Primerjalna analiza klasičnega in digitalnega branja : digitalna (d)evolucija

Ferk, Katarina (avtor), Matajc, Vanesa (mentor), Žunkovič, Igor (konzultant), Cegnar, Katja (avtor dodatnega besedila)

V magistrskem delu sem analizirala in primerjala klasično ter digitalno branje, v raziskovalnem delu sem se še posebej osredotočila na primerjalno analizo klasičnega in digitalnega branja učencev 6. razreda slovenske osnovne šole. Šestošolce sem izbrala zato, ker se bralec na taki starostni stopnji približa branju, značilnemu za odraslega bralca, delno pa tudi zaradi težav, ki naj bi jih šestošolci imeli s samostojnim tihim branjem in razumevanjem besedila, saj bi se lahko pokazala razlika v bralnem razumevanju interpretativnih in ostalih vprašanj. V teoretičnem delu sem prikazala zgodovino besedila in branja, opredelila pomen medija, še posebej tiskane knjige in digitalnega nosilca literarnega besedila - v primeru raziskave torej računalnika -, ki sta glavna obravnavana medija v delu, ter predstavila teorijo vpliva (klasičnega in digitalnega) branja na naše možgane. Predstavila sem tudi problematiko bralne pismenosti, saj sem za raziskovalni del potrebovala "orodje" za merjenje bralnega razumevanja pri šestošolcih, posebej pa sem predstavila tudi izsledke drugih raziskav bralne pismenosti, kot so: PISA, PIRLS in NPZ iz slovenskega jezika. V empiričnem delu sem ugotavljala bralno pismenost učencev 6. razreda s testom bralne pismenosti, ki ga je za šestošolce sestavila Katja Cegnar. Ugotavljala sem, ali se bralno razumevanje šestošolcev razlikuje pri branju besedila in reševanju testa bralne pismenosti na klasičnem mediju (papirju) ter pri branju besedila in reševanju testa bralne pismenosti na digitalnem mediju (računalniku). Z rezultati raziskave sem dokazala in potrdila, da so rezultati bralnega razumevanja na digitalnem mediju slabši kot rezultati bralnega razumevanja na klasičnem oziroma tiskanem mediju. S tem sem opozorila na problematiko vse večje priljubljenosti elektronskih knjig, med njimi tudi elektronskih učbenikov, saj se naše bralno razumevanje z zamenjavo klasičnega z digitalnim medijem spreminja in - kar je morda še pomembneje - z digitalnim branjem se spreminjajo tudi naši možgani ter možgani prihodnjih generacij.

• Jezik: Slovenski jezik
• Ključne besede: branje, bralna pismenost, osnovnošolci, tiskani mediji, digitalni mediji, magistrska dela
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [K. Ferk]
• Leto izida: 2018
• Št. strani: VIII, 84 f.
• PID: 20.500.12556/RUL-104081
• UDK: 028.5
• COBISS.SI-ID: 67832930
• Datum objave v RUL: 04.10.2018

Sekundarni jezik

• Jezik: Angleški jezik

Izvleček

The present Master thesis attempts to analyse and compare classic and digital reading. The research part primarily focuses on the comparative analysis of classical and digital reading in Slovenian sixth-grade primary school pupils. The sample was chosen due to the fact that the reading skills of this age group are already close to the level of reading skills that are characteristic of adults. Furthermore, this age group was also partially chosen for the reason that sixth graders seem to have some issues with silent reading and comprehension of the text, which might indicate that there is also a difference in their reading comprehension of interpretative and other questions. The theoretical framework presents the history of text and reading and provides the definition of the medium, especially the printed book and the digital text medium - the computer. For the purpose of this research paper, the computer is analysed in more detail and the effects of reading (classic and digital) on our brain are presented. Furthermore, the concept of reading literacy is introduced as a required "tool" in order to measure the reading comprehension of sixth-grade pupils. Special attention is given to the results of previously conducted research by experts who were interested in reading literacy such as; PISA, PIRLS and National knowledge testing of Slovenian language (NPZ). The empirical part of the Master thesis investigates the reading literacy of sixth-grade pupils with the use of a reading literacy test prepared specifically for sixth graders by Katja Cegnar. The aim of the research was to find out whether the pupils% results of the classical reading literacy test (reading the text and answering questions on paper) differ from the pupils' results of the digital reading literacy test (reading the text and answering questions on the computer). The results of the study show and confirm that the results of reading literacy on the digital medium are worse than those of reading literacy on classical, printed medium. The Master thesis attempts to shine a light on the issue of the growing popularity of electronic books and textbooks. Due to the increasing substitution of classical with digital reading, we are changing our reading comprehension and what is perhaps even more important - with digital reading we are changing our brain and that of the future generations.