20.500.12556/DKUM-90890 Promoting sustainable development while building upon components of reading literacy Spodbujanje trajnostnega razvoja ob upoštevanju gradnikov bralne pismenosti The paper sheds light on the evaluation of books for pre-school children and the theory of reading children’s literature while bearing in mind the various components of reading literacy. Like reading literacy, education on sustainability is also a life-long process, and for understanding the concept of sustainability and the role of the individual in its implementation, which begins to form in the pre-school period, we chose the work by Adèle Tariel and Julie de Terssac 1000 Cows (French original: 1000 vaches), which indicates that illustrations affect the comprehension of the story and (at least partially) change or present more clearly the key morphological characteristics of the text. We conducted a case study in which we included part-time students from the third year of Early Childhood Education Studies (n = 13). An analysis of the content of responses was carried out. These demonstrate a broad semantic field of understanding literary-artistic reading and represent an example of interdisciplinary integration that can significantly contribute to the development of components of reading literacy as well as a sustainable future. Prispevek osvetljuje vrednotenje knjig za predšolske otroke in teorijo branja otroške književnosti z upoštevanjem gradnikov bralne pismenosti. Vzgoja za trajnostni razvoj je tako kot bralna pismenost vseživljenjski proces, zato smo za razumevanje pojmovanja trajnosti in vloge posameznikov pri njenem uresničevanju, ki se prične oblikovati že v predšolskem obdobju, izbrali delo Adèle Tariel in Julie de Terssac 1000 krav, ki kaže, da ilustracije vplivajo na razumevanje zgodbe in (vsaj delno) spreminjajo oziroma natančneje predstavljajo osnovne morfološke značilnosti besedila. Izvedli smo študijo primera, v katero smo vključili izredne študente tretjega letnika Predšolske vzgoje (n = 13). Opravljena je bila analiza vsebine odgovorov, ki izkazujejo široko pomensko polje razumevanja literarno-likovnega branja in predstavljajo primer medpodročnega povezovanja, ki lahko pomembno prispeva k razvoju gradnikov bralne pismenosti in trajnostne prihodnosti. picture books preschool age sustainable development multimodality reading literacy components of reading literacy slikanice predšolsko obdobje trajnostni razvoj multimodalnost gradniki bralne pismenosti true true true University of Maribor, University Press Angleški jezik Slovenski jezik Članek v reviji 2024-10-02 03:12:49 2024-10-04 15:18:33 2024-10-18 03:11:21 0000-00-00 00:00:00 2024 0 0 Str. 379-401 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2024-09-18 028:087.5:502.131.1 205469955 209638915 10.18690/um.pef.2.2024.20 https://press.um.si/index.php/ump/catalog/view/882/1336/4437 1 7126aa62-805b-11ef-927c-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=186133 RAZ_Bednjicki_Roser_Barbara_2024.pdf RAZ_Bednjicki_Roser_Barbara_2024.pdf 1 3ABF1FE35CCBFC9E84522A2C08503301 f59256fd03374a6a1e51183226c9335db924823b79d449924ba4ef6827dc0514 2d0fa44d-8c7e-11ef-9d2c-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=186625 Pedagoška fakulteta 0 0 0