What is Digital Reading Like and How do We Learn from Digital Resources?

Moderator: Nives Kreuh
Zavod RS za šolstvo

Povzetek

V panelni razpravi se bomo osredotočili na širše razumevanje branja oz. besedil, bralne dejavnosti in družbeni kontekst, ki vplivajo na bralno razumevanje digitalnih virov in posledično s tem spremenjeni obliki in vlogi učbenikov v učnem procesu.
Za razliko od tradicionalnega branja »digitalno branje« zahteva nove miselne procese. Internet ponuja nove možnosti interakcije z novimi večmedijskimi besedilnimi oblikami, novimi bralnimi elementi (npr. novi motivacijski cilji, drugačna izhodiščna znanja, višje metakognitivne spretnosti) in nove dejavnosti (npr. izdelava večmedijskih projektov, sodelovanje v sinhronih izmenjavah na daljavo). Vsa ta dejstva vplivajo na drugačen proces učenja in spremenjeno definicijo bralne pismenosti v tem procesu, zato se postavlja več vprašanj o ustreznosti in načinih uporabe učnih gradiv in učbenikov. Ob vse večjem številu e-gradiv in pripravi razpisa za izdelavo e-učbenikov postavljamo temelje drugačnega pouka, zato je nujen razmislek o potrebnih drugačnih pristopih pri opredeljevanju in razvijanju bralne pismenosti, digitalnih gradiv, vrednotenju zmožnosti in profesionalnem razvoju učiteljev.
Vključevanje več strokovnih področjih pri postavljanju strategij na tem področju je edina možnost za konstruktivno iskanje rešitev, zato bo panelna razprava vključevala goste z različnih področij.

Ključne besede: digitalno branje, učenje, digitalni viri, pouk.

Abstract

In the panel discussion, we will focus on broader understanding of reading and texts, reading activities and social context, which influence reading comprehension of digital resources; and, consequently, the altered format and role of student books in the learning process.
»Digital reading«, in comparison with traditional reading, requires new cognitive processes. The Internet offers new alternatives of interaction with multimedia texts, new reading elements (such as motivational goals, different base knowledge, higher metacognitive skills) and new activities (multimedia projects, collaboration in synchronous and asynchronous exchanges). These facts influence a different learning process and altered definition of reading literacy, therefore a question is raised whether learning materials, student books and their use is still relevant. A growing number of e-materials in tendencies to design e-books have a great impact on learning in schools; therefore a precise reflection is needed about different approaches and definitions of reading literacy, digital resources, assessment of competencies and professional development of teachers.
Collaboration of experts from different fields in designing strategies in education is the only alternative in finding solutions; therefore the panel discussion will include guests from different fields of expertise.

Key words: digital reading, learning, digital resources, classes.

Vsebinske iztočnice gostov:

•    Borut Čampelj, MŠŠ:

Temeljni vsebinski cilj MŠŠ na področju e-gradiv je razvoj in uvajanje novih pristopov poučevanja in ozaveščeno aktivnega učenja (e-gradivo je le orodje, s katerim se lažje razvijejo in uvajajo novi pristopi). Ker standardi niti v mednarodnem prostoru niso postavljeni, smo vsi skupaj (od avtorjev do uporabnikov) postavljeni pred dejstvo, da je pot do odličnega e-gradiva še vedno tudi razvojni proces, prav tako pa tudi pot do realne ocene e-gradiva. Pavšalne ali presplošne ocene nam v resnici ne povedo veliko o e-gradivu.

Basic content goals of the Ministry of the Education and Sport in the field of e-materials is the development and implementation of new approaches to teaching and awareness of active learning (e-material is merely a tool by which new approaches are being developed and implemented). Because standards are not unified even within the international space we are (the authors as well as users) faced with the fact that the path towards excellent e-material is also a developmental process and a path towards realistic assessment of e-material. Generalized assessments do not reflect true nature of e-materials.

•    Dominic Graveson, cScape, Velika Britanija:

Internetne tehnologije, še posebej socialna omrežja, so sprožila revolucijo na področju učenja … Učenci lahko sedaj sodelujejo drug z drugim ali z učitelji zunaj meja tradicionalnega didaktičnega prostora in šolskega urnika. Sprejemanje digitalizacije učencem odpira vrata na poti k individualizaciji, lokaciji in učnem slogu, predvsem pa odklepa njihovo strast … Najpomembnejše vprašanje pa je, ali bodo nacionalna telesa spoznala potencial tega ogromnega kulturnega preobrata?

Internet technologies and in particular social networks have started a revolution in learning... Students are now able to collaborate with one another as well as their teachers outside of the confines of the traditional, didactic educational setting and school timetable. Embracing digital now opens the door to student individuality, location, learning style and above all unlocks their passion… The big question is will national educational bodies realise the potential of this huge cultural shift?

•    Janez Justin, PI

Koliko in kako lahko e-gradiva, ki jih učitelji in učenci redno uporabljajo v vzgojno-izobraževalnem procesu, prispevajo k pospešenemu razvoju bralne pismenosti pri učencih? Pojem bralne pismenosti je danes dobil nove pomene. Ne gre le za dekodiranje informacij, ki jih vsebujejo besedila, temveč tudi in predvsem za:

• konstrukcijo pomenov, ki so vezani na družbeni, ekonomski in kulturni kontekst
• obvladovanje kognitivnih in metakognitivnih strategij, ki omogoča celovito in učinkovito interpretacijo sporočil
• učinkovito rokovanje z različnimi vrstami besedil, verbalnimi teksti, grafi, tabelami, seznami, diagrami, risbami, zemljevidi itd.
• interaktivno delo z verbalnimi in vizualnimi teksti in postopno konstruiranje njihovega pomena
• kritično pismenost in sposobnost za rabo kriterijev in postopkov, ki omogočajo razlikovanje med pomembnimi in manj pomembnimi informacijami, povezovanje in sintetiziranje informacij

In what extent and how e-materials which teachers and pupils regularly use in their educational system can contribute to accelerate pupils' reading literacy? The term reading literacy gained new meanings today. It is not merely a question of decoding information which texts carry but also, and especially,:

• a construction of meanings which relate to societal, economic and cultural context
• an effective handling of different types of texts; verbal texts, charts, tables, lists, diagrams, drawings, maps, etc.
• interactive activities with verbal and visual texts and step-by-step construction of their meaning
• critical literacy and competency for using criteria and procedures which enable distinction between important and less important information and linkage and synthesise of information.

•    Liljana Kač, ZRSŠ:

Mediji niso samo pripomoček pri učenju, temveč določajo drugačen koncept učenja, kot ga poznamo iz tiskanih učnih virov. Zato se zastavlja vprašanje o smiselnosti tiskanega učbenika kot osrednjega vira znanja pri pouku in učenju. Kljub temu imajo učbeniška gradiva v šolah še vedno osrednje mesto. Smiselna uporaba tehnologije pri učenju in poučevanju omogoča bolj diferencirano in raznoliko zasnovo pouka, se bolj prilagaja interesom in potrebam učencev. Digitalno učbeniško gradivo, ki je vsebinsko didaktično osmišljeno, je multimedijsko in nadbesedilno gradivo, razvejeno in nelinearno, saj spodbuja učenje z odkrivanjem. Vsebuje napotke za učne strategije in na več mestih nudi pomoč pri učenju. Poleg tega je interaktivno in nudi možnosti za aktivno sodelovanje učenca in učencev pri izgrajevanju njegovega znanja. Dopušča različne poti reševanja ter nudi sprotne in končne povratne informacije o učnem napredku. Vloga učitelja pri tem je, da učencem pokaže, kaj in zakaj je nekaj vredno znati in kako se tega naučiti.

Media is not only a tool for learning but, rather, imposes a different concept of learning as we know from printed learning material. Therefore, the usefulness of a printed textbook as a core source of knowledge in lessons and learning raises a question. Nevertheless, textbooks still occupy a central place in schools. Reasonable use of technology in learning and teaching provides more differentiated and diverse approach to lessons and better adapts to pupils’ needs and interests. Didactic digital textbook material is multimedia and hypertext material, diversified and non-linear, as it encourages discovery learning. It offers inputs for learning strategies and provides help for learning on several different places. Besides that, it is also interactive, thus providing possibilities for active pupils’ participation in building their knowledge. It allows different problem solving and provides prompt and end feedback on learning progress. Teacher’s role in this regard is to show pupils what and why something is worth learning and how to learn it.

•    Zdenko Medveš, UL FF:

Kako spremeniti učbeniška orodja za nove oblika študija in učenja? V projektu IMPLETUM si med drugim postavljamo kot cilj pripravo višješolskih učbenikov, s katerimi naj bi prestopili tradicijo, da učbenik navaja na pasiven študij in učenje. Avtorjem smo postavili 11 izhodišč, med katerimi so bila štiri ključna za vgrajevanje v učbenik orodij, ki naj spodbujajo raznolikost miselnih procesov in v največji meri zagotavljajo osmišljenost učenja ter naučenega. Ta štiri izhodišča so: induktivnost in problemski pristop, interaktivnost ter raznolikost učnih/študijskih dosežkov. Zanje lahko štejemo, da so še pomembnejša pri pripravi digitalnih kot papirnatih učbenikov in učnih gradiv.

How to change textbook tools in order to fit new types of studying and learning? Among other, within the IMPLETUM project, our goal is to prepare higher-education textbooks in order to overcome a traditional belief that textbooks encourage passive studying and learning. We have set 11 starting points to the authors, among which four were crucial for implementing tools that ensure meaning of learning and meaning of learned knowledge. These four starting points were: inductivity and problem approach, interactivity and diversity of learned/studied achievements. These are considered to be even more important in the preparation of the digital than paper textbooks and other learning material.

•    Mojca Štraus, PI /Andreja Bačnik, ZRSŠ:

V mednarodni raziskavi PISA 2009 so se pri preučevanju bralne pismenosti lotili tudi preverjanja bralne pismenosti na računalnikih (Electronic Reading Assesment – ERA), ki so ga izvedli v 19 državah, npr. v Avstriji, Koreji, Madžarski, Norveški, Poljski, Švedski itd., med njimi pa žal ni Slovenije. 15-letni učenci 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. Uradne rezultate pričakujemo junija 2011, zanimive pa so preliminarne ugotovitve, izhodišča ERA in primeri nalog, ki si jih lahko ogledate na erasq.acer.edu.au → user name: public → password: access.

Electronic Reading Assessment (ERA) has been integrated to the assessment of reading literacy within the PISA 2009 International Project. The project was realized in 19 countries, e.g. Austria, Korea, Hungary, Norway, Poland, Sweden, etc. Unfortunately, Slovenia did not participate. 15-year-olds were given reading exercises on computers which simulated methods for using electronic texts for retrieving information, e.g. e-mail and Internet. Exercises were based on two elements, namely: text processing and navigation. Official results are expected in June 2011; however, preliminary conclusions, ERA starting points, and examples of exercises are very interesting and are available at erasq.acer.edu.au → user name: public → password: access.

•    Anita Townsend, Ontario Principles Council, Kanada:

Razvoj in uporaba digitalnega učnega gradiva je v stanju prehoda.
Prehod s tradicionalnih knjig na platformo e-besedil od bralca še vedno zahteva, da bere in razume besedilo na način, ki vključuje zaporednost in logiko.
Vendar pa zahteva razvoj integriranih digitalnih medijev drugačen način branja in razumevanja. Tovrstni material vključuje ne le "branje" besedila, temveč multimedijsko besedilo. To pa ni zaporedno in dejansko, temveč konceptualno in nelinearno.

The development and use of digital learning material is in a state of transition. The transition of traditional text books and novels to an e-text platform still only requires the reader to read and comprehend in a sequential and logical manner. However, the evolution to integrated interactive digital media requires a different mode of reading and understanding. This type of material includes not only 'reading' text but multimedia material. It is not sequential and factual but conceptual and non-linear.