Abstract

The aim of the research is to describe reading and writing practices performed by a group of teacher formation students with Internet support during their academic work. From this particular knowledge, through the “Phenomenographic Variation” theory academic literacy practices which encourage better quality learning in the work with the hypertext were examined. Three to four students belonging to each study group open the “variation”. These successful experiences were analyzed from a theoretical perspective concerning comprehension and text production with the purpose of describing processes which relate learning and technology through reading and writing practices. The first part of the study refers to three university careers: Primary Education, Differential Education and Nursery School Education. It includes data analysis collected in a sample consisting of 46 students and 18 teachers. Data was collected by means of halfstructured interviews to students, by the revision and analysis of written reports prepared by the students and focus-groups with the participation of teachers belonging to the former careers. Results show that students which open the variation in the hypertextual reading and writing practices a) build up valid criteria for research to be carried out in different sources; b) show value criteria as regard as sources, information and authors as well as skills to be able to operate with such criteria;.c) reach critical reading levels through re-significance text processing which activate inferential cognitive processes, extrapolation, etc., both during individual and collective constructions; d) they plan their new piece of text starting with academic requirements during writing and they get access to new stages of knowledge apprehension; e) they look for academic feedback and they are able to get it. In the framework of a larger project paths of hypertextual construction discovered by students themselves will mean valuable devices to increase academic literacy in the teacher formation curriculum.