Tímarit um menntarannsóknir - 01.01.2006, Side 83

78
Tímarit um menntarannsóknir, 3. árgangur 2006
Er „menningarlæsi“ ungs fólks að breytast?
pupils. The results showed that young people
read fewer books on the average in 2005 than
in 1993 and 1965, were much more into the
new media, the Internet and computer games
in their spare time than grownups in 2005 and
their peers earlier. The most popular books
have been filmed as well and many fewer
female than male protagonists were among
their favourites. The group of boys and girls
that never read books had grown bigger and
there were signs of diminished knowledge of
literature in some genres but not others. Girls
read more books than boys, but the difference
was less than before, the gender difference
in internet use was not significant but boys
played computer games significantly more
than girls. The attitude of the 10thgraders
to the importance for Icelanders of reading
the Sagas and Icelandic literature was more
positive than the reading habits suggest,
but not as favourable as the same attitude
expressed by grownups. The young people
emphasized free choice of reading and leisure
activities and significantly more of them than
the grownups thought that interest in Icelandic
culture was dropping as a result of the new
communication media and globalization. Even
if these changes in literacy are significant, it
is not known how important they are for their
cultural literacy in the future, so the term “new
mankind“ (Shi Jinrui) is questionable. Cultural
literacy needs to be redefined as the reading
of all appropriate media and knowledge that
facilitates participation in and adaptation to
society, both local and global. Educational
implications are discussed.
Heimildir
Alliance for Excellent Education (2006).
US Department of Education Awards
Striving Readers Grants. Sótt 29. júní,
2006, af http://www.all4ed.org/legislative/
StrivingReadersAwarded.html
Apple, M. (2004). Ideology and curriculum
(3. útgáfa). New York og London:
RoutledgeFalmer.
Applebee, A. (1991). Literature: Whose
heritage? Í Hiebert, E. H. (Ritstj.),
Literacy for a diverse society.
Perspectives, practices and policies (bls.
228–238). New York: Teachers College
Press.
Au, K. og Raphael, T. (2000). Equity and
literacy in the next millennium. Reading
Research Quarterly, 35(1), 170–188.
Berglind Rós Magnúsdóttir. (2003).
Orðræður um kyngervi, völd og virðingu
í unglingabekk. Óbirt M.A. ritgerð í
uppeldis- og menntunarfræði: Háskóli
Íslands, Félagsvísindadeild.
Bourdieu, P.(1977). Outline of a theory
of practice. Cambridge: Cambridge
University Press.
Bourdieu, P. (1998). Practical reason.
Cambridge: Polity Press.
Carrington, V. ( 2004). Texts and literacies
of the Shi Jinrui. British Journal of
Sociology of Education, 25(2), 215–228.
Clarke, C. og Foster, A. (2005). Children’s
and young people’s reading habits and
preferences: The who, what, why, where
and when. National Literacy Trust.
Desember 2005. Sótt 15. ágúst 2006 af
http://www.literacytrust.org.uk/Research/
Reading_Connects_survey.pdf.
Coles, M. og Hall, C. (2002). Gendered
readings: learning from children’s reading
choices. Journal of Research in Reading,
1, 96–108.
Ehrenreich, B. (2006). Guys just want to have
fun. TIME, 31. júlí, bls. 60.
Freire, P. og Macedo, D. (1987). Literacy:
Reading the word and the world. New
York: Bergin and Garvey.