In my diploma thesis, I focus on reading literacy of future education experts. In the theoretical part, I have defined literacy and reading literacy. Further, I described the importance of lifelong development of reading literacy and the importance of reading literacy for education experts. Then I presented the findings of the most important researches in the field of reading literacy and the content of strategic documents that determine the priorities and aims of educational politics in this field. In the empirical part of my thesis, I have researched the reading literacy of students who study at The Faculty of Education. I established the occurrence of statistically significant differences in their ability to master reading literacy depending on study course they attend. I have also researched how motivated are the interviewed students to read and their opinion on how important is lifelong development of reading literacy for educators. In my survey, I included 92 1st year students of The Faculty of Education of the University of Ljubljana. I used the descriptive and the causal – non-experimental method in educational research and then presented and interpreted the results with tables, graphs and in descriptive form. To establish statistically significant differences among students depending on their study course I used Chi-Square Test of Independence. The analysis has shown that I can reject hypothesis 1 and 2 and accept hypothesis 3. With this survey, I researched the reading literacy of interviewed future education experts and their opinion on lifelong development of reading literacy for educators. Based on my analysis, I summed up conclusions and suggested some possible solutions that could lead to improvement in this field.
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