Primerjalna analiza klasičnega in digitalnega branja

digitalna (d)evolucija

Abstract

Osrednji namen raziskave je primerjati branje in bralno razumevanje učencev 6. razreda na digitalnem in tiskanem mediju ter ugotoviti, kakšne razlike se pojavljajo. Šesti razred sem izbrala, ker se na tej stopnji bralec približa branju, značilnemu za odraslega bralca. Ugotavljala sem, ali se bralno razumevanje šestošolcev razlikuje pri branju besedila in reševanju testa bralne pismenosti na klasičnem mediju (papirju) ter pri branju besedila in reševanju testa bralne pismenosti na digitalnem mediju (računalniku). Z rezultati raziskave sem dokazala in potrdila, da so rezultati bralnega razumevanja na digitalnem mediju slabši kot rezultati bralnega razumevanja na klasičnem oziroma tiskanem mediju.

Keywords

branje;bralno razumevanje;digitalno branje;klasično branje;slovenska osnovna šola;digitalni motilci;

Data

Language:	Slovenian
Year of publishing:	2019
Typology:	0 - Not set
Organization:	UL FF - Faculty of Arts
UDC:	028.5
COBISS:	69824098
Views:	247
Downloads:	47
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	The research attempts to analyse and compare traditional and digital reading. It focuses primarily on the comparative analysis of traditional and digital reading among Slovene sixth-grade primary school pupils. The sample was chosen because the reading skills of this age group are already close to the level of reading skills that is characteristic of adults. The aim of the research was to find out whether the pupils' results in the traditional literacy test (reading the text and answering questions on paper) differ from their results in the digital literacy test (reading and answering questions on the computer). The results of the study confirm that the results of reading literacy in the digital medium are worse than those of reading literacy in the traditional printed medium.
Secondary keywords:	reading;reading literacy;digital reading;traditional reading;Slovene primary school;digital distractor;
Pages:	Str. 112-115
DOI:	10.4312/SSJLK.55.112-115
ID:	12352510