Page 93 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 93
n (Sweets and Meates, 2004). However, computer use is not limited only to a 93
specific social or economic group. The Adult Literacy and Life Skills Survey (OECD
and STATCAN, 2005) examined computer use in different occupations in sev-
en countries and regions. While computers at work are most intensely used by
professionals, such as scientists and IT specialists, they are also used by office
workers and employees who deal with customers. Computer use is thus more
and more often required for all kinds of different professions. Outside of the
work environment, in people’s private, social and civic lives, computer tech-
nology likewise occupies an increasingly important role. Access to information
from a computer connected to the internet is becoming the norm for anyone
who aims to be well informed and integrated into society. With individuals as-
suming greater responsibility for their decisions regarding health, retirement
and finances, the aforementioned technology is becoming an increasingly im-
portant source of information. People with access to the internet and the abili-
ty to use it will most likely also turn out to be informed patients who make de-
cisions about their health care based on the information they have obtained,
active citizens who use e-mail to impact the decisions of government officials
or mobilise like-minded voters, and members of virtual communities who use
online support group instant messaging and forums to communicate with in-
dividuals from different social classes, races and generations (Pew Internet and
American Life Project, 2005).
Similar skills are largely needed to read both printed and digital texts.
However, reading digital texts requires readers to shift their focus and employ
new strategies. In looking for information on the internet, one needs to skim
large quantities of information and instantly decide how reliable it is. The role
of critical thinking in reading literacy is thus greater than ever before (Halpern,
1989; Shetzer and Warschauer, 2000; Warschauer, 1999). Warschauer arrives at
the conclusion that the ‘digital gap’ cannot be bridged through obtaining ac-
cess to the internet only, but also by improving one’s abilities to find associa-
tions, evaluate and communicate information.
Efficient reading of digital texts is thus turning into a competency that will
sooner or later become a requisite for active participation of young individuals
in both the field of learning and future employment.
Digital Reading Literacy and PISA 2009 Competencies
Sixteen OECD member states and three partner countries participated in the
computer-based assessment (CBA) of PISA 2009.6 The digital survey is set out
in more detail in the OECD international report Pisa 2009 Results: Students
6 The order of the following participating countries is in accordance with their performance in the
digital reading literacy test: South Korea, New Zealand, Australia, Japan, Hong Kong, Iceland, Swe-
den, Ireland, Belgium, Norway, France, Macao, Denmark, Spain, Hungary, Poland, Austria, Chile and
Colombia.
reading literacy and motivation in the context of social changes
specific social or economic group. The Adult Literacy and Life Skills Survey (OECD
and STATCAN, 2005) examined computer use in different occupations in sev-
en countries and regions. While computers at work are most intensely used by
professionals, such as scientists and IT specialists, they are also used by office
workers and employees who deal with customers. Computer use is thus more
and more often required for all kinds of different professions. Outside of the
work environment, in people’s private, social and civic lives, computer tech-
nology likewise occupies an increasingly important role. Access to information
from a computer connected to the internet is becoming the norm for anyone
who aims to be well informed and integrated into society. With individuals as-
suming greater responsibility for their decisions regarding health, retirement
and finances, the aforementioned technology is becoming an increasingly im-
portant source of information. People with access to the internet and the abili-
ty to use it will most likely also turn out to be informed patients who make de-
cisions about their health care based on the information they have obtained,
active citizens who use e-mail to impact the decisions of government officials
or mobilise like-minded voters, and members of virtual communities who use
online support group instant messaging and forums to communicate with in-
dividuals from different social classes, races and generations (Pew Internet and
American Life Project, 2005).
Similar skills are largely needed to read both printed and digital texts.
However, reading digital texts requires readers to shift their focus and employ
new strategies. In looking for information on the internet, one needs to skim
large quantities of information and instantly decide how reliable it is. The role
of critical thinking in reading literacy is thus greater than ever before (Halpern,
1989; Shetzer and Warschauer, 2000; Warschauer, 1999). Warschauer arrives at
the conclusion that the ‘digital gap’ cannot be bridged through obtaining ac-
cess to the internet only, but also by improving one’s abilities to find associa-
tions, evaluate and communicate information.
Efficient reading of digital texts is thus turning into a competency that will
sooner or later become a requisite for active participation of young individuals
in both the field of learning and future employment.
Digital Reading Literacy and PISA 2009 Competencies
Sixteen OECD member states and three partner countries participated in the
computer-based assessment (CBA) of PISA 2009.6 The digital survey is set out
in more detail in the OECD international report Pisa 2009 Results: Students
6 The order of the following participating countries is in accordance with their performance in the
digital reading literacy test: South Korea, New Zealand, Australia, Japan, Hong Kong, Iceland, Swe-
den, Ireland, Belgium, Norway, France, Macao, Denmark, Spain, Hungary, Poland, Austria, Chile and
Colombia.
reading literacy and motivation in the context of social changes
