HAYEF: Journal of Education
Original Article

Analysis of PISA Digital Reading Questions

1.

Deparment of Elementary Education, Marmara University, Faculty of Ataturk Education, İstanbul, Turkey

HAYEF: Journal of Education 2022; 19: 242-254
DOI: 10.5152/hayef.2022.8
Read: 363 Downloads: 93 Published: 17 October 2022

Preparing children for digital life is not just about talking about the existence of technology; this should also be reflected in the programs and contents in which they are educated. Engaging in digital reading education will be beneficial in increasing awareness about digital reading in the future. In the PISA exam, which is an international exam, a step was taken toward interactive and digital reading content, and questions were included. When the questions are examined, it is seen that the desired skills overlap with the “New Literacy skills” revealed by Leu et al. (2004). New literacy skills are used to meet the emerging demands of individuals in online environments, solve their problems, and emphasize conscious use. An individual with new literacy skills knows how to accessing, searching, synthesizing, verification, and critical evaluation information. The research aims to evaluate PISA digital reading questions in the context of new literacy skills. Within the scope of the research, a case study was conducted to analyze the PISA digital reading questions and how the content of digital reading and the evaluation process should be understood, and it was determined what skills should be gained from the students. The field of this study consists of three questions and their contents were used in PISA applied in 2018. In the research, the document analysis method, one of the qualitative research approaches, was used. The descriptive analysis method was used in the analysis of the data obtained from the documents. According to the findings, it can be said that new literacy skills are equivalent to and compatible with the skills in PISA. Looking at the general findings, 33% of the questions examined are related to accessing information, 24% to synthesizing and critical evaluation, and 19% to verification skills. The content related to searching skills was not found in the questions examined. It is important to include new literacy skills when engaging applications for digital reading, both to prepare students for international exams and to improve students’ online comprehension processes. According to the findings, it is recommended to increase the content related to these skills in the program for the students we want to prepare for the digital age.

Cite this article as: Aydemir, Z. (2022). Analysis of PISA digital reading questions. HAYEF: Journal of Education, 19(3), 242-254.

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