Reading and generation of contained digital for adolescents in secondary basic: I Study Exploratory

Abstract

Introduction: The Internet and Information and Communication Technologies (ICTs) have transformed the ways societies communicate in the 21st century, and one of the most visible effects of these transformations has been their impact on young people's leisure time. This article is part of a research project on the topic: Reading and Creating Digital Content by Secondary School Adolescents: An Ideological Dimension. This article aims to develop an educational guidance strategy for reading and creating digital content by Secondary School adolescents. Materials and Methods: An exploratory study was conducted at Espino Fernández Secondary School to validate the diagnostic instrument and obtain preliminary data on reading and creating digital content, which constitutes the objective of the study. To this end, a survey was conducted among students and a semi-structured interview with teachers. This result is part of the "Adolescents, Reading, and Digital Platforms" Project (PN223LH015-015). Results: This exploratory research allows us to identify some of the transformations that social networks are introducing in the reading practices of adolescents. Grafting reading experiences into the public space of the Internet has two immediate consequences: turning them into social readers, who create content for an audience, and into active readers, who use the resources that the digital medium makes available to them to consolidate their presence on the network. Discussion: The application of the projective technique of the 10 wishes allowed us to verify that students generally mostly desire things related to family, emigration and romantic relationships. It was verified that their priorities are not related to reading and culture, ethics, but some do declare themselves to be influencers and for this they should generate digital content. Conclusions: Among junior high school students, there are certain realities that, if they do not receive educational guidance in the digital context, where they spend the most time and are left alone, can negatively impact their education and professional future. There is a clear need for a specialist who can at least prepare teachers and families to address this situation in a digital context.