Komunikacijski model književne vzgoje v digitalno podprtih učnih okoljih za prvo vzgojno-izobraževalno obdobje : doktorska disertacija

Legvart, Polonca

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Title:	Komunikacijski model književne vzgoje v digitalno podprtih učnih okoljih za prvo vzgojno-izobraževalno obdobje : doktorska disertacija
Authors:	ID Legvart, Polonca (Author) ID Kordigel Aberšek, Metka (Mentor) More about this mentor...
Files:	DOK_Legvart_Polonca_2024.pdf (12,24 MB) MD5: 8493B5D1D79BFF6E7FC43FEF6CEE5A6F
Language:	Slovenian
Work type:	Doctoral dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	PEF - Faculty of Education
Abstract:	Vpliv učnega okolja na književno vzgojo v začetnih letih šolanja je redkeje obravnavan vidik in še posebej digitalna podpora pri tem postavlja pedagoškemu raziskovanju nova vprašanja. Med njimi je ključno, ali lahko z didaktično uporabo digitalnih učnih pomagal izboljšamo recepcijo književnosti pri učencih. Razlogi za raziskovalno poglobitev v to vprašanje so v razmerah, ko otroci že v polni meri živijo čas digitalne družbe, cilj književne vzgoje pa je, da ta okoliščina ne bi povzročila njihovega odmika od književnosti, pač pa zbližanje z njo, saj jim književnost zagotavlja bistvene kompetence, vire in strategije za soočanje z izzivi kronične krize 21. stoletja. Potrebne so spremembe tradicionalnega pouka književnosti z vidika upoštevanja digitalno podprtega učnega okolja, integriranja tehnologije v pedagoški pristop (TPACK in SAMR), digitalne pismenosti, digitalnega razkoraka in podpiranja »drugega tira« za otroke iz literarno manj spodbudnih okolij. Odločilno oporo nudi uveljavljeni model literarnorecepcijske in didaktične komunikacije pri književni vzgoji, ki ga je mogoče nadgraditi za digitalno podprto učno okolje. Empirična raziskava se je osredotočila na pripravljenost učiteljev kot ključnih dejavnikov didaktičnih sprememb za vključevanje digitalnih tehnologij v izvajanje književne vzgoje. Podan je podrobnejši prikaz priprave, izvedbe in evalvacije primerov didaktičnih enot književne vzgoje v digitalno podprtem učnem okolju prvih treh razredov (1. VIO) s pristopom spojenega (blended) učenja. Glede na kompleksnost obravnavanega pojava književne vzgoje v digitalno podprtem učnem okolju je za preučevanje le-tega izbranih več raziskovalnih metod tako kvantitativnega kot kvalitativnega značaja ter komplementarni način njihovega kombiniranja ter triangulacije. Tako teoretična izhodišča kot praktična pedagoška izkušnja ter kvalitativna in kvantitativna evalvacija le-te potrjujejo, da je komunikacijski model književne vzgoje ob ustreznih prilagoditvah izvedljiv tudi v digitalno podprtem učnem okolju. To se je kljub vsiljeni izvedbi vendarle pokazalo pri izobraževanju na daljavo zaradi epidemije COVID-19, primeri premišljene izvedbe digitalno podprte književne vzgoje v poepidemičnem obdobju pa dokazujejo, da je mogoče na ta način dodatno motivirati učence in poglobiti njihovo recepcijo literarnega dela ter tako uspešno razvijati njihovo recepcijsko zmožnost. Pomen navedenih raziskovalnih dognanj bi lahko vplival na preobrat k pozitivni naravnanosti učiteljev do vključevanja digitalnih tehnologij v pedagoške pristope pri književni vzgoji in nasploh. S tem bi šola prevzela odločilnejšo vlogo pri usmerjanju mladih ljudi glede načinov uporabe novih komunikacijskih tehnologij.
Keywords:	komunikacijski model književne vzgoje, digitalno podprta učna okolja, digitalna pismenost, prvo vzgojno-izobraževalno obdobje, didaktična enota, spojeno učenje, drugi tir književne vzgoje
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	[P. Legvart]
Year of publishing:	2024
Number of pages:	1 spletni vir (1 datoteka PDF (XXVI, 492 str.))
PID:	20.500.12556/DKUM-88435
UDC:	37.091.3:82:004(043.3)
COBISS.SI-ID:	216553987
Publication date in DKUM:	26.11.2024
Views:	234
Downloads:	100
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	24.04.2024

Secondary language

Language:	English
Title:	Communicative model of literary education in digitally-supported learning environments for 1st primary school period
Abstract:	The impact of the learning environment on literary education in the early years of schooling is a less explored aspect, and especially digital support in this context raises new questions for educational research. Among them, a key question is whether the didactic use of digital learning aids can enhance students' reception of literature. The reasons for delving into this research question lie in a context where children are already fully immersed in the era of digital society. The aim of literary education is to ensure that this circumstance doesn't lead them to distance themselves from literature, but rather to bring them closer to it, as literature provides them with essential competences, resources, and strategies to face the challenges of the 21st century chronic crisis. Necessary changes to the traditional teaching of literature involve considering the digitally-supported learning environment, integrating technology into pedagogical approach (TPACK and SAMR), digital literacy, the digital divide, and supporting a »second track« for children from less literature-stimulating environments. The established model of literary reception and didactic communication in literary education provides crucial support and can be expanded to accommodate the digitally-supported learning environment. The empirical research focuses on the readiness of teachers to act as key factors in didactic changes of incorporating digital technologies into literary education. A detailed overview of the preparation, execution, and evaluation of cases of didactic units in literary education within the digitally-supported learning environment for the first three grades (1st Primary School Level) is presented, employing a blended learning approach. Given the complexity of the phenomenon of literary education in a digitally supported learning environment, several research methods, both quantitative and qualitative, have been chosen, as well as a complementary way of combining and triangulating them. Both the theoretical background and practical pedagogical experience, along with their qualitative and quantitative evaluation, confirm that the communicative model of literary education is feasible, with appropriate adaptation, also in a digitally-supported learning environment. This has been demonstrated in distance learning, despite its forced implementation, in the wake of the COVID-19 epidemic, and examples of thoughtful implementation of digitally supported literature education in the post-epidemic period prove that it can be used to further motivate students and deepen their reception of literary works, thus succesfully developing their receptive abilities. The significance of the above research findings could influence a shift towards a positive attitude of teachers towards the integration of digital technologies in pedagogical approaches in literary education and in general. This would enable schools to play a more decisive role in guiding young people in how to use new communication technologies.
Keywords:	communicative model of literary education, digitally-supported learning environment, digital literacy, 1st Primary School Level, didactic units, blended learning, second track of literary education

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