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Changing reading paths in a digital age: What are the consequences for meaning-making?

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dc.title Changing reading paths in a digital age: What are the consequences for meaning-making? en
dc.contributor.author Petrová, Zuzana
dc.contributor.author Nemec, Rastislav
dc.relation.ispartof Journal of Pedagogy
dc.identifier.issn 1338-1563 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2019
utb.relation.volume 10
utb.relation.issue 2
dc.citation.spage 65
dc.citation.epage 85
dc.type article
dc.language.iso en
dc.publisher Sciendo
dc.identifier.doi 10.2478/jped-2019-0007
dc.relation.uri https://content.sciendo.com/view/journals/jped/10/2/article-p65.xml
dc.subject alphabetic text en
dc.subject digital text elements en
dc.subject meaning-making en
dc.subject reading on-screen en
dc.subject reading printed text en
dc.description.abstract Everyday experience and a growing part of empirical research illustrate the changing reality of reading in our society in recent years. There are many empirical, pedagogical and philosophical studies that reflect on the falling level of general knowledge of the population and the superficiality of young people's reading comprehension. In this study, we aim to identify and analyse how reading is changing with the emergence of a new text architecture and the replacement of alphabetic, print-based text with screen-based text, and ask whether this new ontological variant could also bring about a change in the epistemological "qualities" of reading. We go beyond the design of digital text itself to ask how changes in text design affect the role of alphabetic text in meaning-making. We then examine specific aspects of the change in the nature of reading itself and how they could lead to a paradigmatic change in pedagogy and literacy. © 2019 Zuzana Petrová et al., published by Sciendo 2019. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009585
utb.identifier.obdid 43880684
utb.identifier.scopus 2-s2.0-85078128112
utb.source j-scopus
dc.date.accessioned 2020-03-02T12:28:39Z
dc.date.available 2020-03-02T12:28:39Z
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.ou Department of School Education
utb.contributor.internalauthor Petrová, Zuzana
utb.fulltext.affiliation Zuzana Petrová, Rastislav Nemec Tomas Bata University in Zlin Faculty of Humanities Department of School Education Štefánikova 5670 760 01 Zlín Czech Republic E-mail: zpetrova@utb.cz; Trnava University Faculty of Education Department of School Education Priemyselná 4 918 43 Trnava Slovakia E-mail: zuzana.petrova@truni.sk Trnava University Faculty of Theology Department of Christian Philosophy Kostolná 1 814 99 Bratislava Slovakia E-mail: rastislav.nemec@truni.sk
utb.fulltext.dates -
utb.fulltext.sponsorship This paper is based on work supported by a grant from the Slovak Ministry of Education, VEGA 2/0134/18 Pedagogical impacts and developmental achievements resulting from curricular changes in preschool education and APVV-15-0189 Selected factors of a pro-family strategy and stable families in a multicultural environment.
utb.scopus.affiliation Tomas Bata University in Zlin, Faculty of Humanities, Department of School Education, Štefánikova 5670, Zlín, 760 01, Czech Republic; Trnava University, Faculty of Theology, Department of Christian Philosophy, Kostolná 1, Bratislava, 814 99, Slovakia; Trnava University, Faculty of Education, Department of School Education, Priemyselná 4, Trnava, 918 43, Slovakia
utb.fulltext.projects VEGA 2/0134/18
utb.fulltext.projects APVV-15-0189
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Department of School Education
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