Abstract

The paper describes the preparation and validation of a didactic design whose aim is to optimize hypertextual academic reading and writing practices in the teacher formation program. The study starts from a qualitative type of research and it includes the following aspects: a) Definition of concepts related to hypertextual academic literacy, its cognitive dimension related to the learning process and the learning study model that supports design; b) description of the proposal structure including some lesson examples and; c) the most significant validation findings. The general conclusion reports that advances are obtained in specific groups when a design which pedagogically integrates research work in a knowledge area besides reading and writing practices with hypertextual support is performed