TEXTBOOK AS A BASIS FOR THE DEVELOPMENT THE CROSS-CUTTING READING SKILLS : CURRENT CHALLENGES AND PROSPECTS

Antonina  HRYVKO; Oleksii SYTNYK

doi:10.56378/AHOS30122022

Authors

Antonina HRYVKO Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine https://orcid.org/0000-0001-9460-4777
Oleksii SYTNYK Institute of Journalism of the Taras Shevchenko National University of Kyiv https://orcid.org/0000-0002-0853-1442

DOI:

https://doi.org/10.56378/AHOS30122022

Keywords:

textbook, reader literacy, cross-cutting skills, media literacy, polysemiotic text, convergence

Abstract

Abstract. The purpose of the article is to consider scientifically sound provisions as factors in the transformation of modern school textbooks in terms of representation in them of opportunities for students to develop key skills, including reading; highlighting the results of the study of levels of students' reading skills, study of students' beliefs about the possibility of acquiring key reading skills through a textbook, as well as possible ways to improve the textbook in terms of tasks of forming students' literacy as one of the basic elements of key competencies. Research methodology. To achieve the goal of the study we conducted linear research, which included: studying the state of development of reading skills (as a basic element of learning) as students of 5th (N = 143) and 9th (N = 140) grades of secondary school; studying students' ideas about the role of the textbook in the development of reading skills 8th and 9th grades, N = 154); analysis of the need and possibilities of expanding the information and functional field of textbooks by means of information technology in the context of the development of readers' literacy. To conduct the study, the authors used veloped and tested tests to assess readers and a questionnaire using the Likert method. Statistical research methods were used to process the results. Conclusion. According to the results of the research, shortcomings in the reading skills of students of both 5th and 9th grades were identified and analyzed. The results of the survey allowed us to conclude that students recognize the significant role of the textbook in the formation of reading literacy, but at the same time there is a need to expand the information and functional field of the textbook. The authors have proposed some technologies to expand the information and functional field of the textbook as a means of developing reading skills, but their testing should be the subject of further research.