Abstract

The study developed by the Faculty of Education of the Universidad de Concepción, Chile, is focused in the analysis of the hyperextual reading and writing practices generated in the academic events related to the curriculum of teachers formation. This particular study consists of a qualitative phenomenographic type of research and it includes data analysis collected among three careers related to Education: Primary Education, Differential Education and Nursery School Education with the participation of a sample of 120 students and eighteen teachers. The “phenomenographic variation theory” was used to describe the way in which sampled students use the hypertext in the academic context. In each group there are three or four students which open the “variation”. Such practices, related to quality learning, are the models of efficient experiences which will be the foundation for a future methodological design. The following results are highlighted: a) reading and writing practices of students supported by the hypertext: they are located in a half-structured processing of information. b) the hypertextual tool which is a meaningful device able to empower cognitive and social skills by means of the use of new routes. c) The library which is preferably used is the virtual library and this type of source should be didactically considered by university professors.