The relationship of reading and information skills to the literacy process in the digital age

Abstract

Introduction: Writing, information and communication technologies enhance the dissemination of information, enabling the recovery of printed, electronic and digital works in various types of media such as books, periodicals, videos and web sites. Through the use of technological resources huge volumes of information are made available, making it necessary for the contemporary subject to develop competences in the field of information and reading aimed at promoting meaningful learning as a result of the use of different text and hypertext modalities; permeating the interest, the need and the pleasure of reading.
Objective: The presented scenario requires to analyze the development of reading competence and information competence related to the literacy process in the digital age.
Methodology: Through a descriptive and exploratory research characterized at first as bibliographic, themes are identified and guidelines for competences developed in the library, school, cyberspace, at the university and other collaborative environments of (in)formation, education and culture.
Results: During the analysis of the themes and directions that comprise the reading competence and information competence interrelated with the literacy process, it appears that the access of the modalities of multimodal readings and the comprehension capacity are essential for the appropriation of (hyper)text. It is identified that the exercise of critical reading, acquired through collaborative learning, requires processes of construction of practices and reading projects related to the ethical use of information, thus depending on a combination of knowledge and social attitudes in the digital age.
Conclusions: During the development of the research it is noticed that the information and knowledge society requests from the reader subject competences that depend on the combination of skills (know how to do), knowledge (know how to be) and attitudes (know how to act) in the field of information and reading, as well as the acquisition of cognitive skills and attitudes related to writing in the context of alphabetization, along with the mobilization of reading practices socially constituted by the literacy process.