Page 94 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 94
On Line (Volume VI), based on which information will be presented hereaf-
ter. In 2009, Slovenia had not yet taken part in this computer-based assess-
ment, which means that no results in relation to digital reading outcomes and
achieving the aforementioned competencies are available for Slovenia at this
point. However, information related to students’reading activities on the inter-
net, internet use for fun and school assignments, attitudes to computer-based
work and performance in completing different computerized tasks have, in
Slovenia, been collected since 2006; judging from results of the countries that
have already participated in computer-based assessments this has proven to
be an important factor in predicting scores in digital reading literacy tests.
The digital environment, and consequently also the texts, present users
with new challenges and call for different competencies than printed texts.
As one can discern from tables 7 and 8 below, the fundamental difference be-
tween printed and digital texts in PISA is that digital texts make it possible
for readers to interact with the content they are reading and change it (elec-
tronic mail, text messages); through their educational content they are thus
brought closer to the activities in which 15-year-olds often engage in their dai-
94 ly lives. Another considerable difference is the amount of information. When it
comes to digital texts, students deal with hypertexts and can thus simultane-
ously access several texts (websites) and pieces of information, composed by
different authors and appearing in different formats. This makes digital texts
in certain respects more demanding in terms of the competencies of access-
ing and retrieving information, integrating and interpreting the text and eval-
uating it. Being able to efficiently access and retrieve information, classify and
select it is of vital importance especially with such a large quantity of informa-
tion and availability of different texts within the scope of a certain issue. In or-
der to be able to successfully interpret a certain piece of information, students
must first infer the connection between texts from different sources, which is
also the case in printed texts. Most importantly they are also required to judge
the credibility of a large amount of information and evaluate it critically.
student (under)achievement: perspectives, approaches, challenges
ter. In 2009, Slovenia had not yet taken part in this computer-based assess-
ment, which means that no results in relation to digital reading outcomes and
achieving the aforementioned competencies are available for Slovenia at this
point. However, information related to students’reading activities on the inter-
net, internet use for fun and school assignments, attitudes to computer-based
work and performance in completing different computerized tasks have, in
Slovenia, been collected since 2006; judging from results of the countries that
have already participated in computer-based assessments this has proven to
be an important factor in predicting scores in digital reading literacy tests.
The digital environment, and consequently also the texts, present users
with new challenges and call for different competencies than printed texts.
As one can discern from tables 7 and 8 below, the fundamental difference be-
tween printed and digital texts in PISA is that digital texts make it possible
for readers to interact with the content they are reading and change it (elec-
tronic mail, text messages); through their educational content they are thus
brought closer to the activities in which 15-year-olds often engage in their dai-
94 ly lives. Another considerable difference is the amount of information. When it
comes to digital texts, students deal with hypertexts and can thus simultane-
ously access several texts (websites) and pieces of information, composed by
different authors and appearing in different formats. This makes digital texts
in certain respects more demanding in terms of the competencies of access-
ing and retrieving information, integrating and interpreting the text and eval-
uating it. Being able to efficiently access and retrieve information, classify and
select it is of vital importance especially with such a large quantity of informa-
tion and availability of different texts within the scope of a certain issue. In or-
der to be able to successfully interpret a certain piece of information, students
must first infer the connection between texts from different sources, which is
also the case in printed texts. Most importantly they are also required to judge
the credibility of a large amount of information and evaluate it critically.
student (under)achievement: perspectives, approaches, challenges
