Reading literacy in Kazakhstan and lifelong learning from the perspectives of different ages
https://doi.org/10.51955/2312-1327_2021_2_203
Abstract
The article considers the importance of reading literacy as a part of lifelong learning. The significance of reading process in lifelong learning is recognized as a necessary factor for further development of human beings, which should be practiced and experienced throughout life. Moreover, the statement of lifelong learning in Kazakhstan is represented as an example, where reading literacy level and the reviews of international survey assessment should be taken into account. The measurement of reading literacy among Kazakhstani young adolescents demonstrated poor results, which may be considered as worrisome for further literacy development. As literacy level is a pivotal and beneficial issue in lifelong learning, a brief review of various life-learning strategies in well-developed countries represents that people of different ages may start learning process voluntary at any age of their adulthood. The learning process is considered to be of high quality, it is in high demand and may be far from traditional education. The analysis of specific features in educational experience of well-developed countries contributes to the widespread use and implementation of lifelong education in the structure of education in Kazakhstan, which is represented in the form of a “mind map” framework as a way of promoting reading literacy level throughout life
Keywords
lifelong learning,
perspectives,
teachers,
learners,
adults,
literacy,
reading skills,
abilities,
comprehension,
assessment
About the Authors
Gaysha E. Imambayeva
Innovative Eurasian University, 45 Lomov, Pavlodar, 140000
Kazakhstan
Kazakhstan
Doctor of philology, professor
Aigul B. Akhmetova
University of Szeged, Szeged, 6720
Hungary
Hungary
PhD candidate,
References
1. Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The reading teacher. 61(5): 364-373.
2. Aspin, D. N., & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of lifelong education. 19(1): 2-19.
3. Boström, A. K. (2017). Lifelong learning in policy and practice: The case of Sweden. Australian Journal of Adult Learning. 57(3). 334 p.
4. Cendon, E. (2018). Lifelong Learning at Universities: Future Perspectives for Teaching and Learning. Journal of New Approaches in Educational Research. 7(2): 81-87. DOI:10.7821/naer.2018.7.320
5. Crick, R. D., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education: Principles, Policy & Practice. 11(3): 247-272.
6. Dixon, J., & Soltys, D. (2013). Implementing Bologna in Kazakhstan: A guide for universities. Almaty Astana: Academpress. 192 p.
7. Field, J. (2000). Lifelong learning and the new educational order. Trentham Books, Ltd., Westview House, 734 London Road, Stoke on Trent, ST4 5NP, United Kingdom UK. 181 p.
8. Fischer, G. (2000). Lifelong learning—more than training. Journal of Interactive Learning Research, 11(3): 1-22.
9. Head, A. J., Van Hoeck, M., & Garson, D. S. (2015). Lifelong learning in the digital age: A content analysis of recent research on participation. First Monday, 20(2), https://doi.org/10.5210/fm.v20i2.5857
10. Kember, D. (1997). A Reconceptualisation of the Research into University Academics’ Conceptions of Teaching. Learning and Instruction. 7(3): 255–275. DOI:10.1016/S0959-4752(96)00028-X
11. Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. Psychology Press. 235 p.
12. Laal, M., & Salamati, P. (2012). Lifelong learning; why do we need it?. Procedia-Social and Behavioral Sciences. 31: 399-403.
13. Lamb, A., & Johnson, L. (2010). Divergent Convergence Part 2: Teaching and Learning in a Transmedia World. Teacher Librarian. 38 (1): 64-69.
14. Medel-Añonuevo, C., Ohsako, T., & Mauch, W. (2001). Revisiting Lifelong Learning for the 21st Century. 34 p.
15. Moore, T., & Shaffer, S. C. (2017). Awakening the Learner Within: Purposeful Prompts and Lifelong Learning Measures in a First-Year Composition Course. Journal of the Scholarship of Teaching and Learning. 17(4): 67-82.
16. OECD. (2004). Lifelong Learning (Policy Briefs series). Paris: OECD Secretary-General.
17. OECD/The World Bank (2015),OECD Reviews of School Resources: Kazakhstan 2015, OECD Publishing,Paris. http://dx.doi.org/10.1787/9789264245891-en
18. OECD. (2019a). PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en
19. OECD. (2019b). PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris. https://doi.org/10.1787/5f07c754-en.
20. Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological science in the public interest. 2(2): 31-74.
21. Sullivan, A. (2015). The life-long benefits of reading for pleasure. The School Librarian. 63(1): 5-7.
22. Sullivan, A., & Brown, M. (2013). Social inequalities in cognitive scores at age 16: The role of reading. CLS Working Papers, (13/10), Centre for Longitudinal Studies, Institute of Education, University College London: London, UK.1-47.
23. Schuetze, H., & Slowey, M. (2012). Global perspectives on higher education and lifelong learners: International perspectives. Milton Park: Routledge. 5: 3-22.
24. Schuetze, H. G. (2014). From adults to non-traditional students to lifelong learners in higher education: Changing contexts and perspectives. Journal of Adult and Continuing Education. 20(2): 37-55.
25. Zuber-Skerritt, O., & Cendon, E. (2014). Critical reflection on professional development in the social sciences: interview results. International Journal for Researcher Development. 5(1): 16-32.
Review
For citations:
Imambayeva G.E., Akhmetova A.B. Reading literacy in Kazakhstan and lifelong learning from the perspectives of different ages. Crede Experto: transport, society, education, language. 2021;(2):203-213. https://doi.org/10.51955/2312-1327_2021_2_203
Views:
7
JATS XML
Email this article 