Читательская грамотность. Минск: рикз, 2020. 201 с
Detect and handle conflict Complex Evaluate and reflect Texts
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- Box 2. Characteristics used to classify texts in the PISA 2009 reading framework
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Detect and handle conflict Complex Evaluate and reflect Texts 65. Reading requires material for the reader to read. In an assessment, that material – a text (or a set of texts) related to a particular task – must include sufficient information for the proficient reader to engage in meaningful comprehension and resolve the problem posed by the task. Although it is obvious that there are many different kinds of texts and that any assessment should include a broad range, there was never a single agreed-upon ideal categorisation of the many different kinds of text that readers encounter. With the advent of digital media and the profusion of new text genres and text-based communication services – some of which may not survive the next decade, some of which may be newly created in the same time span – this issue becomes even more complex. Box 2. Characteristics used to classify texts in the PISA 2009 reading framework The previous reference framework (2009) included four major dimensions to characterise texts: Medium : print and electronic Environment : authored and message-based Text format: continuous, non-continuous, mixed and multiple Text type : description, narration, exposition, argumentation, instruction and transaction A Digital Reading Assessment was offered as an optional component in 2009 and 2012. For the 2015 reading literacy assessment, only texts that had their origin as paper-based print documents were used, albeit presented on computer. For clarity, these were referred to as fixed and dynamic texts under the heading “text display space” instead of medium (clarifying that while their origin was paper-based print, students were in fact reading them on a computer screen, hence on an electronic medium). Because reading literacy was a minor domain in 2015, no new tasks were designed and implemented. Consequently, dynamic texts, i.e. texts such as websites designed to take advantage of hyperlinks, menus, and other navigational features of an electronic medium, were not part of PISA 2015 1 . 66. For 2018, reading is the major domain and a broader range of texts can be represented in the assessment. These will include texts that are typical of the print medium, and also the ever- expanding category of digital-native text genres. Just like printed texts, some digital texts are "static" in that they come with a minimal set of tools for interaction (scrolling, paging, and a find function). For instance, this is the case of documents intended for printing but displayed on a computer screen (e.g. word processing documents or pdf files). However, many digital texts come with innovative features that increase the possibilities for the reader to interact with the materials, hence the phrase "dynamic text", which is sometimes used to characterize these texts. Dynamic text features include embedded hyperlinks that take the reader to other sections, pages or web sites; advanced search functions that provide ad hoc indexes of the searched keyword and/or the 1 Some dynamic navigation features were incidentally included in the 2015 assessment. This was a result of the adaptation of the trend of print documents to the electronic screen. Many of these so-called fixed texts used in previous cycles, although adapted to mimic as closely as possible the presentation of printed texts, had to be reformatted to cope with the smaller screen size typical of computer displays. Therefore, tabs and other very simple navigation tools were included to let the reader navigate from one page to another. 168 highlighting of these words in the text; and social interaction like in interactive text-based communication media such as email, forums and instant messaging services. 67. The 2018 framework defines four dimensions of texts: source (single, multiple); organisation and navigation (static, dynamic); format (continuous, non-continuous, mixed); and type (description, narration, exposition, argument, instruction, interaction, transaction). The first three dimensions are typical of specific situations and tasks and may trigger the use of specific processes. In contrast, the fourth dimension is included mainly for purposes of domain coverage. Source 68. In the PISA 2018 framework, a source is a unit of text. Single texts are defined by having a definite author (or group of authors), time of writing or publication date, and reference title or number. Authors may be defined precisely, like in most traditional printed books, or more vaguely like the pseudonyms in a blog post or the sponsors of a website. A single text may also be construed as such because it is presented to the reader in isolation from other texts, even if it does not explicitly bear any source indication. Multiple texts are defined by having different authors, or being published at different times, or bearing different titles or reference numbers. Note that in the PISA framework, “title” is meant in the sense of a bibliographical catalogue unit. Lengthy texts that feature several sections with titles and subtitles are still single texts, to the extent that they were written by a definite author (or group of authors) at a given date. Likewise, multi-page websites are single texts as long as there is no explicit mention of a different author or date. It is useful to point out that multiple texts may be represented on a single page. This is the case in printed newspapers and in many textbooks, but also in forums, customer reviews or question-and-answer websites. Finally, a single text may contain embedded sources, that is, references to various authors or texts (Rouet & Britt, 2014; Strømsø et al., 2013). 69. The source dimension in PISA 2018 replaces the distinction between “multiple” and the other types of “text formats” in the previous versions of the framework. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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