21st-century readers : developing literacy skills in a digital world

Description

Editorial Foreword Table of contents Executive Summary Reader’s Guide Chapter 1-Digital literacy in the 21st century Why is reading key to 21st-century citizens and societies? How does PISA 2018 assess reading? The PISA 2018 reading assessment framework Definition Organising the domain Computer-based assessment and the use of log files Assessing students’ reading motivation, reading practices and awareness of reading strategies Teaching practices and classroom support for reading growth and engagement Notes References Chapter 2-Reading performance and the digital divide in PISA 2018 How did countries perform in reading in PISA 2018? Student's performance in single and multiple source reading subscales How is the digital divide associated with emergent aspects of reading performance? Are students who had the opportunity to learn digital skills in school more likely to distinguish facts fromopinions? Notes References Chapter 3-Dynamic Navigation in PISA 2018 Reading Assessment: Read, Explore and Interact Dynamic Navigation in PISA 2018 Reading Assessment: Read, Explore and Interact Multiple-source reading items and dynamic navigation What constitutes good dynamic navigation? Students’ dynamic navigation behaviour in different countries and economies Overall navigation activity Task-oriented navigation activity Time spent on initial pages and interval between navigation The relationship between reading performance and navigation behaviour Association between reading performance and quantity and quality of navigation Association between reading performance and quantity and quality of navigation Notes References Chapter 4- The interplay between digital devices, enjoyment, and reading performance Do 15-year-olds spend more time reading for enjoyment than two decades ago? Do 15-year-olds spend more time reading for enjoyment on paper or digital devices? Are digital technologies helping improve students’ reading experience? Notes References Chapter 5- Strategies to tackle inequality and gender gaps in reading performance How students' self-perception of reading competence is associated with reading performance How students' knowledge of effective reading strategies is associated with reading performance How much of students’ reading performance relies on socio-economic status and gender, and how much on self-perception and reading strategies? Notes References Chapter 6- Teaching and learning literacy skills in a digital world Has teachers' stimulation of students’ reading engagement changed over the last nine years? What are the learning and teaching practices in terms of type and length of texts more strongly associated with reading performance? How are schools enhancing teaching and learning in digital environments? Notes References Chapter 7- Developing literacy skills in a digital world: Implications for education policy and practice Are students who had the opportunity to learn digital skills in school more likely to distinguish facts from opinions in the PISA reading test? Are schools ready to compensate for the digital divide and leverage the potential of technology? How do proficient readers navigate digital environments? What does the interplay between enjoyment, reading performance and digital devices mean for students? Do teaching and learning reflect students’ diverse needs? Notes Annex A - PISA 2018 technical background Annex A1 - Construction of indices Note References Annex A2 - Technical notes on analyses in this report Annex B - Results for countries and economies Annex C - Technical notes on analysis in Chapter 3 Annex C1 - Navigation activities and time allocation across the Rapa Nui reading unit Notes