INTELLECTUAL PROPERTY AND UNIVERSALITY OF READING: CONFLICT OF INTEREST?

It seeks to clarify the issue about the relationship between intellectual property and universality of reading, to understand if it exists or not a conflict of interest. From a synchronic axis crossing, historical, with a diachronic axis, of philosophical: is tracked to explain the deep forces that have shaped the problem arises here. It also explains the legal issue of copyright and property which is closely related to the issue treated here. From all this it follows that underlie the problem of intellectual property is the construction of the Western historical figure of subjectivity, which has led to the role of "author." The author who is credited with authorship of a speech only (work) is a product of social discourse situation that historically has been obscured what has contributed the legal apparatus that protects copyright. What has led to the establishment of an antagonism to the universality of reading. In this paper therefore has not sought to respond to the problem but to make it clear to potential solutions.

CONTRIBUTION OF THE LIBRARY CHILDREN "ALVAREZ MIRIAM BRENES" AND FAMILY IN THE FORMATION OF HABITS OF READING UNIVERSITY GARDENS CHILD POPULATION I AND II, Heredia, COSTA RICA: YEAR 2007 "

Constantly making efforts to strengthen reading habits in children from their earliest years of life, a process in which the family is established as the primary basis for the child to achieve the taste and interest in books. The school as being key to education supports and strengthens the skills taught in the home, with the help of technologies such as computers, disk reading, television, among other means, by which (as) children (as) found a door of communication with the outside world and everything around them. The children's library tends to use these technological means to attract children to reading, generating and taste for the various information resources, which over time will become a habit.This research is based on the "Contribution of the Library Miriam Alvarez Brenes and family in the formation of reading habits of children of the community of Garden I and II University in Heredia, through advocacy, in 2007 "

Reading Strategies in Spanish (L1) and English (L2)

The purpose of this study was to identify, detect and compare the reading strategies used in L1 and L2 by four Spanish-speaking university students, in order to find out in what stage of the reading process (before, during or after) they focused their strategic efforts. This research is based on the proposals by Solé (2000) and Díaz Barriga and Hernández (2000); contributions by Oxford (1990) and Barnett (1989) were significant in the interpretation of results. It is a qualitative field-study with semi-structured interviews, observation of participants and two reading comprehension tests for data collection; the information obtained was triangulated. One of the most remarkable findings is the general use of strategies before the L2 reading; although almost the same strategies were used in both texts, except for a group of strategies only used for L2. After comparing the results, it was found that the participants focused their strategic efforts in different stages of the reading process.