20.500.12556/DKUM-100301 Nevidna prisotnost umetne inteligence kot pedagoške motnje branja v osnovni šoli The invisible presence of artificial intelligence as a pedagogical disruption of reading in primary education Branje v sodobnem digitalnem okolju poteka v kontekstu algoritmično posredovanih informacijskih tokov, v katerih umetna inteligenca vse pogosteje deluje kot nevidni, a strukturni dejavnik bralnega procesa. Algoritmi filtriranja, personalizacije in generiranja besedil ne vplivajo zgolj na dostop do informacij, temveč tudi na pogoje njihove interpretacije, kar postavlja pod vprašaj ustaljene modele bralnega razumevanja. Namen prispevka je konceptualno osvetliti vlogo umetne inteligence v branju ter razviti teoretski okvir kritične bralne pismenosti v algoritmiziranem okolju. Prispevek temelji na analitičnem pregledu raziskav s področja digitalnega branja, novih pismenosti in umetne inteligence v izobraževanju ter na konceptualni sintezi teh izhodišč. Umetna inteligenca je razumljena kot pedagoška motnja, ki v bralni proces vnaša epistemološke, interpretativne in metakognitivne razkorake ter omogoča reflektirano obravnavo besedil. Ključni rezultat je model kritične bralne pismenosti, ki povezuje epistemološko zavest, razumevanje algoritmičnega vpliva, kritično presojo virov, poglobljeno interpretacijo besedil in metakognitivno refleksijo. Model ponuja izhodišče za razmislek o poučevanju branja v osnovnošolskem kontekstu ter za nadaljnje empirične in didaktične raziskave. Reading in contemporary digital environments occurs within algorithmically mediated information flows, where artificial intelligence increasingly functions as an invisible yet structural factor in the reading process. Algorithms of filtering, personalization, and text generation influence not only access to information but also the conditions of interpretation, thereby challenging established models of reading comprehension. The aim of this paper is to conceptually examine the role of artificial intelligence in reading and to develop a theoretical framework for critical reading literacy in algorithmized environments. The study is based on an analytical review of research on digital reading, new literacies, and artificial intelligence in education, combined with a conceptual synthesis of these perspectives. Artificial intelligence is conceptualized as a pedagogical disruption that introduces epistemological, interpretative, and metacognitive gaps into the reading process, enabling reflective engagement with texts. The main outcome of the paper is a model of critical reading literacy that integrates epistemological awareness, understanding of algorithmic influence, critical evaluation of sources, in-depth interpretation of texts, and metacognitive reflection. The model provides a starting point for reflection on reading instruction in the primary school context and for further empirical and didactic research. algoritmično posredovano branje kritična bralna pismenost metakognitivna refleksija pedagoška motnja umetna inteligenca algorithmically mediated reading artificial intelligence critical reading literacy metacognitive reflection pedagogical disruption true false true Vzgojno-izobraževalni zavod Antona Martina Slomška Slovenski jezik Angleški jezik Znanstveno delo 2026-09-12 03:05:02 2026-09-15 12:47:22 2026-09-16 03:11:26 0000-00-00 00:00:00 2026 0 Maribor 0 str. 21-37 št. 1 Letn. 2 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-03-10 37.011.251:004.8 274075139 10.63069/q0kat056 3024-031X RAZ_Kerneza_Maja_2026.pdf RAZ_Kerneza_Maja_2026.pdf 1 B2A57DD4E211D3B22AF2BB39257F186B e2e38d55250ef4f4de09695785cd4e85362aee40987aa78c23115752ba710ec2 0ac4b957-b0f3-11f1-9175-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=212483 https://i-pedagogika.si/index.php/ip/article/view/182/260 1 fc09c870-ae45-11f1-b6aa-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=212235 Pedagoška fakulteta Fakulteta za naravoslovje in matematiko 0 0 0