Abstract

TOVAR-AGUIRRE, Alexander. Question Bank: A Strategy for Literacy Development in Higher Education. educ.educ. [online]. 2019, vol.22, n.1, pp.67-80. ISSN 0123-1294.  https://doi.org/10.5294/edu.2019.22.1.4.

Given the literacy limitations that are reported in higher education students, this article aims to present the scope of the Question Bank, a tool designed to systematically guide the training of a competent writer-reader at university. Building on a sociocultural approach to psychological development, the Question Bank reintroduces a daily classroom practice and turns it into a pedagogical device that regulates the acquisition of reading and writing skills at different levels of complexity. In this qualitative descriptive study, the subjective effects of the Question Bank are explored in the literacy education of 24 university students. At the end of the semester each participant was instructed to write a reflection on their personal experience with the tool. Content analysis of these documents suggests that the use of the Question Bank favors the emergence of a more active reader, stimulates the learning of metacognitive skills, and consolidates dynamic and democratic teacher-student relations in the classroom.

Keywords : Higher education; writing; questioning (teaching method); reading; developmental psychology.

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