<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2018000100012</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2018)0050-012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Leer más allá de las líneas. Análisis de los procesos de lectura digital desde la perspectiva de la literacidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading beyond lines: Analysis of the digital reading processes from a literacy view]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Hermosillo]]></surname>
<given-names><![CDATA[Mónica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela González]]></surname>
<given-names><![CDATA[Jaime Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico y de Estudios Superiores de Occidente Departamento de Psicología, Educación y Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<numero>50</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2018000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las tecnologías de la información y la comunicación han transformado las prácticas lectoras. La lectura en soportes digitales se muestra como una conjunción de procesos diversificados y complejos, que implican un acercamiento plural, como el que se propone desde la perspectiva de la literacidad. Enmarcada en las teorías socioculturales, esta última concibe la lectura como una práctica social, situada histórica y culturalmente. Tomando como referencia el modelo ideológico de literacidad de Street (1984, 1993, 2008) y Cassany (1990, 2006, 2011, 2012), este artículo presenta una investigación cualitativa cuyo objetivo fue identificar, describir y analizar los procesos de lectura en dispositivos electrónicos. Los resultados identifican las habilidades visuales, técnicas, estratégicas y cognitivas que confluyen en ella, así como los diversos niveles y dimensiones de la lectura que emergen con el uso de dispositivos digitales. Se plantea la lectura digital como una práctica enriquecedora que involucra habilidades de tipo afectivo y social, y que puede ir más allá de la lectura en soportes impresos. Se visualizan vías para la formación lectora desde la perspectiva de la literacidad, aplicables tanto en el campo del fomento a la lectura como en el de la educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Information and communication technologies have transformed reading practices. Reading on digital media is a conjunction of diversified and complex processes, wich imply a plural approach, such as that proposed from the perspective of literacy. Framed in sociocultural theories, literacy conceives reading as a social practice, historically and culturally situated. A qualitative research, based on Ideological Model of Literacy from Street (1984, 1993, 2008) and Cassany (1990, 2006, 2011, 2012), was carried out in order to identify, describe and analyze the reading processes, which realized specifically in electronics devices. The results identify the visual, technical, strategic and cognitive abilities that converge in it, as well as the different levels and dimensions of reading that emerge with the use of digital devices. Digital reading is considered as an enriching practice that involves affective and social skills, and can go beyond reading on printed media. Pathways for reading training are visualized from the literacy perspective, applicable both in the field of reading promotion and in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[procesos lectores]]></kwd>
<kwd lng="es"><![CDATA[lectura digital]]></kwd>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[habilidades lectoras]]></kwd>
<kwd lng="en"><![CDATA[reading processes]]></kwd>
<kwd lng="en"><![CDATA[digital reading]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[reading skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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