Are really digital natives so good? Relationship between digital skills and digital reading

  • Inmaculada Fajardo Universitat de València
  • Ester Villalta Universitat de València
  • Ladislao Salmerón Universitat de València
Keywords: Basic digital skills, digital reading, reading comprehension, primary education, secondary education

Abstract

Digital reading literacy consists on the comprehension, use, reflection and enjoyment of written texts with the aim to fulfill our goals, to develop our knowledge and potential, and to participate in our society. Currently it is considered that “digital natives”, i.e. those students that have been raised surrounded by information technologies, poses the basic digital skills (such as using the mouse, the browser, …) required to develop digital reading skills. The present study tested this assumption, by means of a study in which students of 5th level of primary education and 3rd level of secondary education performed a series of digital reading tasks. In addition, students completed several objective tasks to measure their basic reading skills, and their printed reading comprehension. The results revealed that the groups assessed had difficulties in several basic digital skills, and that those skills are directly related to success rate in digital reading tasks. A regression analysis revealed that this relationship was independent of students’ printed reading skills, as well as of students’ navigation during the digital reading tasks. To conclude, we reflected on the need to consider the instruction of basic reading skills as part of the current efforts to improve digital reading literacy.

Downloads

Download data is not yet available.

References

Bennett, S., y Maton, K. (2010). Beyond the ‘digital natives’ debate: To-wards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331. doi: 10.1111/j.1365-2729.2010.00360.x

Bennett, S., Maton, K., y Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39, 775–786. oi:10.1111/j.1467-8535.2007.00793.x

Brand-Gruwel, S., Wopereis, I., y Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53(4), 1207-1217. doi: 10.1016/j.compedu.2009.06.004

Coiro, J., y Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42, 214-257. doi:10.1598/RRQ.42.2.2

Coiro, J. (2011). Predicting reading comprehension on the Internet: Contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 352-392. doi:10.1177/1086296X11421979

Goldhammer, F., Naumann, J. y Keßel, Y. (2013). Assessing individual differences in basic computer skills. European Journal of Psychological Assessment, 29(4), 263-275. doi: 10.1027/1015-5759/a000153

Hahnel, C., Goldhammer, F., Johannes Naumann, J., & Kröhne, U. (2016). Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text. Computers in Human Behavior, 55, 486-500. doi: 10.1016/j.chb.2015.09.042

Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge university press.

Muriel, S. (2009). Impulsando la educación en red: retos y realidades. XXII Semana Monográfica de la Educación. Fundación Santillana. Recuperado de: http://www.fundacionsantillana.com/upload/ficheros/paginas/200906/xxii_semana_monografica.pdf

Naumann, J., Richter, T., Christmann, U., y Groeben, N. (2008). Working memory capacity and reading skill moderate the effectiveness of strategy trainings in learning from hypertext. Learning and Individual Differences, 18, 197-213. doi:10.1016/j.lindif.2007.08.007

Naumann, J., Richter, T., Flender, J., Christmann, U., & Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99(4), 791-807. doi: 10.1037/0022-0663.99.4.791

OECD (2009). PISA 2009 Assessment framework – Key competencies in reading, mathematics, and science. Paris, France: OECD. Retrieved from: http://www.oecd.org/pisa/pisaproducts/44455820.pdf

OECD (2011). PISA 2009 Results: Students on Line: Digital Technologies and Performance (Volume VI). Paris, France: OECD. Retrieved from: http://browse.oecdbookshop.org/oecd/pdfs/free/9811031e.pdf

Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9, 1 – 6. doi : 10.1108/10748120110424816

Richter, T., Naumann, J., & Horz, H. (2010). Eine revidierte Fassung des Inventars zur Computerbildung (INCOBI-R). Zeitschrift für pädagogische Psychologie, 24(1), 23-37. 10.1024/1010-0652/a000002

Salmerón, L. (2013). Actividades que promueven la transferencia de los aprendizajes: una revisión de la literatura. Revista de Educación, volumen extraordinario 2013, 34-53. doi: 10.4438/1988-592X-RE-2013-EXT-253

Salmerón, L., y García V. (2001). Reading skills and children’s navigation strategies in hypertext. Computers in Human Behavior, 27, 1143-1151. doi:10.1016/j.chb.2010.12.008

Segura, M (2009). Las TIC en la educación: panorama internacional y situación española. XXII Semana Monográfica de la Educación. Fundación Santillana. Recuperado de: http://www.fundacionsantillana.com/upload/ficheros/paginas/200906/xxii_semana_monografica.pdf

Tu, Y. W., Shih, M., y Tsai, C. C. (2008). Eighth graders’ web searching strategies and outcomes: The role of task types, web experiences and epistemological beliefs. Computers & Education, 51(3), 1142-1153. doi:10.1016/j.compedu.2007.11.003

Van Deursen, A. J., y Van Dijk, J. A. (2009). Using the Internet: Skill related problems in users’ online behavior. Interacting with Computers, 21(5), 393-402. doi: 10.1016/j.intcom.2009.06.005

Vidal-Abarca, E., Gilabert, R. Martínez, T., Sellés. P., Abad. N., y Ferrer, C. (2007). TEC. Test de Estrategias de Comprensión. Madrid, ICCE.

Published
25-12-2015
How to Cite
Fajardo, I., Villalta, E., & Salmerón, L. (2015). Are really digital natives so good? Relationship between digital skills and digital reading. Anales De Psicología / Annals of Psychology, 32(1), 89-97. https://doi.org/10.6018/analesps.32.1.185571
Section
Developmental and Educational Psychology