Literacy Problems in the New Digital Reality (by the Example of Schoolchildren)
How to Cite
Lombina T.N., Mansurov V.A., Yurchenko O.V. 2020. Literacy Problems in the New Digital Reality (by the Example of Schoolchildren) — Sociologicheskaja nauka i social’naja praktika. Vol. 8. No. 1. P. 93-105. DOI: https://doi.org/10.19181/snsp.2020.8.1.7097
Abstract
The article centers on the problems of reading in the new digital reality associated with the appearance of texts of a new digital format and the changed reading practices. This issue becomes topical, as digital reading starts to prevail over traditional which affects individual readers and the educational system. We conducted a pilot study of the reading skills of fourth-grade students (106 people) and analysed their reading practices. Testing according to the method of L. Yasyukova showed that most pupils (70%) have incomplete reading skills. Our respondents spend more time on digital reading (searching for information and communicating with friends on the Internet) as compared to reading paper books. In classes where pupils spend more time on the Internet, a larger percentage of pupils showed incomplete reading skills. Based on the data obtained, we formulated a hypothesis that requires further verification. The time spent by pupils on the Internet and the amount of digital reading may affect the level of understanding of texts on paper.
Keywords:
digital reading, reading on paper, text comprehension, modernisation of education, sociology of education, psychology of education
References
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Yasyukova L. A. (2006). Prognoz i profilaktika problem obucheniya v nachal’noj shkole. Komplekt dlya obscheobrazovatel’nyh shkol i gimnazij. Sankt-Peterburg: IMATON publ. (In Russ.).
Comparing Parent-Child Co-Reading on Print, Basic and Enhanced E-book Platforms. (2012). Joan Ganz Cooney Center. URL: http://joanganzcooneycenter.org/publication/quickreport-print-booksvs-e-books/ (date of access: 07.03.2020).
Dehaene, S. (2010). Reading in the brain: the New Science of How We Read. Penguine Books. 388 р.
Dillon A., Gabbard R. (1998). Hypermeida as an Educational Technology: a Review of the Quantitative Research Literature on Learner Comprehension, Control and Style. Educational Research. Vol. 68. № 3. Р. 322–349. DOI: https://doi.org/10.3102/00346543068003322
Golan D., Barzillai M., Katzir T. (2018). The Effect of Presentation Mode on Children’s Reading Preferences, Performance, and Self-evaluations. Computers & Education. № 126. Р. 346–358. DOI: https://doi.org/10.1016/j.compedu.2018.08.001
Katzir T., Kim Y-S., Lesaux N. K. (2009). The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension. Reading and Writing. № 22 (3). Р. 261–276. DOI: 10.1007/s11145-007-9112-8
Mangen A., Walgermo B., Kolbjørn B. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research. Vol. 58. Р. 61–68. DOI: https://doi.org/10.1016/j.ijer.2012.12.002
Snow C. (2002). Reading for Understanding: Toward a Research and Development Program in Reading Comprehension. RAND. URL: https://www.videnomlaesning.dk/media/2526/reading-for-understanding.pdf (date of access: 07.03.2020).
Thumala Olave, M. A. (2018). Reading matters: Towards a cultural sociology of reading. Am J Cult Sociol 6, 417–454. URL: https://doi.org/10.1057/s41290-017-0034-x (date of access: 07.03.2020).
Uncapher M., Lin L., Rosen D, Kirkorian H, Baron N, Bailey K., Cantor J., Strayer D., Parsons T., & Wagner A. (2017). Media Multitasking and Cognitive, Psychological, Neural, and Learning Differences. Pediatrics 140. (Supplement 2). P. 62–66. DOI: 10.1542/peds.2016-1758D
Wolf M. (2007). Proust and the Squid: The Story and Science of the Reading Brain. HarperCollins Publishers. 314 р.
Article
Received: 20.07.2019
Accepted: 01.04.2020
Citation Formats
Other cite formats:
Harvard
Lombina, T. N., Mansurov, V. A. and Yurchenko, O. V. (2020) ’Literacy Problems in the New Digital Reality (by the Example of Schoolchildren)’, Sociologicheskaja nauka i social’naja praktika, 8(1), pp. 93-105. doi: https://doi.org/10.19181/snsp.2020.8.1.7097.
Section
SOCIOLOGY OF EDUCATION
Publisher: Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences (FCTAS RAS)