Page 82 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 82
Reading Literacy and Motivation in the Context
of Social Changes and International Indicators
Reading Literacy and Competencies in the Context
of Social Changes
We live in a rapidly changing world, where both the quantity and type of print-
ed and also digital materials are increasing and where more and more peo-
ple are expected to use these materials in new and sometimes more complex
ways. It is now generally accepted that reading literacy evolves along with
changes in society and culture. Twenty years ago, the reading literacy skills
needed for individual growth, economic participation in society and civic du-
ties, were different from those of today; and it is very likely that in 20 years’time
they will change further still. The ability to access, understand and reflect on all
kinds of information is essential if individuals are to be able to participate fully
in our knowledge-based society (Šterman Ivančič, 2013).
The concept of reading literacy, as defined by PISA 2009, is expanded and
encompasses more than merely the ability to read. It is a lifelong concept and
82 not only takes place at school during the course of formal learning, but also in
everyday situations, while one communicates with family, peers and the wider
community. Mainly however, reading literacy is about the efficient use of read-
ing abilities and competencies in concrete life situations. PISA defines read-
ing literacy as understanding, using, reflecting on and engaging with written
texts, in order to develop one’s potential and knowledge to actively participate
in society. The fundamental reading competencies that were assessed in PISA
2009 are as follows: access and retrieve information, integrate and interpret texts
and reflect and evaluate.
Retrieving information explicitly refers to selecting a specific item of in-
formation included in the text, whereas accessing information describes the
longer process of identifying it, i.e. getting to the information space where the
required information is located. Some life situations may require merely iden-
tifying information in an information space where the information is imme-
diately visible, while in some other cases (especially in digital texts) a longer
path is needed to access the required information (the key item of information
is hiding in one of the subpages of a certain website) (Šterman Ivančič, 2013).
Interpreting the content refers to logical understanding; that is to say,
a reader must recognise in what way items of information are organised in
the text. To be able to do so the reader needs to show that he or she under-
stands the connection between one part of the text and another. Interpret-
ing involves both integrating and making sense of what the reader has read
from something that is not stated. In this context, the reader is identifying the
underlying assumptions and contents and is able to make conclusions about
the message by reading between the lines. Both integrating and interpreting
student (under)achievement: perspectives, approaches, challenges
of Social Changes and International Indicators
Reading Literacy and Competencies in the Context
of Social Changes
We live in a rapidly changing world, where both the quantity and type of print-
ed and also digital materials are increasing and where more and more peo-
ple are expected to use these materials in new and sometimes more complex
ways. It is now generally accepted that reading literacy evolves along with
changes in society and culture. Twenty years ago, the reading literacy skills
needed for individual growth, economic participation in society and civic du-
ties, were different from those of today; and it is very likely that in 20 years’time
they will change further still. The ability to access, understand and reflect on all
kinds of information is essential if individuals are to be able to participate fully
in our knowledge-based society (Šterman Ivančič, 2013).
The concept of reading literacy, as defined by PISA 2009, is expanded and
encompasses more than merely the ability to read. It is a lifelong concept and
82 not only takes place at school during the course of formal learning, but also in
everyday situations, while one communicates with family, peers and the wider
community. Mainly however, reading literacy is about the efficient use of read-
ing abilities and competencies in concrete life situations. PISA defines read-
ing literacy as understanding, using, reflecting on and engaging with written
texts, in order to develop one’s potential and knowledge to actively participate
in society. The fundamental reading competencies that were assessed in PISA
2009 are as follows: access and retrieve information, integrate and interpret texts
and reflect and evaluate.
Retrieving information explicitly refers to selecting a specific item of in-
formation included in the text, whereas accessing information describes the
longer process of identifying it, i.e. getting to the information space where the
required information is located. Some life situations may require merely iden-
tifying information in an information space where the information is imme-
diately visible, while in some other cases (especially in digital texts) a longer
path is needed to access the required information (the key item of information
is hiding in one of the subpages of a certain website) (Šterman Ivančič, 2013).
Interpreting the content refers to logical understanding; that is to say,
a reader must recognise in what way items of information are organised in
the text. To be able to do so the reader needs to show that he or she under-
stands the connection between one part of the text and another. Interpret-
ing involves both integrating and making sense of what the reader has read
from something that is not stated. In this context, the reader is identifying the
underlying assumptions and contents and is able to make conclusions about
the message by reading between the lines. Both integrating and interpreting
student (under)achievement: perspectives, approaches, challenges
