Abstract:

In the digital age, empowering learners with autonomising skills demands the fostering of new literacies and new interactive, cognitive, metacognitive and metalinguistic skills related to information management and critical evaluation. Such skills should enable learners to construct their own significant navigation paths through the web, that is, to become wreaders (Allen, 2003).

The main aim of this paper is to present and discuss the results obtained from an experience conducted with university students. Among the different tools that were used to get the data for the experiment, we are only going to focus on two instruments: On the one hand, a computing program that registered the students’ navigation maps and their reading and navigation modes; and on the other hand, a test to assess the students’ learning styles.

Finally, the overall results obtained from these features helped us to determine the existing relationship between students’ learning styles and their strategies of navigation.

Keywords:

browsing, navigating, reading, genre, cybertask.