21st-century readers : developing literacy skills in a digital world

Editorial
Foreword
Table of contents
Executive Summary
Reader’s Guide
Chapter 1-Digital literacy in the 21st century
	Why is reading key to 21st-century citizens and societies?
	How does PISA 2018 assess reading?
	The PISA 2018 reading assessment framework
		Definition
		Organising the domain
		Computer-based assessment and the use of log files
		Assessing students’ reading motivation, reading practices and awareness of reading strategies
		Teaching practices and classroom support for reading growth and engagement
	Notes
	References
Chapter 2-Reading performance and the digital divide in PISA 2018
	How did countries perform in reading in PISA 2018?
		Student\'s performance in single and multiple source reading subscales
	How is the digital divide associated with emergent aspects of reading performance?
		Are students who had the opportunity to learn digital skills in school more likely to distinguish facts fromopinions?
	Notes
	References
Chapter 3-Dynamic Navigation in PISA 2018 Reading Assessment: Read, Explore and Interact
	Dynamic Navigation in PISA 2018 Reading Assessment: Read, Explore and Interact
		Multiple-source reading items and dynamic navigation
	What constitutes good dynamic navigation?
	Students’ dynamic navigation behaviour in different countries and economies
		Overall navigation activity
		Task-oriented navigation activity
		Time spent on initial pages and interval between navigation
	The relationship between reading performance and navigation behaviour
		Association between reading performance and quantity and quality of navigation
		Association between reading performance and quantity and quality of navigation
	Notes
	References
Chapter 4- The interplay between digital devices, enjoyment, and reading performance
	Do 15-year-olds spend more time reading for enjoyment than two decades ago?
	Do 15-year-olds spend more time reading for enjoyment on paper or digital devices?
	Are digital technologies helping improve students’ reading experience?
	Notes
	References
Chapter 5- Strategies to tackle inequality and gender gaps in reading performance
	How students\' self-perception of reading competence is associated with reading performance
	How students\' knowledge of effective reading strategies is associated with reading performance
	How much of students’ reading performance relies on socio-economic status and gender, and how much on self-perception and reading strategies?
	Notes
	References
Chapter 6- Teaching and learning literacy skills in a digital world
	Has teachers\' stimulation of students’ reading engagement changed over the last nine years?
	What are the learning and teaching practices in terms of type and length of texts more strongly associated with reading performance?
	How are schools enhancing teaching and learning in digital environments?
	Notes
	References
Chapter 7- Developing literacy skills in a digital world: Implications for education policy and practice
	Are students who had the opportunity to learn digital skills in school more likely to distinguish facts from opinions in the PISA reading test?
	Are schools ready to compensate for the digital divide and leverage the potential of technology?
	How do proficient readers navigate digital environments?
	What does the interplay between enjoyment, reading performance and digital devices mean for students?
	Do teaching and learning reflect students’ diverse needs?
	Notes
Annex A - PISA 2018 technical background
	Annex A1 - Construction of indices
		Note
		References
	Annex A2 - Technical notes on analyses in this report
Annex B - Results for countries and economies
Annex C - Technical notes on analysis in Chapter 3
	Annex C1 - Navigation activities and time allocation across the Rapa Nui reading unit
		Notes