Читательская грамотность. Минск: рикз, 2020. 201 с
in order to achieve one’s goals, to develop one’s knowledge and potential and to
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| . . . in order to achieve one’s goals, to develop one’s knowledge and potential and to
participate in society. 37. This phrase is meant to capture the full scope of situations in which reading literacy plays a role, from private to public, from school to work, from formal education to lifelong learning and active citizenship. "To achieve one’s goals and to develop one’s knowledge and potential” spells out the long-held idea that reading literacy enables the fulfilment of individual aspirations – both defined ones such as graduating or getting a job, and those less defined and less immediate that enrich and extend personal life and lifelong education (Gray & Rogers, 1956). The PISA concept of reading literacy also embraces the new challenges of reading in the 21st century. It conceives of reading literacy as the foundation for full participation in the economic, political, communal and cultural life of contemporary society. The word “participate” is used because it implies that reading literacy allows people to contribute to society as well as to meet their own needs: “participating” includes social, cultural and political engagement (Hofstetter, Sticht, & Hoffstetter, 1999). For instance, literate people have greater access to employment and more positive attitudes toward institutions (OECD, 2013). Higher levels of reading literacy have been found to be related to better health and reduced crime (Morrisroe, 2014). Participation may also include a critical stance, a step toward personal liberation, emancipation and empowerment (Lundberg, 1991). 161 ORGANISING THE DOMAIN 38. Reading as it occurs in everyday life is a pervasive and highly diverse activity. In order to design an assessment that adequately represents the many facets of reading literacy, the domain is organized according to a set of dimensions. The dimensions will in turn determine the test design and, ultimately, the evidence about student proficiencies that can be collected and reported. 39. Snow and the RAND group’s (2002) influential framework defined reading comprehension as the joint outcome of three combined sources of influence: the reader, the text and the activity, task or purpose for reading. Reader, text and task dimensions interact within a broad sociocultural context, which can be thought of as the diverse range of situations in which reading occurs. For the purpose of PISA, we adopt a similar view of the dimensions of reading literacy. Figure 1 illustrates these dimensions. A reader brings a number of reader factors to reading, which can include motivation, prior knowledge, and other cognitive abilities. The reading activity is a function of text factors (i.e. the text or texts that are available to the reader at a given place and time). These factors can include the format of the text, the complexity of the language used, the number of texts a reader encounters, as well as others. Reading activity is also a function of task factors (i.e. the requirements or reasons that motivate the reader's engagement with text). Task factors also include the potential time and other practical constraints, the goals of the task (e.g. read for pleasure, read for deep understanding or skim) and the complexity or number of tasks to be completed. Based on their individual characteristics and their perception of text and task dimensions, readers apply a set of reading literacy processes in order to locate, extract information and construct meaning from texts to achieve the tasks. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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