How young people read in the digital world?

Mojca Štraus
Pedagoški inštitut

Predstavitev

Povzetek

Lahko bi rekli, da je v zadnjih desetletjih dostopnost in raba računalnikov ter druge informacijsko-komunikacijske tehnologije rasla eksponentno. Posledično so se razvile rabe te tehnologije v številnih dimenzijah življenja posameznika in družbe. Verjetno ni dvoma, da je zmožnost rabe informacijske in komunikacijske tehnologije za uspešen vstop mladih v odraslost  zelo pomembna. Program mednarodne primerjave dosežkov učencev PISA, ki ga usklajuje Organizacija za ekonomsko sodelovanje in razvoj, je zato poleg že leta 2000 vpeljanega preverjanja bralne, matematične in naravoslovne pismenosti s pisnimi preizkusi v kasnejših letih pripravil tudi preverjanja na računalnikih. Tako je bilo leta 2006 na računalnikih izvedeno preverjanje naravoslovne pismenosti in leta 2009 bralne pismenosti. V elektronskem preverjanju  leta 2006 so sodelovale le 3 države, leta 2009 pa že 19 držav, kar med drugim kaže na naraščajočo prepoznavnost nujnosti tovrstnega zaznavanja kompetenc današnjih 15-letnikov. Učenci , ki so sodelovali v raziskavi PISA 2009 ERA (Electronic Reading Assessment) so dobili  bralne  naloge  na računalnikih, ki so simulirale načine uporabe elektronskih besedil za pridobivanje informacij, npr. elektronske pošte in medmrežja. Naloge v raziskavi so bile zasnovane predvsem na dveh elementih: procesiranju besedila in navigaciji. Uradni rezultati so bili objavljeni leta 2011, primeri nalog ERA pa so objavljeni na  erasq.acer.edu.au  (user name: public,  password: access). Čeprav  Slovenija v nobenem od omenjenih elektronskih preverjanj ni sodelovala, rezultati in izkušnje drugih držav ponujajo dragocene informacije, s katerimi si lahko pomagamo pri načrtovanju razvoja digitalnih kompetenc slovenskih 15-letnikov. V prispevku so predstavljena izhodišča z nalogami in rezultati  elektronskega preverjanja bralne pismenosti iz leta 2009. Glede na ugotovljene podpovprečne rezultate slovenskih 15-letnikov na pisnem preverjanju bralne pismenosti v primerjavi s povprečjem držav OECD, se zastavlja vprašanje o njihovih kompetencah digitalnega branja. Na to bodo sicer več odgovorov dali podatki PISE 2012, kjer bodo v elektronskem preverjanju branja sodelovali tudi slovenski 15-letniki, nekaj pričakovanj pa si lahko oblikujemo že na podlagi PISE 2009.

Ključne besede
PISA, ERA, bralna pismenost, digitalno branje

Abstract

In the last decades the accessibility and usage of computers as well as other information and communication technology has possibly grown exponentially. Consequently the use of information and communication technology expanded in numerous dimensions of life of individuals and society overall. There is no doubt that information and communication skills using technology are important for young individuals at the start of their adulthood. Recognizing this the Programme for International Student Assessment PISA that is coordinated by the Organization for Economic Cooperation and Development developed computer based assessments in recent years in addition to the assessment of reading, mathematical and scientific literacy that started in 2000. In 2006 the computer based assessment of scientific literacy was conducted and in 2009 electronic reading assessment. While in 2006 only 3 countries participated in electronic assessment, the fact that there were 19 countries participating in 2009 electronic assessment shows increasing recognition of importance of such assessments of today's 15-year olds’ competences. Students participating in the PISA 2009 Electronic Reading Assessment (ERA) were given reading tasks on computers that simulated the types of usage of electronic texts for retrieving information, for example e-mail and internet. Tasks in the study were based primarily on two elements: processing of the text and navigation. Official results of the ERA assessment were published in 2011 and the sample ERA tasks are available at erasq.acer.edu.au (user name: public, password: access). Although Slovenia did not participate in any of the above mentioned electronic assessments, the results and experience of other countries offer valuable information for planning the digital competences development of the of Slovenian 15-year-olds.  In the paper the assessment frameworks, sample tasks and results of the 2009 electronic assessment of reading literacy are presented. With regard to the below OECD average results of the Slovenian 15-year-olds on the paper assessment of reading literacy the question on their competences in digital reading seems relevant. The answers are expected from PISA 2012 in which Slovenian 15-year-olds will participate in the electronic reading assessment as well but some expectations can be drawn from the PISA 2009 results already.

Key words
PISA, ERA,reading literacy, digital reading