TY  - BOOK
AU  - Castillo, Rigoberto
TI  - Handbook for instructors & keen, reluctant, or procrastinator students: read, write, and research with ICT support = Manual para docentes y estudiantes bisoños, avezados, o procrastinadores : leer, escribir e investigar con apoyo de las TIC
T2  - Doctorado Interinstitucional en Educación. Temas
SN  - 9789587872873
AV  - LB-2395- C352
PY  - 2021///
CY  - Bogotá
PB  - Universidad Distrital Francisco José de Caldas
KW  - Tesauro Digital Complutense (TDC)
KW  - EDUCACION
KW  - APRENDIZAJE
KW  - EXPERIENCIA
KW  - CONOCIMIENTO
KW  - METODO CIENTIFICO
KW  - INVESTIGACION CIENTIFICA
KW  - INNOVACIONES
KW  - ENSEÑANZA SUPERIOR
KW  - DESARROLLO CIENTIFICO Y TECNOLOGICO
KW  - TRANSFORMACION
N1  - Contiene: apéndice al final de cada capítulo; Incluye referencias bibliográficas (páginas 171-185); Capítulo I. Theories underlying reading and writing in a digital age; Writing as social practice theory.
Genre theory. 
A strategic approach to language education theory [Generating ideas. Organizing ideas. Revising ideas. Engaging ideas: Looking for Coherence and cohesion. Processing thinking with digital tools]; Capítulo II. Practices for generating ideas; Choose topic and terms [Graphic organizers. Library work and searches].
Strategies to narrow down a topic [Consult literature in other languages. Find a suitable template. Design a problem tree. Negotiate a topic of inquiry with instructors]; Capítulo III. Practices for organizing ideas; Schemata as scaffolding.
Schemata established in a hierarchy of titles and contents.
Schemata for genres [Essays. Empirical studies]; Capítulo IV. Practices for revising ideas; Top-Down and Bottom-Up strategies [Strategy: regular use of the computer mouse. Strategy: Make the most of digital tools and resources. Strategy: Participate in language awareness workshops].
Detecting and preventing plagiarism.
Collaborating with peers. 
Revising to meet the demands of a genre [Adjusting abstracts. Revising the literature and research reports]; Capítulo V. Practices for engaging ideas; Revisiting Aristotle’s art of rhetoric. 
Procedures to engage in ideas [Modeling. Bridging. Contextualizing. Schema-Building and text representation. Developing metacognition]; Capítulo VI. A syllabus for a Reading-Writing-Research course aided by ICT; The syllabus. 
Structure of objectives and tasks. 
Samples of class work derived from the proposed syllabus. 
Criteria to design and revise the type of assignments; Capítulo VII. Walking students through gateways of communities of practice; A rationale for participating in communities of practice. 
Promoting academic networking.
Supporting public presentations.
Supporting publishing [Strategy 1. Engaging from the curriculum. Strategy 2. Collaborating with faculty. Strategy 3. Knowing the target publication. Strategy 4. Proceeding to write].
Stimulating mobility
ER  -