Leggere e comprendere testi cartacei e digitali: Verso una didattica semioticamente integrata
DOI:
https://doi.org/10.7346/-fei-XX-03-22_20Parole chiave:
testo cartaceo, testo digitale, testo multimodale, alfabetizzazione, lettura critica, comprensione del testoAbstract
Il contributo affronta il problema del rapporto tra testi cartacei e digitali, sottolineando le caratteristiche rilevanti degli uni e degli altri e della loro funzionalità all’interno dei processi di insegnamento-apprendimento, e descrive i risultati di una ricerca condotta su come i giovani lettori si rapportino alla lettura dei testi scritti e digitali. Lo studio evidenzia come i lettori di testi cartacei si dichiarino tali per essere stati avviati alla lettura dalla famiglia o da altri membri della loro cerchia sociale, mentre quelli di testi digitali affermano di essere stati scarsamente incoraggiati alla lettura di testi cartacei. Quasi tutti i bambini hanno sottolineato l’importanza di decodificare i testi cartacei e hanno riferito di discutere di ciò che leggono con altri lettori interessati. Da quanto emerso dalla ricerca si evince che le scuole sono chiamate ad ampliare le forme di progettazione degli spazi di lettura integrati se si vuole incoraggiare i bambini ad apprezzare i testi di diversa natura e a valorizzare l'ampia gamma di modalità attraverso la quale essi vengono compresi.
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