University students’ attitudes towards their language practices, literacy self-evaluation, and reading comprehension
Functional, multiple, contextual literacy (new literacy) constitutes a dominant concept in contemporary theory, research, and education policies. While functional literacy comprises a multitude of dimensions, the greatest significance is attributed to linguistic and reading literacy. To dat...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2023-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | https://doiserbia.nb.rs/img/doi/0579-6431/2023/0579-64312302255S.pdf |
| Summary: | Functional, multiple, contextual literacy (new literacy) constitutes a
dominant concept in contemporary theory, research, and education policies.
While functional literacy comprises a multitude of dimensions, the greatest
significance is attributed to linguistic and reading literacy. To date,
research on literacy has mostly focused on students of pre-secondary school
age, often neglecting other populations, including the youth and adults.
This exploratory study assessed the functional literacy of university
students, primarily centering on the domains of linguistic and reading
literacy. The aim was to illuminate students’ perspectives on their own
language practices and obtain their literacy self-evaluations. At the same
time, we measured our participants’ achievements in reading literacy tasks
and examined relations between the above-mentioned variables. A sample of
225 social science students attending the University of Belgrade completed
an online composite questionnaire. The results showed that: a) university
students’ high literacy self-evaluation did not correspond to their
achievement in reading literacy tasks; b) language practice proved to be a
composite variable within which reading and writing were differently related
to achievement in reading literacy tasks. In this paper, we propose a model
of relations between these variables and point to pedagogical interventions
that could contribute to the development and improvement of functional
literacy among university students in general. |
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| ISSN: | 0579-6431 1820-9270 |