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Title:Pogledi srednješolskih učiteljev na bralno pismenost : spoznanja in izzivi
Authors:ID Usenik, Janja (Author)
ID Puncer, Mojca (Author)
Files:.pdf RAZ_Usenik_Janja_2025.pdf (408,15 KB)
MD5: 4CFF5CA30E41BA64046AAD9E22215306
 
URL https://press.um.si/index.php/ump/catalog/book/1038/chapter/765
 
Language:Slovenian
Work type:Scientific work
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:PEF - Faculty of Education
UZUM - University of Maribor Press
Abstract: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.
Keywords:bralna pismenost, dijaki, srednješolski učitelji, multimodalna pismenost, fokusne skupine, digitalna tehnologija
Publication status:Published
Publication version:Version of Record
Publication date:05.08.2025
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
Number of pages:Str. 153-176
PID:20.500.12556/DKUM-94965 New window
UDC:373.5:028
COBISS.SI-ID:247106563 New window
DOI:10.18690/um.pef.8.2025.8 New window
Publication date in DKUM:06.05.2026
Views:173
Downloads:1
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a monograph

Title:Bralni vzori 2
Editors:Dragica Haramija
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
ISBN:978-961-299-025-1
COBISS.SI-ID:244232451 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:V5-2361-2023
Name:Bralni vzori: bralne navade strokovnih delavcev v vrtcih, šolah in fakultetah ter splošnih knjižnicah

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:05.08.2025

Secondary language

Language:English
Title:Secondary school teachers' perspectives on reading literacy : insights and challenges
Abstract: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.
Keywords:reading literacy, students, secondary school teachers, focus group, multimodal literacy


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