Mediated Action: A Unit of Analysis for Reviewing Hypertextual Reading and Writing Practices in Teacher Training

摘要

This exploratory qualitative study identifies and tests a unit of analysis in order to describe and interpret, in a holistic manner, the hypertextual academic reading and writing practices that take place on a teacher training programme in Chile. The practices are observed from an overall perspective and are characterised as a system made up of elements and dynamic, changeable interactions related to cognitive, sociocultural and multimodal variables.