Izvleček
Opredelitev bralne pismenosti kot stalno razvijajoče se zmožnosti posameznika/posameznice za razumevanje, kritično vrednotenje in uporabo pisnih informacij, je vodilo pri postavljanju temeljev za izgradnjo pismenosti v prvih razredih osnovne šole, ki mu sledi tudi pričujoča publikacija. Bralna zmožnost namreč vključuje razvite bralne veščine, (kritično) razumevanje prebranega, pojmovanje branja kot vrednote, motiviranost za branje in druge gradnike bralne pismenosti, kar pa se začne sistematično, načrtno in izhajajoč iz potreb učencev graditi na stopnji ugotavljanja predopismenjevalnih zmožnosti in zmožnosti branja in pisanja v prvem razredu osnovne šole. V tem prispevku se bomo osredotočili na osnove opismenjevanja, ki jih vključuje publikacija Postopno, sistematično in individualizirano opismenjevanje in razvijanje bralne pismenosti (Novak idr. 2022), katere vsebine ne bomo obnavljali, pač pa bomo skušali predstaviti kritičen pogled na proces opismenjevanja in učenje branja (tudi govorjenja, poslušanja in pisanja) učencev od 1. do 3. razreda v slovenski osnovni šoli v zadnjem obdobju.
Abstract
What is Changing in Literacy?
A guiding principle for laying the foundations of early literacy development in primary school is the definition of reading literacy as an individual‘s continuously developing capacity to understand, critically evaluate, and use written information, which is also followed in this publication. Reading literacy includes developed reading skills, (critical) comprehension of what is read, the concept of reading as a value, motivation to read, and other reading literacy building blocks that begin to be built systematically, in a planned manner, and based on the needs of the learners in the first grade of primary school. Our focus will be on the fundamentals of literacy as presented in the publication Postopno, sistematirano in individualizirano opismenjevanje in razvijanje bralne pismenosti [Progressive, Systematic and Individualised Literacy and Reading Development] (Novak et al. 2022), the content of which is not repeated here, however, an effort is made to offer a critical view of the literacy process and the teaching of reading (including speaking, listening, and writing) to Slovenian primary school children.