A Study of Digital Reading Literacy and Individual Influential Factors among Secondary School Students

Abstract

Abstract: With the integration of digital technologies into middle school students’ reading experiences, understanding the current state of digital reading literacy among secondary school students and their individual influential factors is crucial for enhancing immersive digital reading. The article empirically analyzes the digital reading literacy and its influencing factors among 701 middle school students through a questionnaire survey. The findings reveal that overall digital reading literacy among these students is strong, with a trend towards visual and audio-visual co-mingling in reading practices. In addition, there are significant differences in digital reading literacy, self-efficacy, metacognitive strategies, and cognitive strategies among students of different grades. The study suggests that the government should promote the integration of digital reading into the quality education system, provide digital reading curricula in schools, foster reading habits within families, promote the synthesis of digital reading literacy with broader digital literacy, and strengthen the digital ethics and morality among secondary school students. These measures could improve both digital reading literacy and overall digital literacy among secondary school students.

Key words: Secondary school student, Digital reading literacy, Influencing factors, Self-efficacy, Metacognitive strategies

Song Jiali, Chen Xiaofen, Cheng Jiejing ( Jiangsu Vocational College of Finance and Economics Library, Jiangsu College of Nursing Library, School of Social Development, Yangzhou University). A Study of Digital Reading Literacy and Individual Influential Factors among Secondary School Students[J]. Libraly Journal, 2024, 43(402): 85-96.

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