Branje mladih leta 2009 in leta 2018 ter razlike v branju glede na spol in izobraževalni program. (Slovenian)

READING OF THE YOUTH IN 2009 AND 2018: DIFFERENCES ACCORDING TO GENDER AND NATIONAL STUDY PROGRAMME. (English)

The article presents reading characteristics of 15-year olds, as assessed in the OECD PISA study. Since reading was the major domain of assessment in PISA 2009 and 2018 cycles, we investigated differences in the results in the following areas: reading motivation, frequency of reading specific reading materials, reading activities on-line, and the assessment of the usefulness of metacognitive reading strategies. The analysis was carried out on a PISA sample of Slovenian 15-year olds (n = 6073 in 2009; n = 6401 in 2018). Besides the differences in reading motivation and other reading factors between the two PISA cycles, we were also interested in if these factors differ according to gender and national study programme. The results of the present study show that in PISA 2018, compared to PISA 2009, Slovenian 15-year olds reported less enjoyment in reading, less time spent reading for enjoyment, they assessed the metacognitive reading strategies to summarize information as less useful, and they also reported significantly lower levels of reading newspapers, magazines and comic books. On the other hand, they reported more frequent searches for particular information on-line. Compared to boys, girls from all national education programmes reported higher levels of enjoyment in reading, they more often perceived reading as an important hobby and reported more frequent reading of fiction books. On the other hand, boys reported more frequent reading of non-fiction books. The results of the present study also showed no significant differences between boys and girls within a particular study programme in reading activities on-line. Furthermore, the majority of these activities were associated with above-average results in both PISA cycles. We see a challenge for the teaching profession in Slovenia in strengthening the interest for reading in youth, encouraging the social context of reading, empowering them with knowledge of the efficient use of different reading strategies and creating quality on-line learning materials with applicable content. [ABSTRACT FROM AUTHOR]

V članku so predstavljene bralne značilnosti mladih, kot jih na mednarodni ravni proučuje organizacija OECD v okviru raziskave PISA. Glede na to, da je bilo v raziskavah PISA 2009 in 2018 poudarjeno področje merjenja bralna pismenost, sva avtorici ugotavljali, ali je v omenjenem obdobju prišlo do razlik v motivaciji za branje, pogostosti branja določene vrste gradiva, bralnih dejavnostih na spletu in oceni uporabnosti različnih metakognitivnih bralnih strategij pri slovenskih 15-letnikih (n = 6073 v 2009; n = 6401 v 2018). Prav tako naju je zanimalo, ali lahko razlike v omenjenih bralnih značilnostih mladih potrdimo tudi znotraj posameznih izobraževalnih programov. Izsledki pričujočih analiz kažejo, da so v primerjavi z letom 2009 dijaki in dijakinje v letu 2018 manj brali za zabavo, manj uživali v branju, v manjši meri ocenili uporabnost bralnih strategij povzemanja besedila, bistveno manj posegali po branju revij, časopisov in stripov, hkrati pa bistveno več iskali informacije na spletu. Dijakinje v vseh štirih vrstah izobraževalnih programov so poročale, da v primerjavi z dijaki več časa namenijo branju za zabavo, da je branje njihov pomemben konjiček in da v večji meri berejo leposlovje, medtem ko je za dijake v večji meri značilno branje knjig, ki niso leposlovje. Med dijakinjami in dijaki v različnih izobraževalnih programih ni razlik v branju na spletu, različne bralne aktivnosti pa se v obeh ciklih raziskave povezujejo z nadpovprečnimi bralnimi dosežki na preizkusu PISA. Izziv pedagoške stroke vidiva v krepitvi notranjega interesa za branje pri mladih, v spodbujanju socialnega konteksta branja v mladostniškem obdobju, seznanjanja mladih z učinkovito uporabo različnih bralnih strategij ter v ustvarjanju kakovostnih spletnih učnih gradiv z uporabnimi vsebinami. [ABSTRACT FROM AUTHOR]

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