This sixth volume of PISA 2009 results explores students’ use of information technologies to learn. For PISA 2009, the framework for reading literacy has been developed to encompass reading electronic texts. This has led to an expansion of the description of text types to take account of the electronic environment, as well as a redefinition of the aspects of reading, to embrace, for example, the requirement for integration of information from multiple unrelated texts, as well as other features. The PISA 2009 reading framework and the assessment instrument together provide an operational definition and description of the distinctive structures and types of both text and task that constitute electronic reading, allowing an exploration of factors that contribute to difficulty. PISA 2009 therefore provides an opportunity to investigate electronic reading on a large scale. This book presents some initial findings.
Tables des matières:
Executive summary Introduction to PISA Reader’s Guide Chapter 1. Context of the PISA digital reading assessment -New technologies for text, new ways of reading -Impact of digital texts on reading literacy -Some issues for assessing digital reading -Conclusions Chapter 2.Student Performance in Digital and Print Reading. -Digital reading -How the PISA 2009 reading results are reported -What students can do in digital reading -Examples of digital reading items from the PISA 2009 assessment -Similarities and differences between digital and print reading assessment -A comparison of performance in digital and print reading -A composite scale for digital and print reading -Conclusions Chapter 3.Navigation in the PISA 2009 digital reading assessment -General patterns in the relationship between navigation and performance in digital and print reading -Case studies: Navigation behaviour of students in selected digital reading tasks -Conclusions Chapter 4.Relationships Betwee n Digital Re ading Performance and Student Background, Engagement and Reading Strategies -Family background| -Student engagement and attitudes -Reading strategies -Model for the relationship between reading performance and student background characteristics -Conclusions Chapter 5.Students’ familiarity with information and Communication technologies -Students’ access to ICT -How students use technology at school and at home -Students’ attitudes towards and self-confidence in using computers -Conclusions Chapter 6. Students’ use of information and communication technologies and their performance in Digital reading -Access to and use of computers and performance -Different types of computer use and performance -Relationship between selected computer activities and performance in digital reading, in detail -Students’ self-confidence in doing ICT tasks -Conclusions Chapter 7.Some aspe cts related to digital reading proficiency -Variation in student reading performance -Socio-economic aspects -Attitudes towards reading -Use of computers -Online reading practices -Learning strategies -Gender -Variation explained by the model -Conclusions Policy Implications -Helping students develop effective skills in reading digital texts -Addressing underperformance of boys -Improving access to ICT -Enabling effective use of ICT in schools References Annex A. Technical Background -Annex A1a: Construction of digital reading scales and indices from the student, school and ICT questionnaires -Annex A1b: Construction of navigation indices -Annex A2: T he PISA target population, the PISA samples and the definition of schools -Annex A3: Standard errors, significance tests and sub-group comparisons -Annex A4: Quality assurance for the digital reading assessment -Annex A5: D evelopment of the PISA assessment instruments for print and digital reading -Annex A6: T ables showing the relationships between ICT activities and performance in print reading, mathematics and science Annex B. Tables of results -Annex B1: Results for countries and economies -Annex B2: Results for regions within countries Annex C.The development and implementation of PISA – A collaborative effort