20.500.12556/ReVIS-5084 Digitalna pismenost in bralno-učne navade osnovnošolcev magistrska naloga V raziskavi smo proučevali korelacijo med nivojem digitalne pismenosti in bralno učnimi navadami osnovnošolcev na podeželskih šolah Podravske statistične regije v Sloveniji. Predstavili smo teoretično podlago in modele za merjenje digitalne in bralne pismenosti. Na osnovi teoretičnega modela digitalne pismenosti DCA ter modela mednarodne raziskave bralne pismenosti PISA smo pripravili vprašalnik, ki so ga osnovnošolci reševali. Ugotovili smo, da imajo osnovnošolci z višjimi rezultati na področju digitalne pismenosti statistično značilno bolj razvite bralne navade in bolj pogosto berejo tiskane medije kot njihovi vrstniki. Ugotovili smo tudi, da bolj digitalno pismeni osnovnošolci pogosteje uporabljajo splet kot glavni vir informacij in tudi bolj preverjajo zanesljivost informacij, pridobljenih s spleta. Statistično značilen vpliv nivoja digitalne pismenosti na uporabo učinkovitejših učnih navad pa smo samo delno potrdili. The research studied the correlation between the level of digital literacy and reading and learning habits among pupils in primary education on rural schools in Podravska statistical region of Slovenia. We studied the theoretical background and assesment models for measuring digital and reading literacy. On the basis of a DCA model for digital literacy and PISA model for reading literacy, a questionnaire was formulated and subsequently administered to a sample of pupils in primary education. In the research we found out, that pupils with higher results in the field of digital literacy also possess better developed reading habits and were more fond of reading printed media than their peers. We also found that pupils with higher results in the field of digital literacy more frequently use internet as their main source of information and check the reliability of web-based information more often. However, we only partially confirmed the existence of statistically significant correlation between the achieved level of digital literacy and the use of more effective learning strategies. digitalna pismenost okvir DCA bralna pismenost učne strategije osnovna šola digital literacy DCA framework reading literacy learning strategies primary education true true false [G. Gošnik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2018-08-24 12:09:16 2018-08-24 12:12:42 2024-06-12 15:04:54 0000-00-00 00:00:00 2018 0 Novo mesto 2018 Novo mesto Na ov.: Magistrska naloga : študijskega programa druge stopnje; XVI, 80 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 004:028.5:373.3(043.2) 2048531731 MAG_Gosnik_Gregor_i2018.pdf MAG_Gosnik_Gregor_i2018.pdf 1 26904E5C16418698399A156AC15EED64 9db84be542cc450734ee7428347d474f2890b52cf3c9128b4858443fccf15008 24c400eb-2898-11ef-9c9e-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=4734 Fakulteta za informacijske študije v Novem mestu 0 0 0