Opis

• Tytuł:
  Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.
• Twórca:
  Ślęzak-Świat, Agnieszka Marta
• Opis:
  The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.
• Dostępność obiektu:
  Dostęp otwarty
• Prawa:
  Prawa autorskie (c) 2019 Author and Journal (Theory and Practice of Second Language Acquisition)
• Data:
  2019.12.17
• Typ:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion;
  Recenzowany artykuł
• Język:
  angielski
• Źródło:
  Theory and Practice of Second Language Acquisition; Vol. 5 No. 2 (2019): Theory and Practice of Second Language Acquisition; 75-93;
  Theory and Practice of Second Language Acquisition; Tom 5 Nr 2 (2019): Theory and Practice of Second Language Acquisition; 75-93;
  2451-2125;
  2450-5455
• Format:
  application/pdf
• Wydawca:
  Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
• Relacja: https://journals.us.edu.pl/index.php/TAPSLA/article/view/7564/6114
• Temat i słowa kluczowe:
  literacy;
  screen vs paper reading;
  note-taking;
  critical thinking skills;
  digital literacy.
• Identyfikator: https://journals.us.edu.pl/index.php/TAPSLA/article/view/7564
• Dostawca danych:
  Czasopisma Wydawnictwa Uniwersytetu Śląskiego
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