Reading experiences in university students. The imprint of online classes

Abstract

This study examines the trajectories and representations of reading in students of the Bachelor's Degrees in Pedagogy and Communication at the Autonomous University of Chiapas. The work seeks to identify how students conceive and practice reading in the university context, highlighting their preferences and experiences. The research used a methodology based on the contributions of Joëlle Bahloul, developing a questionnaire of open questions applied virtually to students. This questionnaire made it possible to explore the family and personal background of the participants, as well as their reading representations and experiences. Contrary to expectations, it was observed that, although students are accustomed to virtuality and digitalization, their use of these media is mainly oriented to entertainment, and not for academic purposes. The results indicate a need to promote strategies that motivate academic reading in digital environments, developing skills that integrate technological tools to strengthen reading skills in higher education.