Abstract :
[en] For the past ten years, the description of digital skills and their mastery have been at the focus of literacy experts, as they represent a citizenship issue (Morais, 2018). However, in the last round of PIRLS survey in 2021, French and french-speaking Belgian pupils did not take part in the section specifically dedicated to digital reading, and many questions remain unanswered. Would performance in digital documentary reading have been similar to the poor performance in paper-based documentary reading? Would new difficulties have arisen? In order to report on the skills of French and Belgian pupils in reading this type of texts and to give us a better idea of their difficulties, we designed a digital documentary reading test based on the ePIRLS typology (extract, infer, interpret, evaluate) and administered it to over 350 Belgian and French 4th and 5th primary grade pupils. The aim of this paper is to paint a picture of the performance and strategies used in a digital documentary reading situation, before suggesting ways of integrating this teaching into the classroom.
Bautier, É., Crinon, J., Delarue-Breton, C., & Marin, B. (2012). Les textes composites : Des exigences de travail peu enseignées ? Repères, 45, 63‑79. https://doi.org/10.4000/reperes.136
Morais, J. (2018). Literacy and democracy. Language, Cognition and Neuroscience, 33(3), 351‑372. https://doi.org/10.1080/23273798.2017.1305116
Schillings, P., Rappe, J., & Dupont, V. (2023). La place du numérique dans l’enseignement et l’apprentissage de la lecture (PIRLS 2021-Dossier n°2). Université de Liège. https://orbi.uliege.be/handle/2268/306738
