PEDAGOGICAL CONDITIONS FOR THE FORMATION OF READING CULTURE OF EDUCATION SEEKERS IN UKRAINIAN AND GLOBAL PRACTICE
DOI:
https://doi.org/10.17770/sie2024vol1.7819Keywords:
adults, children and youth, education, education seeker, formation of reading culture, new Ukrainian school, reading, Ukrainian and world literature, upbringingAbstract
The aim of the article is to consider the formation of reading culture as an important pedagogical problem of today in the context of domestic and global problems of the development of students’ reading literacy, to single out the pedagogical conditions for the formation of the reading culture of an individual.
Ukrainian and foreign scientists, teachers, and common people emphasize the crisis of children's reading: children and youth do not have a developed interest in this field of study, there is no motivation to read. This is a global trend.
Pedagogical conditions for the formation of the reading culture of an individual are highlighted: from the teacher's point of view, this is high-quality preparation for teaching schoolchildren to read, mastery of a high level of reading culture, reading practice, children's reading circle; students believe that this is the activation of independent reading activity aimed at the development of abilities, interest in literature, improvement of knowledge, reading abilities and skills, active reading activity; parents think that it is the possession of reading culture, interest in reading, desire to ensure that fiction books do not lose their educational role among children, so that the great spiritual potential of fiction does not remain outside their attention, etc.
Downloads
References
Alexander, A.P. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413–436. doi: 10.1207/s15548430jlr3704_1
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285–303. Retrieved from: http://www.jstor.org/stable/748043
Bondarenko, N. (2020). Chytatska hramotnist ukrainskoho uchnivstva: aktsenty PISA–2018. Ukrainskyi pedahohichnyi zhurnal, 2, 100–103. DOI: doi.org/10.32405/2411-1317-2020-2-95-103
Bilavych, G., & Rozman, I. (2016). Modern fiction as a factor of students' reading culture development. Advanced education, 6, 101–105.
CartridgePeople. (2023). World Book Day Statistics: How The UK Enjoys Books. Retrieved from: https://www.cartridgepeople.com/info/blog/world-book-day-statistics
Chapman, J. W., & Tunmer, W. E. (1995). Development of young children's reading self-concepts: An examination of emerging subcomponents Literatrangaben and their relationship with reading achievement. Journal of Educational Psychology, 87(1), 154–167. DOI: 10.1037/0022-0663.87.1.154
Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127–164. DOI: 10.1007/s10648-013-9245-z
Fasolya, A. (2016). Literaturna osvita: kompetentsii, kompetentnosti, znannia, uminnia i navychky.
Fentsyk, О., & Larynova, О. (2017). Chytatska kompetentnist zdobuvachiv pochatkovoi osvity: sutnist poniattia. Science, research, development.Pedagogy, 3, 101–104.
IPA. (2019). Reading Matters: Surveys and Campaigns – how to keep and recover readers. Retrieved from: https://internationalpublishers.org/reading-matters-surveys-and-campaigns-how-to-keep-and-recover-readers/
KMIS. (2020). Zvit Kyivskoho mizhnarodnoho instytutu sotsiolohii shchodo chytannia v Ukraini. Retrieved from: https://www.kiis.com.ua/
Lustro bibioteki. (2021). Ponad 80 mln zł na rozwój czytelnictwa. Retrieved from: https://lustrobiblioteki.pl/2021/10/ponad-80-mln-zl-na-rozwoj-czytelnictwa/?fbclid=IwAR2x-
McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (2016). Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39(1), 109–125. doi: 10.1111/1467-9817.12060
Ministry of Culture and Information politics of Ukraine [MCIP]. (2021). Stratehiia rozvytku chytannia na 2021–2025 roky “Chytannia yak zhyttieva stratehiia”. Retrieved from: https://mkip.gov.ua/files/pdf
Ministry of Education and Science of Ukraine. (2017). New Ukrainian School. Retrieved from: https://mon.gov.ua/eng/tag/nova-ukrainska-shkola
Pfost, M., Dorfler, T., & Artelt, C. (2013). Students' extracurricular reading behavior and the development of vocabulary and reading comprehension. Learning and Individual Differences, 26, 89–102. doi: 10.1016/j.lindif.2013.04.008
PISA (2018). Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris 2018. Retrieved from: https://doi.org/10.1787/5f07c754- en.
Skoblikova, O. V. (2014). Formuvannia literaturnoi kompetentnosti uchniv pochatkovykh klasiv. Kharkiv: Ed. “Osnova” group.
State sites of Ukraine. (2018). State Standard of Primary Education. Retrieved from: https://www.kmu.gov.ua/en
Statista. (2019). Proportion of boys and girls who read daily in the United Kingdom (UK) from 2005 to 2019. Retrieved from: https://www.statista.com/statistics/299114/daily-reading-by-young-people-in-the-uk-by-gender/
UIK. (2021). UIK opryliudnyv rezultaty doslidzhennia “Chytannia v konteksti mediaspozhyvannia ta zhyttiekonstruiuvannia”. Retrieved from: https://drive.google.com/drive/folders/1KCC8ZkOAXTWInqRTRchHzpVzUhKtxSf5
Yatsenko, T. (2008). Formuvaty kompetentnisnoho chytacha. Ukrainska mova i literatura v shkoli, 6, 75–78.
