Formation of reading literacy in the lessons of social science

Abstract

The relevance of the article is due to the need for the formation of reading literacy among students of secondary schools to obtain high-quality subject and meta-subject results, on the basis of which it is possible to assimilate new knowledge. The purpose of the article is to analyze some of the techniques and methods necessary for the formation of reading literacy. The authors consider two vectors of the development of reading literacy in social studies lessons: work with text and work with illustrative material. This is due to the multiplicity of forms of textual information, which include not only traditional solid texts, but also discontinuous ones (maps, tables, infographics and even cartoons).

The development of reading literacy is possible not only when working with text documents (historical, legal, journalistic and others), but also with illustrative and video materials. Within the framework of this research, attention is focused on such methods and techniques as case technology, quest technology, the use of videos, cartoons, work with theses. The importance of the formation of reading literacy is emphasized not only for the development of critical thinking, but also for the formation of students' value orientations and their meta-subject competencies.