Perceptions and preferences of digital and print text and their role in predicting digital literacy

What is it about?

This study (N = 1,206) explored the digital and print text reading habits of South Korean high school students. Their perceptions toward the reading of digital and print text were compared; their reading preferences and relationships between these text formats were explored; and predictors of digital propensity based on their reading behaviors were identified. The results suggest several ways to achieve student literacy competency in the use of these formats, while also pointing to additional factors that influence perceptions and behaviors.

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Why is it important?

Attempts at defining literacy have shown to be difficult because literacy is in a constant state of transformation. This is particularly true when viewed from sociocultural contexts. In part, resulting in efforts aimed at identifying pedagogical changes in instruction to address learning in the digital information age. To arrive at actual solutions, some have advocated for studies comparing youths’ perceptions and behaviors toward digital and print text along with identifying digital literacy predictors. The findings revealed that students held higher positive perceptions towards reading print text; reading preference was influenced by purpose, as was further reflected in their online activities; and significant mean differences existed in reading scores and digital propensity regarding digital and print text preferences.

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