Izvleček
Večletni projekt OBJEM je na edukativnem področju obnovil izhodišča in posodobil temelje bralne pismenosti. Rezultati so preizkušeni in implementirani raznoliki didaktični pristopi, s katerimi se promovirajo bralna kultura in knjižnične dejavnosti. V zasledovanju kompetenc in znanj, ki so ali bodo iskane za uspešno delovanje v digitalizirani družbi, se bralna pismenost vse bolj povezuje drugimi oblikami opismenjevanja. Šolska knjižnica je kulturno-informacijsko središče za vse deležnike vzgojno- izobraževalnega procesa ter bogat ponudnik raznovrstnih gradiv. Med njimi so tudi poljudnoznanstvene revije, ki so redko prepoznane kot gradivo za obogatitev učnega procesa. Poljudnoznanstveni članki so primeri multimodalnega gradiva, ki v pouk naravoslovnih predmetov vnašajo drugačne perspektive, bogatijo besedišče in spodbujajo bralni interes pri dijakih ne glede na osebne preference. Raziskave kažejo, da razumevanje zgradbe strokovnega besedila pripomore k poglobljenemu razumevanju le-tega in usvajanju terminologije v okviru področja ali stroke, na katero se vsebina (kontekst) navezuje. V prispevku je predstavljen model branja poljudnoznanstvenega članka s sistematično analizo za dijake, pri katerih se razvija in ozavešča vsaj štiri gradnike bralne pismenosti, to so motiviranost za branje, besedišče, razumevanje besedila ter odziv na besedilo in tvorjenje besedil. Vključevanje poljudnoznanstvenih revij v pouk je lahko strategija uvajanja v multimodalno opismenjevanje dijakov ne glede na njihovo izobraževalno usmerjenost. Pridobivanje kompetenc za razbiranje in sestavljanje sumativnega pomena iz večkodnega sporočanja je prednost in dodana varovalka predvsem v vsakdanjem presojanju verodostojnosti v poplavi informacij različnega značaja.
Abstract
Incorporating Popular Science Articles to Support Reading Literacy Among High School Students
The (ARLEM) HUG multi-year project has renewed the foundations of reading literacy in the educational f field and updated the basics of reading literacy. The results include diverse tested and implemented didactic approaches that promote reading culture and library activities. In the pursuit of the competences and knowledge that are or will be sought after for a successful functioning in a digitalized society, reading literacy is connecting more and more with other forms of literacy. The school library is a cultural and information centre for all stakeholders in the educational process and a rich provider of diverse materials. Among them are popular science magazines, which are rarely recognized as a material for enriching the learning process. Popular science articles are examples of multimodal materials that introduce different perspectives into the teaching of natural sciences, enrich vocabulary, and encourage reading interest among students regardless of their personal preferences. Research shows that understanding the structure of a technical text contributes to a deeper understanding of the text and the acquisition of terminology within the field or profession to which the content (context) relates. The article presents a model for reading popular science articles with a systematic analysis for students, which develops and raises awareness of at least four components of reading literacy: motivation to read, vocabulary, understanding of the text, and response to the text and text creation. Incorporating popular science magazines into teaching can be a strategy for introducing students to multimodal literacy, regardless of their educational orientation. Acquiring the competence to extract and compose a summative meaning from multimodal communication is an advantage and an added safeguard, especially in everyday assessments of credibility in the flood of information of various kinds.