<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322020000300775</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v25n03a10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión de textos escritos: reconceptualizaciones en torno a las demandas del siglo XXI]]></article-title>
<article-title xml:lang="en"><![CDATA[Comprehension of Written Texts: Reconceptualizing 21st century challenges]]></article-title>
<article-title xml:lang="fr"><![CDATA[Compréhension de textes écrits : reconceptualisations en face des demandes du XXIème siècle]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parodi]]></surname>
<given-names><![CDATA[Giovanni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-de-León]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Julio]]></surname>
<given-names><![CDATA[Cristóbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Literatura y Ciencias del Lenguaje ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>775</fpage>
<lpage>795</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322020000300775&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322020000300775&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322020000300775&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El vertiginoso avance de los desarrollos tecnológicos a inicios del siglo XXI ha impuesto desafíos inmensos para los investigadores de la comprensión de textos escritos desde un enfoque de alfabetizaciones múltiples, tanto académicas como profesionales. Ahora se hace apremiante examinar las exigencias que implica la comprensión lectora no solo en los formatos en papel, sino también en diversos soportes electrónicos y con propósitos de lectura diversos. Asimismo, es perentorio analizar la comprensión de múltiples textos y géneros eventualmente heterogéneos y multimodales. En la actualidad, debido al acceso inmediato y a la disponibilidad en línea de una creciente cantidad de información, tanto general como especializada, la comprensión de estos textos impone demandas incrementales para el sistema cognitivo humano. Este artículo busca abordar dicha complejidad, atendiendo, en un primer momento, a la conceptualización del macroproceso de la comprensión, con foco en un único texto eminentemente verbal, hasta considerar el procesamiento de múltiples textos multimodales y multimediales, los géneros del discurso académico y profesional, y los textos que caracterizan el siglo XXI, incluyendo los desafíos que este trae para los lectores en la actualidad y en el futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The rapid pace of technological developments at the beginning of the 21st century has posed tremendous challenges for researchers concerned with written texts comprehension from an academic and professional multiliteracy approach. It is now imminent to acknowledge the demands that reading comprehension implies not only for paper formats, but also for diverse electronic media, and diverse reading purposes. It is also vital to consider the comprehension of multiple texts and of eventually heterogeneous and highly multimodal genres. Nowadays, due to the immediate access and online availability of growing general and specialized information, the comprehension of such texts imposes incremental demands to human cognitive systems. This article seeks to address that complexity beginning with the conceptualization of the comprehension macroprocess, as it involves an eminently verbal single text, and continuing with the processing of multiple multimodal and multimedia texts, academic and professional genres, and the texts that characterize the 21st century, including the challenges that this represents to readers now and in the future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le rythme rapide du développement technologique en ce début de XXIème siècle a imposé aux chercheurs d&#8217;immenses défis pour comprendre les textes écrits à partir d&#8217;une approche d&#8217;alphabétisation multiple, tant académique que professionnelle. Il est maintenant imminent de réaliser les exigences de la compréhension de la lecture non seulement en format papier, mais aussi dans divers médias électroniques et à des fins de lecture variées. Il est également impératif de prendre en compte la compréhension de textes multiples, et éventuellement de genres hétérogènes et multimodaux. Aujourd&#8217;hui, en raison de l&#8217;accès immédiat et de la disponibilité en ligne d&#8217;une quantité croissante d&#8217;informations générales et spécialisées, la compréhension de ces textes impose des exigences supplémentaires au système cognitif humain. Cet article cherche à aborder cette complexité en abordant d&#8217;abord la conceptualisation du macro-processus de compréhension, en se concentrant sur un seul texte, éminemment verbal, puis en considérant le traitement de multiples textes multimodaux et multimédias, des genres de discours académique et professionnel, et des textes qui caractérisent le XXIème siècle, y compris les défis que cela représente pour les lecteurs d&#8217;aujourd&#8217;hui et de demain.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[textos escritos]]></kwd>
<kwd lng="es"><![CDATA[multimodalidad]]></kwd>
<kwd lng="es"><![CDATA[multimedia]]></kwd>
<kwd lng="es"><![CDATA[géneros discursivos]]></kwd>
<kwd lng="es"><![CDATA[objetivos de lectura]]></kwd>
<kwd lng="es"><![CDATA[discurso académico.]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[multimodality]]></kwd>
<kwd lng="en"><![CDATA[multimedia]]></kwd>
<kwd lng="en"><![CDATA[discourse genre]]></kwd>
<kwd lng="en"><![CDATA[reading objectives]]></kwd>
<kwd lng="en"><![CDATA[academic discourse]]></kwd>
<kwd lng="fr"><![CDATA[compréhension de lecture]]></kwd>
<kwd lng="fr"><![CDATA[multimodalité]]></kwd>
<kwd lng="fr"><![CDATA[multimédia]]></kwd>
<kwd lng="fr"><![CDATA[genre du discours]]></kwd>
<kwd lng="fr"><![CDATA[objectifs de lecture]]></kwd>
<kwd lng="fr"><![CDATA[discours académique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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