Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

Reading & Writing

Field Value
Title Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation
Creator Olifant, Florence M. Cekiso, Madoda P. Boakye, Naomi
Subject Education; Literacy; Reading. English First Additional Language (FAL); access to reading materials; reading motivation; traditional reading; online reading; learners.
Description Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners’ access to reading materials and reading motivation.Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners’ motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms.Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data.Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners’ low motivation and limited access to reading platforms.Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education.Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners’ inclusion in the 4IR literacy pedagogy evolution.
Publisher AOSIS Publishing
Contributor Mellon Foundation grant for African Digital Humanities.
Date 2023-12-18
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v14i1.433
Source Reading & Writing; Vol 14, No 1 (2023); 11 pages 2308-1422 2079-8245
Language eng
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Rights Copyright (c) 2023 Florence M. Olifant, Madoda P. Cekiso, Naomi Boakye