Transforming the Reading Preferences of Today’s Youth in the Digital Age: Intercultural Dialog

Olga Shatunova; Galina Bozhkova; Bulent Tarman; Elena Shastina

doi:10.29333/ejecs/347

Authors

Olga Shatunova
Galina Bozhkova
Bulent Tarman http://orcid.org/0000-0002-1615-9943
Elena Shastina

DOI:

https://doi.org/10.29333/ejecs/347

Keywords:

intercultural communication, intercultural dialogue, digitalization, reading literacy, socialization of personality.

Abstract

The article deals with the transformation of readers’ preferences and the formation of a “new reader” at the end of the 20th and beginning of the 21st century. In the study, the authors draw attention to the shift in the priority of the format of youth reading in favor of digital, to the loss of the former role of libraries as centers of non-formal education, as well as to the need to provide assistance to children and young people on the part of “teacher of literature”. An international study undertaken in Russia, the U.S., and the Czech Republic touches upon socio-cultural changes that influenced the reading process among the youth of these countries and the particular interest of the analyzed age group in the fantasy genre, which indicates a change in the reading preferences of young people and the need for understanding this process both in theoretical aspects and taking into account the results of empirical research. The authors conclude that it is advisable to determine the scale of values of a modern person by means of literary pedagogy, to bring it to a common denominator in the intercultural space. As the leading genre of revealed reader preferences, fantasy is becoming a multimedia phenomenon and is shifting the age boundaries of potential readers around the world.

Downloads

Download data is not yet available.

References

Adams, B. (2020). How English-Speaking Teachers Can Create a Welcoming Environment that Allows Students to Maintain and Utilize their Language through Translanguaging: A Qualitative Case Study. Journal of Culture and Values in Education, 3(2), 196-211. https://doi.org/10.46303/jcve.2020.20 DOI: https://doi.org/10.46303/jcve.2020.20

Alexandrov, V. (2001). Harry Potter on the world stage: Who invented football, or Harry Potter at school and at home. New World, 7. http://magazines.russ.ru/novyi_mi/2001/7/aleks.html

Ammosov, Yu. (2005). Potter must die: The children’s book was an epic, and the epic turned into a tragedy. Questions of Literature, 4. http://magazines.russ.ru/voplit/2005/4/amm9.html

Askarova, V. Ya., & Zubanova, L. B. (2018). The study of children’s and youthful reading in the era of digital reality: Current research and design strategies. Bulletin of the Moscow State and Project Strategies, 5(85), 93-102.

Bailey, А. (2016). Reading for children and youth in the USA in the 20th century. https://www.bl.uk/20th-century-literature/articles/fiction-for-children-in-the-first-40-years-of-the-20th-century

Başok, E., & Sayer, P. (2020). Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders. Journal of Culture and Values in Education, 3(2), 54-80. https://doi.org/10.46303/jcve.2020.13 DOI: https://doi.org/10.46303/jcve.2020.13

Bekteshi, E., & Xhaferi, B. (2020). Learning about Sustainable Development Goals through English Language Teaching. Research in Social Sciences and Technology, 5(3), 78-94. https://doi.org/10.46303/ressat.05.03.4 DOI: https://doi.org/10.46303/ressat.05.03.4

Bell, L. (2010). Baptizing Harry Potter. A Christian reading of J. K. Rowling. Hidden Spring, 219.

Berges Puyo, J. (2020). A value and character educational model: Repercussions for students, teachers, and families. Journal of Culture and Values in Education. https://doi.org/10.46303/jcve.2020.7 DOI: https://doi.org/10.46303/jcve.2020.7

Black, S. (2003). The magic of Harry Potter: Symbols and heroes of fantasy. Children’s Literature in Education, 34(3), 237-247. DOI: https://doi.org/10.1023/A:1025314919836

Boshkova G., Shastina E., & Shatunova O. (2018). The role of grandparents in the child’s personality formation (on the material of children’s literature). Journal of Social Studies Education Research, 9(2), 283-294.

Brevnova, Yu. S. (2005). Formation and development of a youth cult based on a literary work: On the example of a series of books by J. K. Rowling [Doctoral dissertation, Candidate of Cultural Studies].

Broeder, P., & Stokmans, M. (2013). Why should I read? A cross-cultural investigation into adolescents’ reading socialisation and reading attitude. International Review of Education, 59(1), 87-112. DOI: https://doi.org/10.1007/s11159-013-9354-4

Brownell, C., & Rashid, A. (2020). Building bridges instead of walls: Engaging young children in critical literacy read alouds. Journal of Curriculum Studies Research, 2(1), 76-94. https://doi.org/10.46303/jcsr.02.01.5 DOI: https://doi.org/10.46303/jcsr.02.01.5

Campbell, L. M. (2010). Harry Potter and the ultimate in-between: J. K. Rowling’s portals of power. In D. E. Palumbo & C. W. Sullivan (Eds.), Portals of power: Magical agency and transformation in literary fantasy (pp. 163-182).

Chudinova, V. P. (2017). Literacy and reading support: Experience from different countries. University Book, 3, 44-49.

Elley, W. B. (1992). How in the world do students read?: IEA study of reading literacy. International Association for Evaluation of Educational Achievement, Vol. XIII.

Firestone, A., & Clark, L. A. (2018). Harry Potter and convergence culture: Essays on fandom and the expanding Potterverse. McFarland & Company.

Fortunati, L., & Vincent, J. (2014). Sociological insights on the comparison of writing/reading on paper with writing/reading digitally. Telematics and Informatics, 31(1), 39-51. DOI: https://doi.org/10.1016/j.tele.2013.02.005

Gaffney, J. S., & Anderson, R. S. (2000). Trends in reading research in the United States: Changing intellectual currents over three decades. Handbook of Reading Research, 3, 53-74.

Garrone-Shufran, S., & Tannebaum, R. (2020). Introduction to the Special Issue. Journal of Curriculum Studies Research, 2(2), i-iii. https://doi.org/10.46303/jcsr.2020.6 DOI: https://doi.org/10.46303/jcsr.2020.6

Gibbs, B. (2020). Critical teaching in classrooms of healing: Struggles and testimonials. Journal of Curriculum Studies Research, 2(1), 95-111. https://doi.org/10.46303/jcsr.02.01.6 DOI: https://doi.org/10.46303/jcsr.02.01.6

Graham, P. A. (2005). Schooling America: How the public schools meet the nation’s changing needs. Oxford University Press. DOI: https://doi.org/10.1093/oso/9780195172225.001.0001

Gudova, M. Yu. (2015). Reading in the era of post-literacy: A cultural analysis. Doctors of Cultural Studies, Yekaterinburg.

Janotová, Z., Тauberová, D., & Рotužníková, E. (2017). Mezinárodní šetření PIRLS 2002: Národní zpráva. Praha: Česká školní inspekce (p. 5).

Jentgens, S. (2016). Lehrbuch literaturpädagogik. Eine einführung in theorie und praxis der literaturvermittlung. Beltz Verlag, Weinheim Basel. https://www.beltz.de/fileadmin/beltz/leseproben/978-3-7799-3330-4.pdf

Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. DOI: https://doi.org/10.1108/02640471211241663

Johnson, M. (2020). Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model. Journal of Culture and Values in Education, 3(2), 24-41. https://doi.org/10.46303/jcve.2020.11 DOI: https://doi.org/10.46303/jcve.2020.11

Kozyrev, V. A. (2004). Humanitarian educational environment of the pedagogical university: Essence, model, design. Publishing House of the RGPU - A. I. Herzen.

Krynski, A. (2019). In a state of fragility: The compromised dignity of communities, indignation, and the incapacitation of public education. Journal of Culture & Values in Education, 2(3), 1-24. https://doi.org/10.46303/jcve.03.02.1 DOI: https://doi.org/10.46303/jcve.03.02.1

Lafer, S., & Tarman, B. (2019). Editorial 2019: Special issue. Journal of Culture & Values in Education, 2(1), i-v. https://doi.org/10.46303/jcve.02.01.ed DOI: https://doi.org/10.46303/jcve.02.01.ed

Lehman, C., & Welch, B. (2020). A Quantitative Investigation of Language Policy in International Schools in East Asia. Research in Educational Policy and Management, 2(2), 1-18. https://doi.org/10.46303/repam.2020.1 DOI: https://doi.org/10.46303/repam.2020.1

Lensky, B. V. (2011). The future of the book in the information age. Bulletin of Moscow State University - Ivan Fedorov, 3, 67-85.

Lerer, S. (2008). Children’s literature. A reader’s history, from Aesop to Harry Potter. The University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226473024.001.0001

Masud, M. M. (2020). International Student Migration and Polymedia: The Use of Communication Media by Bangladeshi Students in Germany. Research in Social Sciences and Technology, 5(3), 95-110. https://doi.org/10.46303/ressat.05.03.5 DOI: https://doi.org/10.46303/ressat.05.03.5

Moody, R. (2020). Contextualizing "Practice": Helping Pre-Service Teachers Unpack the Ideological and Sociopolitical Dimensions of Required Practices for Licensure. Journal Of Curriculum Studies Research, 2(2), 60-80. https://doi.org/10.46303/jcsr.2020.10 DOI: https://doi.org/10.46303/jcsr.2020.10

Morgan, N. (2015). Improving child literacy in England. www.gov.uk/government/speeches/nicky-morgan-improving-child-literacy-in-england

Mozhaeva, G. V. (2015). Digital humanities: A digital turn in the humanities. Humanitarian Informatics, 9, 8-23. DOI: https://doi.org/10.17223/23046082/9/1

Nazarov, M. M., & Kovalev, P. A. (2017). Changing the media and modern reading practices. Sociological Research, 2(394), 84-95.

Morales, J., & Bardo, N. (2020). Narratives of Racial Reckoning: Oppression, Resistance, and Inspiration in English Classrooms. Journal of Culture and Values in Education, 3(2), 138-157. https://doi.org/10.46303/jcve.2020.17 DOI: https://doi.org/10.46303/jcve.2020.17

Petrovskaya, E. (2012). “Technical Man”: On the relationship of the internet and literature. Expert, 2, 96-98.

Pontier, R., Destro Boruchowski, I., & Olivo, L. (2020). Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts. Journal of Culture and Values in Education, 3(2), 158-178. https://doi.org/10.46303/jcve.2020.18 DOI: https://doi.org/10.46303/jcve.2020.18

Pomogalova, N. V. (2006). Fantasy and the socialization of personality (socio-philosophical analysis) [Doctoral dissertation, Philos. Sciences, Omsk].

Rubanova, T. D. (2018). Support for reading in the space of book social networks. Bulletin of Culture and the Arts, 3(55), 45-53.

Salinas-Vasquez, L., Varela, D., Martinez, M., & Jones, D. (2020). A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas. Research in Educational Policy and Management, 2(2), 19-37. https://doi.org/10.46303/repam.2020.2 DOI: https://doi.org/10.46303/repam.2020.2

Shastina, E., Shatunova, O., Borodina, T., Borisov, A., & Maliy, Y. (2018). The role of reading in the development of giftedness in the context of globalization and national identity. Journal of Social Studies Education Research, 9(1), 158-167.

Smetannikova, N. N. (2017). Teaching reading in a socio-political context (On the example of the United States of the second half of the XX-early XXI century). Bulletin of Culture and Arts, 1(49), 24-37.

Stacy, J., Fernández, Y., & Reyes McGovern, E. (2020). El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development. Journal of Culture and Values in Education, 3(2), 120-137. https://doi.org/10.46303/jcve.2020.16 DOI: https://doi.org/10.46303/jcve.2020.16

Timberlake, M. (2020). Recognizing Ableism in Educational Initiatives: Reading between the Lines. Research in Educational Policy and Management, 2(1), 84-100. https://doi.org/10.46303/repam.02.01.5 DOI: https://doi.org/10.46303/repam.02.01.5

Тrávníček, J. (2008). Výzkum čtenářství. Příloha časopisu, 2, 2-39.

U.S. Book Industry. (2019). Statistics & Facts. https://www.statista.com/statistics/222754/book-format-used-by-readers-in-the-us/

Vasilieva, N. I. (2005). Folklore archetypes in modern mass literature: The novels of J. K. Rowling and their interpretation in the youth subculture [Ph.D. Dissertation, Nizhny Novgorod].

Velagić, Z. (2014). The discourse on printed and electronic books: Analogies, oppositions, and perspectives. An International Electronic Journal, 19(2), 619. http://www.informationr.net/ir/19–2/ paper619.html#.Vs3CgU6AMrI

Vershitskaya, O. N. (2007). Information and communications technology and society. Nauka.

Vinogradova, O. V. (2003). Pedagogical conditions for increasing the efficiency of reading fantasy literature by adolescents: Abstract of thesis [Ph.D. Dissertation, Moscow].

Vu, T. (2019). Theoretical Constructs and Practical Strategies for Intercultural Communication. Journal of Curriculum Studies Research, 1(1), 43-53. https://doi.org/10.46303/jcsr.01.01.4 DOI: https://doi.org/10.46303/jcsr.01.01.4

Wilson, T. D. (2014). The e-book phenomenon: A disruptive technology. An International Electronic Journal, 19(2), 612. DOI: https://doi.org/10.15291/libellarium.v6i1-2.180

Winterle, I. D. (2013). The phenomenon of incompleteness in the early works of J. R. R. Tolkien and the problem of the formation of the concept of fantasy [Ph.D. Dissertation, Nizhny Novgorod].

Zorkaya, N. (1998). Trends in the reading of Russians in the ‘90s: On the material of the polls of the VCIOM 1992-1997. Monitoring Public Opinion: Economic and Social Change, 3, 44-49.