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Title:Promoting sustainable development while building upon components of reading literacy
Authors:ID Bednjički Rošer, Barbara (Author)
ID Haramija, Dragica (Author)
Files:URL https://press.um.si/index.php/ump/catalog/view/882/1336/4437
 
.pdf RAZ_Bednjicki_Roser_Barbara_2024.pdf (847,91 KB)
MD5: 3ABF1FE35CCBFC9E84522A2C08503301
 
Language:English
Work type:Article
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:PEF - Faculty of Education
Abstract:The paper sheds light on the evaluation of books for pre-school children and the theory of reading children’s literature while bearing in mind the various components of reading literacy. Like reading literacy, education on sustainability is also a life-long process, and for understanding the concept of sustainability and the role of the individual in its implementation, which begins to form in the pre-school period, we chose the work by Adèle Tariel and Julie de Terssac 1000 Cows (French original: 1000 vaches), which indicates that illustrations affect the comprehension of the story and (at least partially) change or present more clearly the key morphological characteristics of the text. We conducted a case study in which we included part-time students from the third year of Early Childhood Education Studies (n = 13). An analysis of the content of responses was carried out. These demonstrate a broad semantic field of understanding literary-artistic reading and represent an example of interdisciplinary integration that can significantly contribute to the development of components of reading literacy as well as a sustainable future.
Keywords:picture books, preschool age, sustainable development, multimodality, reading literacy, components of reading literacy
Publication status:Published
Publication version:Version of Record
Publication date:18.09.2024
Publisher:University of Maribor, University Press
Year of publishing:2024
Number of pages:Str. 379-401
PID:20.500.12556/DKUM-90890 New window
UDC:028:087.5:502.131.1
COBISS.SI-ID:209638915 New window
DOI:10.18690/um.pef.2.2024.20 New window
Publication date in DKUM:04.10.2024
Views:0
Downloads:4
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a monograph

Title:Interdisciplinary research in teaching and learning : rethinking childhood
Editors:Miha Marinšek, Maja Hmelak
Place of publishing:Maribor
Publisher:University of Maribor, University of Maribor Press, = Univerza v Mariboru, Univerzitetna založba
Year of publishing:2024
ISBN:978-961-286-899-4
COBISS.SI-ID:205469955 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P6-0156-2020
Name:Slovensko jezikoslovje, književnost in poučevanje slovenščine

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

Language:Slovenian
Title:Spodbujanje trajnostnega razvoja ob upoštevanju gradnikov bralne pismenosti
Abstract:Prispevek osvetljuje vrednotenje knjig za predšolske otroke in teorijo branja otroške književnosti z upoštevanjem gradnikov bralne pismenosti. Vzgoja za trajnostni razvoj je tako kot bralna pismenost vseživljenjski proces, zato smo za razumevanje pojmovanja trajnosti in vloge posameznikov pri njenem uresničevanju, ki se prične oblikovati že v predšolskem obdobju, izbrali delo Adèle Tariel in Julie de Terssac 1000 krav, ki kaže, da ilustracije vplivajo na razumevanje zgodbe in (vsaj delno) spreminjajo oziroma natančneje predstavljajo osnovne morfološke značilnosti besedila. Izvedli smo študijo primera, v katero smo vključili izredne študente tretjega letnika Predšolske vzgoje (n = 13). Opravljena je bila analiza vsebine odgovorov, ki izkazujejo široko pomensko polje razumevanja literarno-likovnega branja in predstavljajo primer medpodročnega povezovanja, ki lahko pomembno prispeva k razvoju gradnikov bralne pismenosti in trajnostne prihodnosti.
Keywords:slikanice, predšolsko obdobje, trajnostni razvoj, multimodalnost, gradniki bralne pismenosti


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