Edilim como estrategia metodológica para la escritura de microrrelatos.

Abstract

Micro-story writing is an important tool to develop literary and cognitive skills in students, such as creativity, synthesis, and precision in the use of language; however, many students show a lack of motivation to engage in this activity. The main causes of this lack of interest include the poor integration of innovative digital tools in the educational process and a preference for more conventional writing formats. Therefore, this study aimed to use EdiLIM as a methodological strategy for micro-story writing in second-year high school students at the “Juan Montalvo” Fiscomisional Educational Unit. The research considered the mixed methodological approach, with a descriptive level and the deductive and inductive methods: in addition, an interview was conducted with a teacher, surveys were conducted with students, and an observation form was created to evaluate the impact of EdiLIM on micro-story writing. The study sample consisted of 20 students out of the 109 who make up the second year of Bachelorship “A”, and the Language and Literature teacher of the same level. The initial results identified barriers such as the lack of resources and motivation for writing micro-stories. Many students did not know EdiLIM nor did they dedicate time to this activity; however, by implementing the tool, a positive change was observed in their attitude towards creative writing, resulting in more original productions and a better management of visual presentations. In conclusion, the use of innovative digital tools, such as EdiLIM, can motivate students to become more involved in writing micro-stories, improving both their literary performance and their cognitive skills.