{"id":47184,"date":"2019-03-14T16:07:54","date_gmt":"2019-03-14T23:07:54","guid":{"rendered":"http:\/\/world.edu\/?p=47184"},"modified":"2019-03-14T16:07:54","modified_gmt":"2019-03-14T23:07:54","slug":"what-definitions-for-reading-at-school","status":"publish","type":"post","link":"https:\/\/world.edu\/what-definitions-for-reading-at-school\/","title":{"rendered":"What definitions for reading at school?"},"content":{"rendered":"

\"\"
\nAt the time of the\u00a0<\/span>Paris Book Fair<\/span><\/a>\u00a0flourish speeches on reading.\u00a0And in this moment of introspection of our society on\u00a0<\/span>its relation to reading<\/span><\/a>\u00a0, the world of\u00a0<\/span>education<\/span><\/a>\u00a0finds itself particularly involved.\u00a0But the question of reading is not clear.\u00a0What are we talking about when we talk about reading at school?\u00a0In reality, it covers different definitions that are not always explicit.<\/span><\/p>\n

Reading as a skill<\/strong><\/span><\/h4>\n

Reading can be defined simply by the ability to transform written signs into meanings.\u00a0It is to\u00a0<\/span>this<\/span><\/a>\u00a0decryption\u00a0activity<\/a>\u00a0that students are trained in kindergarten and primary school.\u00a0The acquisition of this skill is a necessary step for access to knowledge but also to understanding the world.\u00a0In this, the reading thus defined makes this practice a\u00a0<\/span>“cultural practice”<\/span><\/a>\u00a0unlike any other).<\/span><\/p>\n

Measuring the\u00a0<\/span>degree of<\/span><\/a>\u00a0reading\u00a0fluency<\/a>\u00a0in this sense is not easy and difficult to compare over time.\u00a0The competence of reading has long been evaluated by the ability not to understand a text but by the\u00a0<\/span>ability to verbalize it<\/span><\/a>\u00a0.\u00a0It is therefore difficult to know whether young people who finish primary school today have a lower level of understanding than their counterparts from the beginning of the last century.<\/span><\/p>\n

Over a shorter period, the measure is made possible by repeated investigations at regular intervals.\u00a0Between 2003 and 2015, assessments in CM2 about language proficiency show\u00a0<\/span>great stability<\/span><\/a>\u00a0.\u00a0And while there are 11% of students who are not able to comprehensively understand a text, they were 15% in 2003.<\/span><\/p>\n

Reading as a knowledge tool<\/strong><\/span><\/h4>\n

The acquired reading skill, it is used in the school setting for multiple purposes.\u00a0Disciplinary learning is based on reading practices whether for French or history-geography but also in scientific disciplines.<\/span><\/p>\n

All these instrumental practices are not always perceived as reading, as they are less considered for themselves than for what they give access to.\u00a0In this register, students read with the aim of rationalizing this task.\u00a0<\/span>Connected screens<\/span><\/a>\u00a0have a considerable advantage over paper by their ubiquity.\u00a0And, on these supports, young people see Google and Wikipedia as their allies.<\/span><\/p>\n

They may be criticized for their practices, but many adults themselves have adopted this instrumental reading report.\u00a0The decline\u00a0<\/span>in reading practices<\/span><\/a>\u00a0among elites testifies not to the disappearance of reading, but to an enchanted and self-sufficient report to practice.\u00a0The weakening of the place of literary elites in the social elites is itself the expression of the supremacy of this instrumental definition of reading.<\/span><\/p>\n

The school institution may seek to channel this form of reading by questioning the sources or by optimizing their search for information.\u00a0The\u00a0<\/span>teacher-librarians<\/span><\/a>\u00a0are striving to the task when the students come to the CDI for help in their work.\u00a0They claim the wish to give them skills called info-documentary to improve the skills of students.<\/span><\/p>\n

The training and recruitment of these\u00a0<\/span>professionals<\/span><\/a>\u00a0places a great deal of emphasis on this aspect, reinforcing the pre-eminent position of this instrumental definition of reading.<\/span><\/p>\n

Heritage reading<\/strong><\/span><\/h4>\n

The school institution bears part of the challenge of collective memory.\u00a0What are our common references?\u00a0What connects members of the same generation but also members of different generations?\u00a0<\/span>Maupassant, Moli\u00e8re and Zola<\/span><\/a>\u00a0are part of the pantheon of the authors studied by the younger generations and who are also known from the previous ones.\u00a0The new programs pay particular attention to this definition as to reconnect with a heritage vision of culture, to the detriment of the\u00a0<\/span>youth literature<\/span><\/a>\u00a0.<\/span><\/p>\n

It remains to be seen whether this prescriptive approach is likely to lose the original purpose.\u00a0The overly brutal imposition of these references can lead students to experience this culture as a thought.\u00a0In this case, the common culture is not alive.\u00a0It will be transmitted by these generations with this negative charge.<\/span><\/p>\n

Personal reading<\/strong><\/span><\/h4>\n

But the frequent definition of reading, inside and outside the National Education, includes the dimension of pleasure.\u00a0It is a matter of training not only readers able to decipher texts, find information, control a heritage but also who have the taste for this practice.\u00a0On the student side, the taste for reading is expressed through screen reading practices.\u00a0They devote a time to this reading that turns them away from televisions.<\/span><\/p>\n

Remember that in the 1980s, speeches deplored the\u00a0<\/span>competition of television<\/span><\/a>\u00a0.\u00a0We could rejoice in this reversal of situation in which a reading medium comes to compete with this former competitor.\u00a0Instead, implicitly, the taste for reading that would be transmitted would be that of print and, particularly, the book.<\/span><\/p>\n

Beyond the question of support, personal reading is at the confines of reading in the school setting.\u00a0The condition is that young readers invest in it not as pupils but as individuals.\u00a0The question then arises of how the institution can create the conditions for its own overtaking.<\/span><\/p>\n

It can do this by the ability of teachers to generate interest that exceeds their expectations (the Egyptians, electronics, crime fiction, etc.).\u00a0She offers the possibility when she manages to make readings a\u00a0<\/span>collective support<\/span><\/a>\u00a0in which some engage personally.\u00a0This can be the case through devices such as Goncourt high school students or reading challenges.<\/span><\/p>\n

Generational issues<\/strong><\/span><\/h4>\n

IDUs also make valuable contributions when they offer books that correspond to practices that are not studied in the course of the course and belong to their own generation.\u00a0It can be mangas, novels “young adult” but also connected computers accessible in groups.\u00a0They also do this when they discuss with students by taking an interest in them including as people under construction.<\/span><\/p>\n

The competitions and training of these professionals tend to neglect this definition of reading.\u00a0<\/span>The circular<\/span><\/a>\u00a0defining the mission of documentary teachers confirms this relegation of students’ personal reading in favor of a prescriptive view of culture and information.<\/span><\/p>\n

In the school setting, reading therefore has a plurality of definitions.\u00a0The institution achieves quite well in the transmission of the technical skills of reading.\u00a0It assigns to this practice a largely instrumental or patrimonial conception but is more difficult to spread the taste of reading on printed media.\u00a0It fails to thwart the generational erosion of reading which, paradoxically, by becoming a “niche”, creates the conditions for its maintenance by its ability to reach people beyond institutions.<\/span><\/p>\n

Author Bio:<\/strong> Claude Poissenot is a Professor-researcher at the IUT Nancy-Charlemagne and the Center for Research Mediations (CREM) at the University of Lorraine<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

At the time of the\u00a0Paris Book Fair\u00a0flourish speeches on reading.\u00a0And in this moment of introspection of our society on\u00a0its relation to reading\u00a0, the world of\u00a0education\u00a0finds itself particularly involved.\u00a0But the question of reading is not clear.\u00a0What are we talking about when we talk about reading at school?\u00a0In reality, it covers different definitions that are not always […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":47185,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11664],"coauthors":[11733],"class_list":["post-47184","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-reading-2"],"acf":[],"yoast_head":"\nWhat definitions for reading at school? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-definitions-for-reading-at-school\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What definitions for reading at school? 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