A cognitive approach to documentary reading in the indexer’s initial education: using the Verbal Protocol to research teaching strategies

Abstract

The teaching of strategies of documentary reading in the indexer’s initial education is defended, taking into account the pedagogical application of the reading model based in the use of verbal protocol as learning resource for apprentice indexers. It has been observed that the verbal protocol methodology, used in classroom as learning resource during the documentary reading for indexing, reveals strategies and difficulties that can by questioned or improved. In conclusion, it can be stated that indexing teaching must be improved taking into account the self-observation, with the verbal protocol methodology, of the mental processing carried out in documentary reading, as well as the professors’ awareness of being qualified as specialist indexers. It is expected that such teaching strategies will improve the initial education of the apprentice indexer, stimulating the development of his incipient professional knowledge and of this strategies of documentary reading.