Читательская грамотность. Минск: рикз, 2020. 201 с
Changes in the nature of reading literacy
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| Changes in the nature of reading literacy
8. Evolving technologies have rapidly changed the ways in which people read and exchange information, both at home and in the workplace. Automation of routine jobs creates a demand for people who can adapt to quickly changing contexts and who can find and learn from diverse information sources. In 1997 when the first PISA framework for reading was starting to be discussed, just 1.7% of the world’s population used the Internet. By 2014 the number had grown to a global penetration rate of 40.4%, representing almost three billion people (ITU, 2014a). Between 2007 and 2013, mobile phone subscriptions doubled: in 2013, there were almost as many active subscriptions as people on earth (95.5 subscriptions per 100 people) and mobile broadband has increased to almost two billion subscriptions worldwide (ITU, 2014b). The Internet increasingly pervades the life of all citizens, from learning in and out of school, to working from real or virtual workplaces, to dealing with personal matters such as taxes, health care or holidays. As personal and professional development is becoming a lifelong undertaking, the students of tomorrow will need to be skilled with digital tools in order to succeed with the increased complexity and quantity of information available. 9. In the past, the primary and predominant interest in student reading literacy proficiency was the ability to understand, interpret and reflect upon single texts. While these skills remain important, greater emphasis on the integration of information technologies into citizens’ social and work lives requires that the definition of reading literacy be updated and extended. It must reflect the broad 154 range of newer skills associated with literacy tasks required in the 21st century (e.g. Ananiadou & Claro, 2009; Kirsch et al., 2002; Rouet, 2006; Spiro et al., 2015). This necessitates an expanded definition of reading literacy encompassing both the basic reading processes and higher-level digital reading skills while recognising that literacy will continue to change due to the influence of new technologies and changing social contexts (Leu et al., 2013, 2015). 10. As the medium through which we access textual information is moving from print to computer screens to smart phones, the structure and formats of texts have changed. This in turn requires readers to develop new cognitive strategies and clearer goals in purposeful reading. Therefore, success in reading literacy should no longer be defined by just being able to read and comprehend a single text. Although the ability to comprehend and interpret extended pieces of continuous texts - including literary texts - remains a valuable one, success will also come through deploying complex information-processing strategies, including analysing, synthesising, integrating and interpreting relevant information from multiple text (or information) sources. In addition, successful and productive citizens will need to use the information from across domains, such as science and mathematics, and employ technologies to effectively search, organise and filter a wealth of information, These will be the key skills, which are necessary for full participation in the labour market, in additional education as well as in social and civic life in the 21st Century (OECD, 2013b). жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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