Literacy Problems in the New Digital Reality (By the Example of Schoolchildren). Part I
How to Cite
Lombina T.N., Mansurov V.A., Yurchenko O.V. 2019. Literacy Problems in the New Digital Reality (By the Example of Schoolchildren). Part I — Sociologicheskaja nauka i social’naja praktika. Vol. 7. No. 4. P. 97-107. DOI: https://doi.org/10.19181/snsp.2019.7.4.6803
Abstract
Linear printed text and nonlinear hypertext compete for the attention of children and adults. The article will focus on the problems of reading in the new digital reality associated with the emergence of new format texts and changing reading practices. This issue is becoming relevant, as digital reading begins to prevail over traditional, which has an impact on individual readers and on the education system as a whole. This problem remains insufficiently studied in the social Sciences. The first part of the article discusses the possible social and pedagogical consequences of the transition to digital reading in education. A review of scientific research on the problem shows that children understand texts better if they read them on paper. One reason for this is the different purposes with which we read printed and digital texts. Screen reading is more often a means to communicate or to find information, with the result that the mechanism of digital reading can be defined as «read-slip» as opposed to a slower, thoughtful immersion in printed text. The modern education system should provide conditions for the formation of double literacy: traditional and new, which will allow to understand the deep and complex things presented in digital and printed format. The results of the empirical study of reading practices of fourth grade students will be presented in the second part of the article.
Keywords:
digital reading, reading on paper, text comprehension, modernisation of education, sociology of education, psychology of education
References
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Soboleva O. V. Psikhodidakticheskaya kontseptsiya ponimaniya teksta shkol’nikami na nachal’nom etape obucheniya. [Psychodidactic concept of text comprehension by schoolchildren at the initial stage of education]. Kursk, 2010. 304 s. (In Russ.).
Soldatova G. V. Tsifrovoe pokolenie kak vyzov obrazovaniyu v setevom stoletii. [Digital generation as a challenge to education in the networked century]. [Elektronnyj resurs]. FIRO. 12–14 oktyabrya. 2017. URL: http://www.firo.ru/wp-content/uploads/2017/11/3_Soldatova.pdf (data obrascheniya: 11.06.2019). (In Russ.).
Tarasova S. A. Rol’ voprosov v ponimanii teksta mladshimi shkol’nikami. [The role of questions in the understanding of the text by primary school students]. Voprosy psikhologii. 2004. № 4. P. 40–47. (In Russ.).
Universal’nye kompetentnosti i novaya gramotnost’: chemu uchit’ segodnya dlya uspekha zavtra. Predvaritel’nye vyvody mezhdunarodnogo doklada o tendentsiyakh transformatsii shkol’nogo obrazovaniya. [Universal competencies and new literacy: what to teach today for success tomorrow. Preliminary findings of the international report on trends in the transformation of school education]. M.: NIU VSHE publ., 2018. 28 p. (In Russ.).
Eko U. Ot Interneta k Guttenbergu: tekst i gipertekst. Otryvki iz publichnoj lektsii Umberto Eko na ekonomicheskom fakul’tete MGU 20 maya 1998. [Elektronnyj resurs]. [From the Internet to Guttenberg: text and hypertext. Excerpts from a public lecture by Umberto Eco at the faculty of Economics of Moscow state University on May 20, 1998]. Biblioteka Gumer – gumanitarnye nauki: sajt. URL: http:// www.gumer.info/bibliotek_Buks/Culture/Eko/Int_Gutten.php (date of access: 11.06.2019). (In Russ.).
Yakovleva A. M. Klipovoe chtenie: tekst kak izobrazhenie-simulyakr. [Clip reading: text as imagesimulacrum Pedagogy of illiteracy]. [Elektronnyj resurs]. Khudozhestvennaya kul’tura. 2015. № 2. URL: http://artculturestudies.sias.ru/2015-2/yazyki/4492.html (data obrascheniya: 11.06.2019). (In Russ.).
Yasyukova L. A. Psikhologo-pedagogicheskije prichiny negramotnosty sovremennykh shkol’nikov. [Psychological and pedagogical causes of illiteracy of modern schoolchildren]. Natcional’nyi psikhologicheskii zhurnal. 2007. № 1(2). P. 112–116.
Yasyukova L. A. Pedagogika negramotnosti. [Pedagogy of illiteracy]. Shkol’nye tekhnologii. 2011. № 2. P. 25–30. (In Russ.).
Ackerman R., Goldsmith M. Metacognitive Regulation of Text Learning: on Screen versus on Paper. Journal of Experimental Psychology. 2011. Vol. 17 (1). P. 18–32. DOI: 10.1037/a0022086.
Alexander P. Calibration: What is it and Why it matters? An Introduction to the Special Issue on Calibrating Calibration. Learning and Instruction. 2013. Vol. 24. P. 1–3. DOI: https://doi.org/10.1016/j.learninstruc.2012.10.003
Baron N. S. Redefining Reading: the Impact of Digital Communication Media // PMLA. 2013. № 128 (1). P. 193–200. URL: http://www.jstor.org/stable/23489277 (date of access: 11.06.2019).
Bennet S., Maton K, Kervin L. The Digital Natives Debate: A Critical Review of the Evidence. British Journal of Educational Technology. 2008. 19. P. 775–786. URL: https://ro.uow.edu.au/cgi/ viewcontent.cgi?article=2465&context=edupapers (date of access: 11.06.2019).
Celebrating Reading for Enjoyment: Findings from our Annual Literacy Survey 2016 Report. Britain’s National Literacy Fund. 2017. URL: https://literacytrust.org.uk/research-services/research-reports/ celebrating-reading-enjoyment-findings-our-annual-literacy-survey-2016-report/ (date of access: 11.06.2019).
Coiro J., Knobel M., Lankshear C., Leu D. J. Central issues in new literacies and new literacies research. The Handbook of Research in New Literacies. Mahwah, NJ: Lawrence Erlbaum, 2008. P. 1–22. URL: https://production.wordpress.uconn.edu/newliteracies/wp-content/uploads/ sites/448/2014/07/Handbook_of_Research_On_NL__Front_Matter.pdf.
Golan D., Barzillai M., Katzir T. The Effect of Presentation Mode on Children’s Reading Preferences, Performance, and Self-evaluations. Computers & Education. 2018.№ 126. Р. 346–358. DOI: https://doi.org/10.1016/j.compedu.2018.08.001
Greenfield P. M. Technology and Informal Education: What Is Taught, What Is Learned. Science. 2009. Vol. 323. № 5910. Р. 69–71. DOI: https://doi.org/10.1126/science.1167190.
Griswold W., McDonnell T., Wright N. Reading and the Reading Class in the Twenty-First Century. Annual Review of Sociology. 2005. Vol. 31. № 1. Р. 127–141.
Jabr F. The Reading Brain in the Digital Age: the Science of Paper versus Screens. Scientific American. 2013. April 11. URL: www.scientificamerican.com/article/reading-paper-screens/.
Katzir T, Kim Y-S, Lesaux N. K. The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension. Reading and Writing. 2009. № 22 (3). P. 261–276. DOI: 10.1007/s11145-007-9112-8
Learning at Home: Families’ Educational Media Use in America. 2014. Official site The Joan Ganz Cooney Center. URL: http://joanganzcooneycenter.org/wp-content/uploads/2014/01/jgcc_learningathome.pdf (date of access: 11.06.2019).
Leu D. J., Zawilinski L., Castek J., Banerjee M., Housand B., Liu Y. l. What is new about the new literacies of online reading comprehension? Secondary School Literacy: What Research Reveals for Classroom Practices. Urbana, IL: National Council of Teachers of English. 2007. P. 37–68.
Leu D. J., O’Byrne W. I., Zawilinski L., McVerry J. G., Everett-Cacopardo H. Expanding the new literacies conversation. Educational Researcher. 2009. Vol. 38. № 4. Р. 264–269 DOI: 10.3102/0013189X09336676
Littau K. Theories of Reading: Books, Bodies and Bibliomania. Oxford, UK: Polity Press, 2006. 194 р.
Liu Z. Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation. 2005. Vol. 61. Is. 6. Р. 700–712. DOI: https://doi. org/10.1108/00220410510632040
Liu Z. Print vs. electronic resources: A study of user perceptions, preferences and use // Information Processing and Management. 2006. Vol. 42. Is. 2. P. 583–592. DOI: https://doi.org/10.1016/j.ipm.2004.12.002
Mangen A., Walgermo B., Kolbjørn B. Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research. 2013. Vol. 58. Р. 61–68. DOI: https://doi.org/10.1016/j.ijer.2012.12.002
Mar R., Oatley K., Peterson J. B. Exploring the Link between Reading Fiction and Empathy: Ruling out Individual Differences and Examining Outcomes. Communications. 2009. Vol. 34. Р. 407–428. DOI: 10.1515/COMM.2009.025
Multimodal Literacy. (Eds.) Jewitt C., Kress G. (eds). New York: Peter Lang. 2003. 196 p.
Piper A. Book Was There: Reading in Electronic Times. Chicago; London: University of Chicago Press, 2012. 192 р.
Unchapher M., Lin L., Rosen D, Kirkorian H, Baron N. Media Multitasking and Cognitive, Psychological, Neural, and Learning Differences. Pediatrics. 2017. 140. (Supplement 2). P. 62–66. DOI: 10.1542/peds.2016-1758D
Wolf M. Proust and the Squid: The Story and Science of the Reading Brain. HarperCollins Publishers. 2007. 314 р.
Wolf M., Barzillai M. The Importance of Deep Reading. Educational Leadership. 2009. 66 (6). Р. 32–37. URL: https://www.researchgate.net/publication/286976652_The_Importance_of_Deep_ Reading (date of access: 11.06.2019).
Citation Formats
Other cite formats:
Harvard
Lombina, T. N., Mansurov, V. A. and Yurchenko, O. V. (2019) ’Literacy Problems in the New Digital Reality (By the Example of Schoolchildren). Part I’, Sociologicheskaja nauka i social’naja praktika, 7(4), pp. 97-107. doi: https://doi.org/10.19181/snsp.2019.7.4.6803.
Section
SOCIOLOGY OF EDUCATION
Publisher: Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences (FCTAS RAS)