Reading Literacy Assessment for Digital Scenarios:Connotation Definition,Element Deconstruction,Tool Design and Data Representation
With the rapid development of information technology and emerging media,digital reading has gradually become an important way for primary and secondary school students to acquire knowledge,and the assessment of students'digital reading literacy has become the focus of research and practice.However,existing studies on digital reading literacy tend to overlook the unique characteristics introduced by digital scenes,and there has been a significant gap in systematically exploring how multimodal data can be utilized to represent digital reading literacy in digital scenes.In view of this,based on the changes in the form,behavior mode,cognitive mode and functional purpose characteristics of reading content in the digital scene,this study proposes a new connotation of digital reading literacy:The comprehensive ability to construct knowledge,express oneself,and engage in social communication by adapting to dynamic,nonlinear hypertext information,and through multithreaded navigation and the deep integration and critique of fragmented information.Based on this new connotation,this study deconstructs the elements of digital reading literacy assessment into three primary indicators:information retrieval and filtering,content evaluation and reflection,and content understanding and creation.These are further divided into six secondary indicators including information retrieval,information filtering,and quality evaluation.Furthermore,this study proposes a scenario and task design scheme suitable for the digital reading literacy assessment tool for primary and secondary school students in China,and excavates possible data representations,which can provide a certain reference for the practice of localized digital reading literacy assessment in China.
digital reading literacyreading literacyreading literacy assessmentdigital scenesinformation technology
万方数据
维普
