Investigation On The Current Situation Of Digital Reading Literacy Of Primary And Secondary School Teachers

The rapid development of information technology and digital media has transformed mankind from a people of books to a people of screens,opening up a "reading revolution".Digital reading has emerged as an important means of digital survival.Teachers are both readers and readers,and digital reading is not only an effective way for them to learn professionally,access digital education resources,improve digital capabilities,and enhance digital awareness and thinking,but also a means to achieve lifelong learning and promote professional development.The investigation and research on the current situation of teachers’ digital reading literacy is a prerequisite for effectively analyzing the existing problems,implementing digital reading strategies and improving the effectiveness of digital reading.This study focuses on three major issues:(1)Theoretical analysis related to digital reading literacy.Based on the review of related studies on digital reading,reading literacy,and digital reading literacy,the concepts of digital reading literacy and teachers’ digital reading literacy are clarified,and a framework of primary and secondary school teachers’ digital reading literacy is constructed.(2)To prepare a questionnaire based on the framework and investigate the current situation of digital reading literacy among primary and secondary school teachers in China.(3)To explore the problems and causes in the development of digital reading literacy among primary and secondary school teachers by combining the interview data,and to put forward targeted suggestions.The main findings:(1)The definition of teachers’ digital reading literacy connotes "teachers’ compliance with digital reading ethics,digital reading awareness,and the ability to effectively acquire,locate,analyze and integrate,evaluate and reflect on,and communicate and apply digital information and resources to optimize educational and teaching activities,support teaching and communication,and promote their own professional development".(2)The structural framework of digital reading literacy of primary and secondary school teachers was constructed,and the connotations were elaborated in turn from four dimensions of digital reading awareness,knowledge,ability,and ethics,and a questionnaire on the current status of digital reading literacy of primary and secondary school teachers was compiled on this basis.(3)The survey found that the digital reading literacy of primary and secondary school teachers has the problems of low interest and motivation in digital reading,low level of digital reading needs and lack of positive reading experience;incomplete mastery of digital reading knowledge and lack of digital theory and technology knowledge;uneven development of digital reading ability,weak analytical comprehension,metacognitive ability and communication application ability;and lack of ethical and safety awareness.(4)The causes of the current problems are related to the lack of effective management of the digital reading environment,inadequate education and training,and teachers’ misconceptions about digital reading.This study proposes strategies for improvement from three aspects: society,schools and teachers,including creating a healthy and safe digital reading environment;establishing a digital reading communication platform and providing teacher training;improving teachers’ sense of reading efficacy and identity;and strengthening digital reading metacognitive skills.