Diagramas de ámbitos Se les pide a los alumnos que sitúen esas experiencias que se han detectado a través de los relojes de lectura en alguno de estos tres ámbitos: la escuela, la familia, el entorno (barrio, amigos). También aquí se sorprenden al ver cómo una gran cantidad de prácticas pertenecen a los ámbitos no “académicos”, y perciben la naturaleza de la alfabetización “académica” a que la escuela, el instituto o la universidad “somete” al alumno, y donde, por ejemplo, la lectura en voz alta o la escritura colaborativa, por ejemplo, no es lo que más se incita, dado que ambas prácticas tienen connotaciones que no suelen encajar bien con las prioridades del ámbito académico. Sobre la metodología empleada por investigadores de los nuevos estudios de literacidad como Gregg Mannion:5 5
Literacies for Learning in Further Education: promoting inclusive learning across boundaries through students’ literacy practices http://www. leeds.ac.uk/educol/documents/161740.htm. The methodology informing this project is broadly – ethnographic, hermeneutic and reflexive. We are trying to obtain “thick description” from the inside rather than merely act as observers from the outside. For this reason, a participatory approach imbued the methods and design though not all are “members” of the research team in the same way and there is a continuum between those who are more like “respondents” and those who are more like “researchers”. Here our aim is to support participants in becoming ethnographers of their own experience. The project is hermeneutic insofar as we recognise the recursive role of interpretation in the understanding of social practices, that is, the ways in which understanding is mobilised through the interrelationships between persons and artifacts and that these understandings help to shape future practices. This has resulted in a mixed method approach to the project as a whole. In phase 2 one method of a number devised to capture data on student’s sense of their own literacy practices was the “Icon Mapping Exercise”. The rationale here is to explore students’ own understanding of the interrelated process of learning, recontextualization and identification. The method described was devised so that it allowed respondents to explore how these processes relate through the lens of literacy. In the first phase of Eloy M. Núñez - Alberto E. M. García - Mar C. Fernández - Gabriel Núñez
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