THE ROLE OF READING LITERACY IN SHAPING THE INFORMATION CULTURE OF SECONDARY SCHOOL STUDENTS AGED 11-16

Abstract

The digitalization of education has raised serious pedagogical challenges for developing schoolchildren’s information culture. Reading literacy is essential for enabling learners to understand, interpret, and critically engage with digital information. Nevertheless, the specific contributions of individual reading literacy dimensions remain underexplored.

This study examines the impact of reading literacy dimensions on schoolchildren’s information culture within digital environments. The objectives are to conceptualize the relationship between reading literacy and information culture, analyze how reading literacy supports digital information practices, and clarify the educational implications of integrating reading literacy with digital and information and communication technology (ICT) literacies.

A quantitative descriptive research design was employed. Data were collected from 104 secondary school students aged 11 to 16 years using a structured questionnaire that assessed reading literacy dimensions (comprehension, interpretation, evaluation, and reflection) and information culture practices. Descriptive statistical analyses were conducted.

The results indicate that students demonstrate moderate levels of reading literacy and information culture. Comprehension and reflective reading are more strongly associated with information culture, while interpretation and evaluation are less consistently developed. These findings highlight the differentiated roles of reading literacy dimensions and underscore the importance of integrating higher-order reading instruction into digital education to foster critical and responsible information use.