Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Jmar I. Almazan
Abstract
The research into the implications of this is still in the early stages. However,
current evidence indicates that at this point in time print may be slightly superior
to the screen in relation to comprehension, learning, retention and ease of use.
However, as screen technology continues to advance, interfaces become
increasingly intuitive and personal preferences change from early exposure to
reading on a screen, this may change and may have already changed for some
individuals.
Learners need to develop their reading, comprehension and learning skills
in both arenas. They need to develop one set of skills to build their competence
in reading and learning from paper, however they also need to develop a
completely different set of skill, digital literacy skill.
Considering the increase of digital literacy, it is observed that recently
published books should have an electronic format and the books in hard-copy
format should be transformed into e-book format. Moreover, when it is considered
that making research and reading course materials are the most important
purposes for students reading e-book, it is clear that it has become necessary for
teachers to present lecture notes and resources in electronic format.
Introduction
Reading not only has tremendous power when it comes to fueling the
development of all aspects of language ability, its importance to the entirety of
a human life in this day and age really cannot be overstated. For Killian (2012),
“Net Generation,” “Generation @,” “Digital Natives,” “Dot.Com Generation,”
“Net Kids”, and “Generation Z”, most commonly known as the Post-Millennial
generation, captures the essence of how society as a whole tends to characterize
today’s young adult.
Considering the characteristics of the Post-Millennial generation, there is
some concern about the effects on their reading preferences. Reading
preferences and interests of young children and adolescents studying at different
levels have been addressed by many researchers the world over. For example,
the study conducted by Wolters (2014) addressed the reading preferences of
elementary school students. It revealed that the students of grade-6 preferred to
read story books, cartoons, comics, popular magazines, and sports even though
these books were rarely available in school libraries. Concerning the text genres,
Tveit (2006) asserted that young people would prefer to use instant messaging
and play video games. This is a certain indication of changed attitudes towards
reading.
Being a public secondary school teacher, the researcher encountered a
lot of students performing very poorly specifically in Language, and are not really
fond of reading because they would prefer to expose themselves in the different
technologies available such as internet, computer games, Facebook, and
television that take them away from reading. Whereas, students liked the time
and activities during Reading class and believed that reading was important,
many students reported to being bored and inattentive due to the perceived
lack of exciting materials appropriate for their age and the lack of interactive
activities after the reading time.
In the light of the foregoing viewpoint and condition, the researcher, being
an educator, decides to undertake this study to look into and explore the reading
preferences and patterns of post-millennials, chooses best activities that would
enhance their reading preferences and maximize best learning outcomes.
Methods
Results
The intention of this phenomenological study was to describe and
understand the lived experiences of identified post-millennial Grade 10 learners
with reading. Methods of inquiry included phenomenological reflection on the
data elicited through the investigation of identified post-millennial Grade 10
learners’ experiences and investigation of the given phenomenon in the
academic setting.
I have observed that the participants in the study were common in their
responses as regards their hobbies. They did not like much reading as their hobby.
They read but this made it clear that the reading of books was very different from
the texts such as electronic games, movies, and television that they engaged in
on a regular basis.
Interview Question 2: What do you like reading?
Table 1.2
Annotated Exemplars on Post- Millennial Learners’ Reading Preferences
Participants in the study were single-minded to verify that they can have
personal leisure time and engagement with particular text through reading.
Reading as connections to texts, as engaging, and as that experience which
helps to make us thinking and reflective human beings as PM Learner 1 alights
and lingers too long on for reading. Even though they enjoyed reading stories in
books or in wattpad and read them at every opportunity, it is important that they
are given the opportunity to choose texts based on their own preferences and
interests.
Table 1.4
Annotated Exemplars on Enjoyment from Reading
Participants in the study were surprising that they fully understand student
motivation towards reading and reading preferences. Post-millennials learners do
not want to be bound by traditional schedules, and they do not necessarily want
to sit in a classroom to learn. Instead, they prefer to use technology to study at
any time of the day or night, telecommute from anywhere in the world and define
“balance” in their own individual ways. However, not all young people have
access to digital media. These observations posed about PM Learners’ reading
practices in the digital era.
Interview Question 5: Why do you think is it so hard for learners like you to
read?
Table 1.5
Annotated Exemplars on Reasons Why Post-Millennials Don’t Like to Read
Co-researcher Responses Researcher’s Observation
CR 5 “Ano po sir, mas may gawain, mas may gawain sila CR 5 helped me to unravel my
na…ay hindi sila tutok sa pagbabasa sir.” final observations of his behavior
and attitude toward reading. He
revealed something similar to an
acknowledgment of the essence
of his experiences with reading
as he said.
CR 2 “Um, minsan po, hindi na po. Kasi ano, kasi minsan CR 2 during the interview was
hindi ko na na-aano, parang hindi ko na ma….. ano not aware that the best way to
ba to? Hindi ko na alam yung mga ano ko, lalo na get better at reading is just to do
kapag minsan gusto ko yung ginagawa ko, hindi ko
it. Moreover, the most important
na nagagawa yung pagbabasa ko.
choice in reading is whether to
read or not.
Table A
Social Media and Technology Appeal to Post-Millennial Learners
Co-Researcher Responses
PM Learner 1 “Pag nasa bahay po, ah, computer games, social media,
facebook, Instagram, twitter, ayun po.”
PM Learner 2 “Ah, mahilig po ‘kong maglaro nga mga ano, mga mobile
games, computer games, mahilig din po akong magbasa,
manood ng mga movies, at kung ano-ano po.”
PM Learner 4 “Ahh, ako ang mga hilig kong gawin, ano, minsan nagco-
computer ako, ahh, kumain, mag-gala, matulog, at mag-
enjoy. Minsan nagpupunta ko sa mga classmate ko at nagba-
bonding kami, at nag-gagala kung saan-saan.”
PM Learner 5 “Ah, mag-cellphone, mag-fb. Ganun.”
PM Learner 6 “Facebook, yung pagbabasa sa wattpad. More on wattpad.”
Based on the testimonies of the co-researchers, social media and
technology appeal to Post-Millennial Learners. Although PM learners respond
best to high technology, these students and more often their teachers may
become very distracted by it. Social Media and Technology in the classroom
requires students and educators to be taught how and when to use these
technologies as a tool appropriately and safely.
Table B
Post-Millennial Learners Reading E-books and Novels
Co-Researcher Responses
PM Learner 1 “Magbasa gamit internet (chuckles.) Wattpad sir (while laughing).
Um, more on po sa history. Gawa po ng A.P. po namin. Book’s send
online lang po.”
PM Learner 2 “Yon, katulad nga po ng mga kabataan ngayon, wattpad sir, pero
nagbabasa din naman po ko ng mga libro, yung mga Sydney
Sheldon po, yung mga ganon, mga novels.”
PM Learner 3 “Ano, tungkol sa ano, kaibigan pati sa pamilya.”
PM Learner 5 “Yung mga nababasa ko po kasi, mga nag-uuso ngayong
panahon, sa panahon ngayon, yung mga nag-uusong mga…
something like that. Mga trending. Wattpad. E-book.”
PM Learner 6 “Hindi, ang pref….ang mga binabasa ko dun, mga Filipino na, may
Noli Me Tangere, El Filibusterismo, yun.”
Based on the testimonies of the Co-Researchers, technologies shape the
experience of reading regardless of the genre. However, beyond the
experimental studies of interface or device-specific reader behaviours (Mangen
and Kuiken 2014; Margolin et al. 2013), digital reading by teens is predominantly
thematized in relation to preference. So does the impact of eReaders. However,
the rapid global growth of eBook publishing is not yet studied in research on
young people’s pleasure reading.
Table C
Varied Reasons for Reading
Co-Researcher Responses
PM Learner 1 “Pag sa mga books po dito sa school. Yung mga kwento po nila, ah,
ngayon po sa Filipino namen, sa El Fili, yung excitement kung anon
na yung mangyayare, tragic scene. Yung mga ganon po sir.”
PM Learner 2 “Ah, ano minsan po, pag walang ginagawa, pag-kunyare po ah,
pag yung, nakakasawa din po kasing mag-cell phone kase wala
din pong ginagawa. Pag binasa ko po yung libro, babasahin kop o
siya. Out of boredom sir, pero kapag gusto kong malaman, ayun
po.”
PM Learner 4 “May mga natututunan din naman po ko kahit papaano.”
PM Learner 5 “Sa pagbabasa po kasi, marami kang matututunan, marami kang
mapupulot na aral.”
Co-Researcher Responses
PM Learner 1 “’Pag sa mga books po dito sa school. Yung mga kwento po nila, ah, ngayon po sa Filipino
namen, sa El Fili, yung excitement kung anon na yung mangyayare, tragic scene. Yung mga
ganon po sir.”
PM Learner 2 “Um, wala naman. Ang nagugustuhan ko lang po sa pagbabasa, um, kasi ano, mga
natututunang moral lessons, values, tsaka knowledge na rin sir.”
PM Learner 4 “May mga natututunan din naman po ko kahit papaano.”
PM Learner 5 “Sa pagbabasa po kasi, marami kang matututunan, marami kang mapupulot na aral.”
PM Learner 6 “Ang kasiyahan kong nakukuha, yung parang, mas ano, mas, nauuna ko sa kanilang
nalalalaman yung mga nangyayari sa El Filibusterismo, yung parang may advance po kong
nalalaman.”
Co-Researcher Responses
PM Learner 3 “Gawa ng ano po, yung may part na hindi mo maiintindihan. Pati, dahil
doon humahaba, humahaba yung mga nakasulat doon. “Ano, gawa ng
ano, minsan ano, tungkol sa mga kabarkada, ganon.”
PM Learner 4 “Ah, ano po kasi e, kaya nahihirapan ang mga kabataan sa pagbabasa is
hindi sila tutok sa ginagawa nila or hindi nila gusto yung ginagawa nila.”
PM Learner 5 “Ano po sir, mas may gawain, mas may gawain sila na…ay hindi sila tutok
sa pagbabasa sir.”
Based on the testimonies of the co- researchers, it is through school reading
consists of texts that are too long and too difficult and unrelated to their individual
interests, whereas life reading is based on their likes and interests and are usually
short passages that relate to their individual lives. Life reading can often times be
demanding, but they feel capable of reading what they choose for themselves.
Popular reading sites are mostly read by PM Learners.
Discussion
Description:
Key features:
• User-friendly interface
• Bookmarks
• Offline library
Disclaimer:
This application is based on android studio code. And licensed under GNU
General Public License or Open Source.
References
REFERENCES