Abstract

The present study belongs to the Fondecyt Research Project Nº 1080153 “Academic literacy in teaching formation: advances towards a hypertext dynamics. It refers to the need to encourage academic reading and writing practices assisted with technological support in teaching formation. In previous publications (Figueroa et al, 2008, 2009) we have already described the way in which such practices spontaneously develop in teaching formation programs at the University of Concepción, Chile and our purpose to tackle them in a systematic way from the curriculum, including empirically validated findings and descriptions. The advance work related to this particular goal leads us to a theoretical revision of new aspects concerning comprehension of such phenomenon. The subject matter of this paper refers to the existing connections between academic literacy, its corresponding specific development assisted with technological support and Internet and the corresponding consequences on learning processes from the perspective of teaching formation.