Digital Reading: Its Cognitive Efficacy for Networked Knowledge through the Evaluation of Digital Contents

Abstract

The development of the Web as a preferred environment, for the dissemination, capture and publication of information for knowledge, makes the digital reading, already sufficiently treated, have a concept and, above all, functionality well-defined especially in Education. This work, therefore, part of providing a sufficient notion of digital reading referring to their natural environment (Web and its evolution), Education, information behavior, the hyperdocument as object, content management using semantic tags, their goal (Knowledge web) and informational competencies. The need to define appropriately the potentiality of the digital reading makes that the work defines the types of digital reading (hypertext, iconic, mobile, audio-visual) and its actual impact on knowledge, based on the models provided by the Connectivism as learning theory. The argument of the work leads to the conclusion that the digital reading provides greater knowledge if aims to develop competencies in management and evaluation of digital content covered in social networks and by appropriate assessment.