A Combination of Media: Paper & Screens in the Digital Academic Reading Practices of Future Teachers
DOI:
https://doi.org/10.24310/isl.20.2.2025.21848Keywords:
Academic reading, initial teacher training, digital reading, reading mediums, reader profilesAbstract
Digital reading practices are configured as complex sociocultural activities encompassing both academic and personal domains. Reducing them to a dualism between paper and screens is a simplification that does not adequately reflect this complexity. This research focuses on studying the mediums used by future teachers (n=487) in their reading practices oriented toward learning. Its objectives are, on the one hand, to analyze the declared academic digital reading practices of students in an Early Childhood Education degree according to their preferences for reading on paper and screens; and, on the other hand, to identify the reading profiles of these students based on their medium preferences when performing academic activities. The methodology applied is quantitative, with a descriptive, cross-sectional, and correlational approach. A validated questionnaire was administered to identify digital reading practices, structured into three dimensions: 1) Texts, mediums, and tools; 2) Activities; and 3) Beliefs. The analysis of reading practices and the identification of significant differences were conducted using a one-way ANOVA with the SPSS V26 software. The identification of reading profiles was performed through multivariate analysis with an automatic classification test using a criterion variable, employing the SPAD 5.6.0 software. The findings reveal a coexistence between paper and screens, with a predominant preference for analog reading among this group of students.
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