<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many empirical, pedagogical and philosophical studies that reflect on the falling level of general knowledge of the population and the superficiality of young people’s reading comprehension. In this study, we aim to identify and analyse how reading is changing with the emergence of a new text architecture and the replacement of alphabetic, print-based text with screen-based text, and ask whether this new ontological variant could also bring about a change in the epistemological “qualities” of reading. We go beyond the design of digital text itself to ask how changes in text design affect the role of alphabetic text in meaning-making. We then examine specific aspects of the change in the nature of reading itself and how they could lead to a paradigmatic change in pedagogy and literacy.</p></abstract>

Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many empirical, pedagogical and philosophical studies that reflect on the falling level of general knowledge of the population and the superficiality of young people’s reading comprehension. In this study, we aim to identify and analyse how reading is changing with the emergence of a new text architecture and the replacement of alphabetic, print-based text with screen-based text, and ask whether this new ontological variant could also bring about a change in the epistemological “qualities” of reading. We go beyond the design of digital text itself to ask how changes in text design affect the role of alphabetic text in meaning-making. We then examine specific aspects of the change in the nature of reading itself and how they could lead to a paradigmatic change in pedagogy and literacy.

Changing reading paths in a digital age: What are the consequences for meaning-making?

Faculty of Humanities, Department of School Education Štefánikova

Faculty of Education, Department of School Education

Faculty of Theology, Department of Christian Philosophy

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many...

Changing reading paths in a digital age: What are the consequences for meaning-making?

Online veröffentlicht: 30. Dez. 2019

Seitenbereich: 65 - 85

DOI: https://doi.org/10.2478/jped-2019-0007

Schlüsselwörter
meaning-making, alphabetic text, digital text elements, reading on-screen, reading printed text

© 2019 Zuzana Petrová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Changing reading paths in a digital age: What are the consequences for meaning-making?

Online veröffentlicht: 30. Dez. 2019

Seitenbereich: 65 - 85

DOI: https://doi.org/10.2478/jped-2019-0007

Schlüsselwörtermeaning-making, alphabetic text, digital text elements, reading on-screen, reading printed text

© 2019 Zuzana Petrová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
meaning-making, alphabetic text, digital text elements, reading on-screen, reading printed text