Literary development of contemporary schoolchildren in the digital educational environment and the transformation of reading practices

Abstract

The mismatch between the normatively fixed model of literary development, oriented towards slow analytical reading of a printed text, and the actual reading routine of a schoolchild, which unfolds mostly on screen and in a fragmentary mode, forms a methodological collision without a stable resolution. The aim is to construct a theoretical model of literary development that accounts for the hybridisation of reading practices while preserving the core of subject results in literature. The apparatus rests on conceptual and structural-functional analysis, content analysis of current regulatory documents and a comparison of methodological approaches. A four-component author's model is proposed, in which the perceptual-technological, analytical-interpretive, value-semantic and productive-creative components are correlated with types of reading activity and with the requirements of the federal state educational standard of basic general education. Screen reading and print reading support different operations and act as complementary rather than competing modes distributed across the stages of literary development. The weak link is not access to technology but a deficit of analytical-interpretive operations that the screen environment does not form by itself. The task of school literary education thus shifts from opposing the two modes towards a controlled switching between them, in which the technological resource is subordinated to the semantic analysis of the text.