Towards an ontology of detachment factors in digital reading processes in higher education
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Abstract
The consumption of information in digital environments has disruptively transformed the reading models and practices historically consolidated under the influence of the book as an archetypal device for printed reading. The digital ecosystem has spread a new style of reading, characterized mainly by being faster and more selective, in which issues related to pragmatism and productivity are paradigmatically placed before the advantages of analog in the cognitive and sensory spheres. This study identifies and analyses the perceived factors of detachment from digital reading in the specific context of reading practice in the educational community at the University of Salamanca. For this purpose, a representative sample (n=25) of students and teachers selected by simple random sampling is questioned through a semi-structured interview, and the results are studied with the assistance of Atlas.ti tool. The results allow us to identify and analyze a series of factors and their interrelationships, which appeal to aspects such as cognition, emotional and/or aesthetic perception, accessibility, or pragmatic potential, among others, that make up the ontological reality that explains the detachment and resistance of print in the face of the colonizing process of digital technologies.
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