Building Historical Narratives about Controversial Issues on Twitteran Analysis of Digital Literacy Levels in Secondary School Students

  1. Delfín Ortega-Sánchez 1
  2. César Barba Alonso 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Book:
Teacher Education: new Perspectives
  1. Ulas Kayapinar (ed. lit.)

Publisher: IntechOpen

ISBN: 978-1-83969-290-1,  978-1-83969-289-5,  978-1-83969-288-8

Year of publication: 2021

Type: Book chapter

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

This research analyses the literacy levels of a group of Spanish secondary school history students (n = 42) in digital environments (Twitter), with the aim of providing educational clues about the ways in which social discourses are constructed on controversial issues, in particular those generated by the Spanish Civil War. From a qualitative research approach, the most recurrent digital narrative data has been emptied and analyzed, based on three a priori categories of social analysis: gender, historical empathy and social conscience. The results report the predominance of cognitive/inferential literacy skills and, consequently, the need to incorporate new scenarios for teaching-learning history from the theoretical principles of critical pedagogy and education for active, critical and committed citizenship with social participation.

Data source: Dialnet