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The writing of a Thesis constitutes a challenge for postgraduate training as it demands a high degree of complexity in the conceptualization and integration of knowledge. For this reason, in recent years the offer of writing workshops for this textual type has grown considerably. However, although the possibilities offered by new technologies to enhance this type of pedagogical intervention have recently begun to be studied, there are few cases in Argentina of support of thesis writing in virtual environments. In this context, we present an experience carried out at the National University of Comahue, in which, due to last year's compulsory social confinement, we designed and implemented a workshop for Thesis writing through our university's platform. In this paper, we will show central aspects of this experience in which technology has largely shaped pedagogical practice through the implementation of activities in personal and collaborative learning environments. The results obtained seem to indicate that dialogue, justification, and both metacognitive and metalinguistic reflection on the students' own production and that of others in the virtual scenario facilitate the identification of obstacles and strategies to face them. [ABSTRACT FROM AUTHOR]

This article explains developments on exploratory research ongoing about reading and writing middle-school level students' literacy practices, where digital technologies are incorporated. Digital reading and writing at school have become relevant topics of study in response to questions about contemporary changes in written culture. Grounded in theories of literacy studies as social practice, this research aims to describe what happens in middleschool classrooms with digital literacy practices. The research adopts a theoretical perspective in which reading and writing, on screen or on paper, are considered social practices and that, in school, they reflect the complexity of all practice. It is a qualitative, descriptive study, using the main strategies of ethnographic research. From the systematization of the observations made in a third-year course in a secondary school of the Great Buenos Aires, in this article we focus on the reliability dimension of the texts that are found in the web, taking into account the changing landscape that digital technologies bring into classrooms. [ABSTRACT FROM AUTHOR]

The incorporation of the New Information and Communication Technologies (ICTs) into Argentina's education system is at the same time the result of both national and provincial policy as well as other unplanned influences that come from outside of the education's field. Whatever its origin, the incorporation of ICTs into the classrooms reflects a global cultural's change which consists of a qualitative transformation of the ways of our social interaction, the definition of our identities, and the production and circulation of knowledge. On the following paper we will present the main ideas of our future research, which aims to identify and characterize the interpretative communities conformed by students at school. In this way, we aim to study the relationships between students and written culture since the technological model implemented by the educational policy Plan ConectarIgualdad, developed by the national government. [ABSTRACT FROM AUTHOR]

Starting from post-colonial studies and in the course of the late modernity, minorities like the migrants and the mestizos are gaining social visibility, not only for their cultural productions, but also for the theoretical reflections they have prompted, that inquire into the formation of their identities and the configuration of their subjectivity. Now, in the field of literature and the case of language migrants, how does such transfer from their native tongue to another language manifest itself? How is such a conflict expressed? Furthermore, what is changed in the mother tongue and what is retained? Why does one write in a "stepmother language"? This paper, which rests on the interbreeding of space anthropology and autobiographic narrative, poses questions about how the choice of a "linguistic home" takes place, the way in which the outlook on the world is altered in this transition process, and about the political and identity implications inherent in the migration from a lesser, peripheral, residual language (Williams, 1980) to another one that lies in the central zone of the social map. [ABSTRACT FROM AUTHOR]

This paper addresses the confluence between didactic strategies aimed at students' construction of knowledge and the potentials of asynchronous virtual learning environments, as spaces where educational processes predominantly take place through electronic reading and writing. Asynchronous written communication may help students to appropriate and reinterpret their own words and those from others and allows the professor to recapitulate what is produced by this textual community. Finally, this kind of interchange raises challenges and questions about the transformations of reading and writing in the new online environments. This work is based on the observation of the virtual class fora and the qualitative and interpretative analysis of the didactic interchanges with a focus on the professor's interventions. [ABSTRACT FROM AUTHOR]

This paper presents the conclusions of field research on writing and metacognition processes among University students. Data from the subprocesses of writing production was obtained through an adaptation of L.Flower and J.Hayes' Thinking aloud protocol (1996), over a population of 100 University students, distributed into 20 teams, each of which was asked to produce an essay, while one of the members, as non-participant observer, would simultaneously produce the protocol. For gathering the data on metadiscursive aspects, a semistructured poll was carried out to the same students, aiming at rendering visible their representations about their own processes, out of the explicit enunciation of their discursive troubles. From the analysis, quantification and interpretation of the data, problems are detected on low level processing (grammar, spelling and lexicon), both in the discursive and metadiscursive levels; and recurrent difficulty in high level processing (organization and hierarchization of ideas, and monitoring of the whole process). These troubles are inferred, basically, out of the scarce verbalization of these processes and the quality of the written products obtained. The results of this research are particularly relevant for reformulating the didactics of language alongside the different levels of the educative system. [ABSTRACT FROM AUTHOR]