数字阅读素养的内涵模型与结构要素

Connotation Model and Structural Elements of Digital Reading Literacy

信息技术的发展为数字阅读的快速普及提供了技术基础,提升全民数字阅读素养是确保数字阅读质量的关键所在。当前国内外对数字阅读素养有着不同的理解,国内学者以逻辑推理的方法界定数字阅读素养的概念内涵,国外研究则从测评实践的角度分解数字阅读过程。二者从本质上看都是对数字阅读“能力”的界定。然而,素养既是能力发展的结果,也是更加宽泛的概念。数字阅读素养是数字阅读能力与其他相关要素在更高层次的概括表达,是关乎于基本生活、学习、工作的“数字时代的生存技能”之一。因此,对数字阅读素养的界定不能仅仅停留在“认知”层面,更要从全面发展的角度考虑“动作”与“情感”领域的融合。在综合核心素养、数字素养和阅读素养的内涵及相互关系基础上构建的数字阅读素养DaRpLs模型,提出了从“数字能力”“阅读过程”“素养结构”三个维度理解数字阅读素养内涵的新视角。从三大视角的交互关系出发,可以进一步建构测评视角下的数字阅读素养要素结构,形成包含“数字阅读知识”“数字阅读能力”“数字阅读意识”“数字阅读道德”的四层要素框架。各要素互为基础,共同反映了数字时代下为应对数字阅读这一特殊情境而诞生的专业性概念——数字阅读素养。

The development of information technology has provided a technical basis for the rapid popularization of digital reading. Improving the digital reading literacy of the whole people is the key to ensuring the quality of digital reading. At present, there are different understandings of digital reading literacy at home and abroad. Domestic scholars define the concept of digital reading literacy by logical reasoning, while foreign studies decompose the digital reading process from the perspective of evaluation practice. In essence, both of them define it as the“ability”of digital reading.However, literacy is not only the result of ability development, but also a broader concept. Digital reading literacy is a higher-level expression of digital reading ability and other related elements, and is one of the“survival skills in the digital age”related to basic life, learning and work. Therefore, the definition of digital reading literacy should not only stay at the level of“cognition”, but also consider the integration of“action”and“emotion”from the perspective of all-round development. The digital reading literacy Da Rp Ls model, which is built on the basis of integrating the connotations and interrelationships of core literacy, digital literacy and reading literacy, puts forward a new perspective to understand the connotation of digital reading literacy from the three dimensions of“digital ability”,“reading process”and“literacy structure”. Starting from the interaction of the three dimensions, the element structure of digital reading literacy from the perspective of evaluation can be constructed, to form a four-layer element framework including“digital reading ability”,“digital reading knowledge”,“digital reading awareness”and“digital reading morality”. These elements are based on each other, and together reflect the professional concept, the digital reading literacy, which emerges in response to the special situation of digital reading in the digital era.