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The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.

Se describen a los micro-papers como formatos novedosos e incipientes para la difusión del conocimiento científico, tanto en revistas científicas como a través de otros métodos nativos del Internet (repositorios, blogs, etcétera). Planteamos la importancia de la utilización de este formato reducido de comunicación de la ciencia para transmitir ciertos tipos de hallazgos, pues presenta una condensación de la información básica en un documento breve, de fácil lectura y con amplia audiencia, sin perder la calidad propia de los trabajos científicos revisados. Para ello, se realiza un estudio descriptivo de carácter exploratorio por medio de una revisión bibliográfica que ahonda en su uso actual y experiencias previas. Concluimos que su viabilidad para la difusión de contenidos científicos concretos busca la agilidad, sin que ello implique la pérdida de la calidad en la difusión científica.

This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6–18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6–18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.

Durante las décadas de los años ochenta y noventa del siglo XX se produjo en España una eclosión de revistas de arte y cultura contemporáneas de formatos, intenciones y misiones muy diferentes. Este artículo se sitúa en el momento sociopolítico que propició una proliferación de proyectos editoriales vinculados al arte contemporáneo en el Estado español. Siguiendo este contexto nos ubicaremos en la fractura entre los principios de la modernidad en el periodo llamado Transición, teñidos de un sentimiento de euforia y una necesidad de desmemoria, y la crisis de los valores modernos que implicó la entrada de la posmodernidad, momento que asociamos con la insatisfacción de las generaciones jóvenes que habían accedido a la universidad y el resurgimiento de los valores neoconservadores que, en las mismas décadas, se extendían por la sociedad y la cultura occidentales (Europa y Estados Unidos). Mediante un ejercicio de síntesis de corte histórico, en virtud de la importante cantidad de proyectos editoriales de arte y cultura contemporánea que surgieron, nos centraremos en recuperar el planteamiento y evolución del proyecto editorial Papers d’Art, revista publicada en Cataluña. Esta propuesta estuvo vinculada a una iniciativa privada, la Fundación Espais de Girona, primero Espais. Centro de Arte Contemporáneo; un ejemplo singular de acuerdo con su compromiso desde un marco periférico y su vinculación sesgada con la globalización, fenómeno ligado al contexto geopolítico de la posmodernidad, con el que Papers d’Art evolucionó, creció y finalizó su actividad.

This applied research developed within the framework of a Portuguese Higher Education Institution. Its purpose is to assess academic practice in the context of a curricular unit in a graphic design degree course. This practice has been developed within three complementary perspectives: (a) the pedagogical concept and the proposed design exercise; (b) the selection of paper processes and materials used; (c) the design and structural definition of the graphic product. The purpose of this research is to describe the activity criteria from each perspective, exposing realization guidelines presented to students in designing a specific graphic product, from ideation, design process, and estimation of a feasible production. All this from the analysis of the proposed activity and evaluation of the prototype that represents Paper-pop-up design.

Este volume surge como consequência direta do Simpósio internacional PAPER TRAILS: post-industrial histories, technical memories and art practices in Tomar que teve lugar em Tomar (Portugal) entre 25 e 27 de maio de 2022. Por sua vez, o simpósio insere-se num projeto homónimo concebido, em parceria com colaboradoras da École de Design et Haute École d’Art du Valais (EDHEA), no Centro de Tecnologia, Restauro e Valorização das Artes (TECHN&ART), uma unidade de Investigação e Desenvolvimento financiada pela Fundação para a Ciência e a Tecnologia (FCT) com a referência UID/05488/2020 e pertencente ao Instituto Politécnico de Tomar (IPT).

Advances in writing technologies have fostered the gradual move from Paper-Based (PB) to Computer-Based (CB) writing assessment in foreign language (FL) education. The trend was further boosted by the outburst of the Covid-19 pandemic, which led to drastic changes in teaching and assessment practices. In higher education (HE) contexts, writing assessment in English as a foreign language (EFL) is more and more often managed by means of online learning platforms, where students create and submit written assignments on the computer. This paper examines a sample of 100 EFL exam essays completed by 100 Italian university students. Half of the essays were computer-typed on Moodle from home during the Covid-19 lockdown, whereas the other half were handwritten on paper during a face-to-face exam session after the Covid-19 emergency. The study presented herein compares the amount and types of formal errors in the CB and PB written assignments respectively. The results of the comparison may be useful to suggest hypotheses on the impact that both writing modality and environment can have on the quality of EFL writing in assessment contexts.