20.500.12556/DKUM-94965 Pogledi srednješolskih učiteljev na bralno pismenost spoznanja in izzivi Secondary school teachers' perspectives on reading literacy insights and challenges Namen tega poglavja je bil pridobiti vpogled v razumevanje in doživljanje bralne pismenosti med srednješolskimi učitelji ter prepoznati dobre prakse in ovire pri njenem razvijanju v času digitalnih sprememb. Podatki za analizo so bili zbrani z metodo fokusne skupine, v kateri so sodelovali srednješolski učitelji različnih predmetnih področij. Učitelji so pri spodbujanju bralne pismenosti poudarjali pomen medpredmetnega povezovanja, delovanja kot bralni vzori ter uporabe avtentičnih, dijakom bližnjih besedil. Izpostavili so nizko motivacijo mladih za branje, omejen besedni zaklad in vpliv digitalnih tehnologij, ki spodbujajo površinsko branje. Opozorili so tudi na pomanjkanje sistemske podpore in ustreznega strokovnega usposabljanja. Zbrane ugotovitve kažejo na potrebo po celostnem razvoju bralne in digitalne pismenosti, večji strokovni podpori ter prilagoditvah šolskih politik, ki bi omogočale boljše odzivanje na izzive sodobnega branja v tehnološko nasičenem okolju. The aim of this chapter was to gain insight into the understanding and experience of reading literacy among secondary school teachers, and to identify good practices and barriers to its development in an era of digital change. Data for the analysis were collected through a focus group method involving secondary school teachers from different subject areas. In promoting reading literacy, teachers emphasised the importance of cross curricular integration, acting as reading role models, and using authentic texts that are close to the students. They highlighted the low motivation of young people to read, their limited vocabulary and the impact of digital technologies that encourage surface reading. They also pointed to the lack of systemic support and adequate professional training. The findings point to the need for a holistic development of reading and digital literacy, more professional support and adjustments in school policies to better respond to the challenges of modern reading in a technologically saturated environment. bralna pismenost dijaki srednješolski učitelji multimodalna pismenost fokusne skupine digitalna tehnologija reading literacy students secondary school teachers focus group multimodal literacy true false true Univerza v Mariboru, Univerzitetna založba Slovenski jezik Angleški jezik Znanstveno delo 2025-08-30 03:37:12 2026-05-06 16:17:53 2026-05-07 03:10:30 0000-00-00 00:00:00 2025 0 Maribor 0 Str. 153-176 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-08-05 373.5:028 244232451 247106563 10.18690/um.pef.8.2025.8 RAZ_Usenik_Janja_2025.pdf RAZ_Usenik_Janja_2025.pdf 1 4CFF5CA30E41BA64046AAD9E22215306 37d40c71b6a0cc02bbec044a98d8cce3ee69cda308f3af7e710cef460d229d07 569e0e6f-4956-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205833 https://press.um.si/index.php/ump/catalog/book/1038/chapter/765 1 da671356-8541-11f0-ad15-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=197058 Pedagoška fakulteta Univerzitetna založba Univerze v Mariboru 0 0 0