<kwd lng="es"><![CDATA[práctica lectora vernácula]]></kwd>
<kwd lng="es"><![CDATA[identidad lectora]]></kwd>
<kwd lng="es"><![CDATA[capital lector]]></kwd>
<kwd lng="es"><![CDATA[Nuevos Estudios de Literacidad]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="en"><![CDATA[vernacular reading practices]]></kwd>
<kwd lng="en"><![CDATA[reading identity]]></kwd>
<kwd lng="en"><![CDATA[reading capital]]></kwd>
<kwd lng="en"><![CDATA[New Literacy Studies]]></kwd>
</kwd-group>
</article-meta>
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