The Content and Form of School Reading as a Factor Influencing Text Comprehension in Society 4.0
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F24%3AA25039HJ" target="_blank" >RIV/61988987:17450/24:A25039HJ - isvavai.cz</a>
Výsledek na webu
<a href="https://papers.academic-conferences.org/index.php/ecel/issue/view/38/42" target="_blank" >https://papers.academic-conferences.org/index.php/ecel/issue/view/38/42</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.34190/ECEL.23.1.2716" target="_blank" >10.34190/ECEL.23.1.2716</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Content and Form of School Reading as a Factor Influencing Text Comprehension in Society 4.0
Popis výsledku v původním jazyce
The content and form of School reading lists significantly impact pupils' understanding of various types of texts, including artistic, non-artistic, and electronic. To this end, a research study explores whether recommended School reading lists at secondary technical schools in the Moravian-Silesian and Zlín regions of the Czech Republic are available electronically on school websites. Additionally, the study aims to determine whether they include everyday life texts that reflect the current characteristics of Society 4.0, influenced by digitisation, automation, and electronicisation. The study examined factors influencing readers' comprehension of printed and electronic digital texts through a questionnaire-based survey of 439 pupils from four Czech secondary technical schools and two vocational schools. It also explored how the content and form of secondary school reading impact the comprehension of various types of traditional and non-traditional texts. The research findings indicated that Czech secondary school students tend to engage with texts from everyday life on social networks and electronic texts in their free time. However, they frequently struggle to understand journalistic texts such as reviews and do not frequently engage with everyday life texts in their schoolwork. These results provide valuable insights into the concept of traditional and non-traditional readers, along with current typologies of texting. Moreover, they highlight factors influencing functional literacy and reading comprehension, viewed through the lens of secondary school students in Society 4.0. It is worth noting that international research by PISA (2018, 2021) has drawn attention to the average to below-average reading and digital literacy levels among Czechs, particularly 15-year-old boys.
Název v anglickém jazyce
The Content and Form of School Reading as a Factor Influencing Text Comprehension in Society 4.0
Popis výsledku anglicky
The content and form of School reading lists significantly impact pupils' understanding of various types of texts, including artistic, non-artistic, and electronic. To this end, a research study explores whether recommended School reading lists at secondary technical schools in the Moravian-Silesian and Zlín regions of the Czech Republic are available electronically on school websites. Additionally, the study aims to determine whether they include everyday life texts that reflect the current characteristics of Society 4.0, influenced by digitisation, automation, and electronicisation. The study examined factors influencing readers' comprehension of printed and electronic digital texts through a questionnaire-based survey of 439 pupils from four Czech secondary technical schools and two vocational schools. It also explored how the content and form of secondary school reading impact the comprehension of various types of traditional and non-traditional texts. The research findings indicated that Czech secondary school students tend to engage with texts from everyday life on social networks and electronic texts in their free time. However, they frequently struggle to understand journalistic texts such as reviews and do not frequently engage with everyday life texts in their schoolwork. These results provide valuable insights into the concept of traditional and non-traditional readers, along with current typologies of texting. Moreover, they highlight factors influencing functional literacy and reading comprehension, viewed through the lens of secondary school students in Society 4.0. It is worth noting that international research by PISA (2018, 2021) has drawn attention to the average to below-average reading and digital literacy levels among Czechs, particularly 15-year-old boys.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50300 - Education
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
Proceedings of the 23rd European Conference on e-Learning - ECEL 2024
ISBN
978-1-917204-22-4
ISSN
2048-8637
e-ISSN
2048-8645
Počet stran výsledku
9
Strana od-do
387-395
Název nakladatele
Academic Conferences International Ltd.
Místo vydání
Reading
Místo konání akce
Porto
Datum konání akce
24. 10. 2024
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
—