{"id":729,"date":"2021-11-08T11:11:16","date_gmt":"2021-11-08T11:11:16","guid":{"rendered":"https:\/\/literacies.cica.es\/?p=729"},"modified":"2022-09-08T23:58:20","modified_gmt":"2022-09-08T23:58:20","slug":"comunicacion-european-conference-on-educational-research-ecer-2021-estudios-de-nueva-literacidad-y-genero-una-revision-sistematica","status":"publish","type":"post","link":"https:\/\/literacies.cica.es\/en\/comunicacion-european-conference-on-educational-research-ecer-2021-estudios-de-nueva-literacidad-y-genero-una-revision-sistematica\/","title":{"rendered":"European Conference on Educational Research (ECER 2021) - New Literacy Studies and gender: a Systematic Review"},"content":{"rendered":"
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The European Conference on Educational Research (ECER) took place from the 6th to the 10th of September 2021 in Genova, with online attendance also available. Soledad Romero-Rodr\u00edguez, Celia Moreno-Morilla, Tania Mateos-Blanco and Eduardo Garc\u00eda-Jim\u00e9nez, members of the Literacies<\/em> research group, presented the following communication:<\/p>\n\n\n\n

New Literacy Studies and gender: a systematic review \u2013 Elena Guichot Mu\u00f1oz y Ana Mar\u00eda de la Calle Cabrera<\/strong><\/p>\n\n\n\n

Introduction<\/em><\/p>\n\n\n\n

La corriente de investigaci\u00f3n de los Nuevos estudios de alfabetizaci\u00f3n surge como una nueva forma de ver la alfabetizaci\u00f3n, lejos de su reducci\u00f3n a preguntas puramente ling\u00fc\u00edsticas, gramaticales, estructuralistas o centradas en la evaluaci\u00f3n de habilidades espec\u00edficas. Esta corriente observa la alfabetizaci\u00f3n como una pr\u00e1ctica social a trav\u00e9s de estudios etnogr\u00e1ficos en los que comienza a percibirse la capacidad de acci\u00f3n de las personas. Tambi\u00e9n analiza c\u00f3mo las personas interact\u00faan con los medios locales, la vida p\u00fablica, la familia, y las actividades de ocio; y c\u00f3mo esto afecta su alfabetizaci\u00f3n. Una de las premisas esenciales de esta nueva corriente de investigaci\u00f3n es que las alfabetizaciones est\u00e1n entretejidas en los momentos en que se generan, y no tienen sentido fuera de \u00e9l. Esto conduce a un cierto desempoderamiento del texto y de quien lo consume o produce, con la consecuente horizontalidad de poderes, y pone el foco en \u00abun reensamblaje continuo de lo humano y lo m\u00e1s que humano\u201d. La experiencia alfabetizada de la actividad del aula se analiza, por tanto, desde esta perspectiva de un \u00abencuentro afectivo\u00bb, no como una actividad aislada. Estas nuevas alfabetizaciones se acercan a aspectos como lo ef\u00edmero, lo sensorial, lo vivencial, ya que enfatizan aspectos como la fluidez, el afecto y la emergencia (en el sentido de lo que emerge, lo espont\u00e1neo).<\/p>\n\n\n\n

Los Nuevos estudios de alfabetizaci\u00f3n proporcionan un marco de an\u00e1lisis que se centra en el impacto social del aprendizaje de la alfabetizaci\u00f3n, es decir: estudiar la alfabetizaci\u00f3n desde una pr\u00e1ctica situada es un enfoque sociocultural. As\u00ed, las pr\u00e1cticas de alfabetizaci\u00f3n est\u00e1n determinadas por aspectos del individuo como experiencias y elementos de identidad, y por tanto, aspectos como la raza, el g\u00e9nero, la sexualidad o la edad son constructos sociales que interfieren en la forma en que se recibe la alfabetizaci\u00f3n.<\/p>\n\n\n\n

For years, the discussion between literacy and gender has been relegated to the question of unequal access to education that has occurred throughout history in literacy targeting the binary gender structure. Clearly, the power of the social context affects the way in which literacy is received and given, which is itself gendered. However, approaches to literacy have been presented as a neutral skill. In the current era, some research is beginning to launch questions such as \"what ways do educational discourses and practices simultaneously constitute students as gendered and literate subjects?\". It is undeniable that there are certain constructions in literate practices according to the gender of individuals, as the presence of patriarchal ideology and gender inequality is known to interfere with the literacy process. In particular, the patriarchal social system evidences gender as a risk factor in minority groups. Based on this theoretical framework, it is interesting to learn how NEL research analyses and responds to literacy processes with a gendered approach.<\/p>\n\n\n\n

Methodology<\/strong><\/p>\n\n\n\n

This paper presents a review of the literature and research carried out specifically on the New Literacy Studies with a focus on gender. Consequently, the methodology of the review work is followed in order to ensure systematisation, which in this case consists of developing a systematic review with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).The choice of this instrument lies in the purpose of asserting the rigorousness of the systematic review, as PRISMA has increased the quality of the works focused on systematic reviews and meta-analyses.<\/p>\n\n\n\n

The development of the systematic review through PRISMA consists of four phases:<\/p>\n\n\n\n