Professional paper
https://doi.org/10.15516/cje.v17i4.1271
Reading Ability and Literary Competence in Language Arts Classes in Slovenia
Alenka Žbogar
; Department of Slovenian Language and Literature, Faculty of Arts, University of Ljubljana
Abstract
The article defines reading ability and literary competence and classifies them among diverse components of communication skills and literacy that are systematically and procedurally developed in language arts classes (especially literature instruction). Reading literacy is students’ ability to apply what they learn at school or elsewhere in everyday life; that is, the ability to analyze, critically evaluate, and convey information. We provide guidelines for literature instruction to encourage the development of reading literacy, critical thinking, evaluation, and synthesis to a greater degree than the current instruction does, by developing reading ability, literary and digital competence, cultural and intercultural abilities, and the ability to make interdisciplinary connections. Exploration of literature and literary creativity should be more frequently included in literature instruction via problem-based instruction. Language arts will thus facilitate the development of key skills (i.e., reading, literary, and digital skills) in addition to cultural and intercultural skills, and the ability to form interdisciplinary connections, as well as train students in critical thought, evaluation, and synthesis (as a part of convergent and divergent thinking).
Keywords
creating literature; exploring literature; problem-based literature instruction; reading for and reading with understanding; reading literature
Hrčak ID:
151231
URI
Publication date:
28.12.2015.
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