Abstract

Research work describes from the phenomenographic point of view reading and writing practices of a group of university students which belong to the teacher formation program and work with the hypertext since it was included in the curriculum. Study deals with the construction of life stories of young students as academic readers and it includes revision and analysis of written reports, class observation and Internet support to perform reading and writing tasks. Perceptions of a group of teachers which teach them are also included. Results are an indication to follow a methodological way to develop academic literacy in teacher formation programs.