Hypertext Didactics and its Incidence in the Quality Of Academic Literacy During the Initial Training of Primary School Teachers
Internet popularity among young people is causing relevant changes in the way they currently read and write. Up to what level does information fragmentation caused by Internet determine low quality academic literacy? How do university students interact with the hypertext? What are the competences which teachers should develop in order to encourage discursive skills in the students? The answers to all these questions are faced in a phenomenographic qualitative type of research.
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