Valentina Majdenić

FROM PAPER TO SCREEN: HOW THE DIGITAL ENVIRONMENT IS CHANGING SCHOOL READING

Introduction

From paper to screen: how the digital environment is changing school reading. How digital environments reshape school reading in Croatia. Examine online literary platforms, their impact on student access to literature, and technology's role in the learning process.

Abstract

The concept of “school reading” refers to a set of literary works that students are expected to read as part of their Croatian language curriculum in primary and secondary schools. Historically, these texts were available in print. Still, with advancements in digital technology, there has been a notable shift in how literature is accessed, moving from physical books to digital screens. This paper examines the impact of the digital landscape on school reading, mainly through the lens of digital literary exploration and the wide range of resources accessible online. It assesses the role of technology in shaping students’ access to literary works, outlining both the advantages and challenges that digital tools introduce to education and reading practices. The paper explores various online platforms that provide literary content, analysing how these platforms influence the reading experience and support the learning process. The interactivity of these resources is given particular attention, exploring how online tools actively engage readers. In doing so, this paper underscores the need for educational approaches to evolve in line with contemporary technological trends to nurture a love for literature in the digital era. Additionally, a critical analysis of websites offering literary resources or prepackaged reading materials is conducted. The focus is on three popular platforms: e-lektire, Lektire.hr, and Lektirko – summarised texts for primary school students, which distinguish themselves through their unique interpretations of literary works and their use in the classroom.

Review

This paper tackles a highly relevant and timely topic: the profound shift in "school reading" within the Croatian language curriculum as literary access moves from traditional print to digital screens. The abstract effectively outlines the paper's core objective, which is to examine how the digital landscape, through digital literary exploration and online resources, is reshaping students' engagement with mandatory literary works. By assessing the advantages and challenges introduced by digital tools and advocating for the evolution of educational approaches, the study promises to offer crucial insights into nurturing a love for literature in the contemporary digital era. The methodology, as described, appears robust, combining a broad assessment of technology's role with a focused analysis of specific online platforms. The paper intends to explore various online resources, paying particular attention to their interactivity and influence on the reading experience and learning process. A notable strength is the critical analysis of three popular Croatian platforms—e-lektire, Lektire.hr, and Lektirko—which offer unique interpretations and prepackaged materials. This specific examination grounds the broader discussion in tangible examples, allowing for a detailed exploration of how these digital tools function in the classroom and impact students' literary understanding. Overall, this research promises to be a valuable contribution to the fields of educational technology, literary studies, and curriculum development. By outlining the impact, advantages, and challenges of digital reading environments, and critically evaluating existing tools, the paper provides practical implications for educators and policymakers. Its focus on adapting pedagogical strategies to contemporary technological trends underscores its significance, offering guidance on how to effectively integrate digital resources to enhance, rather than detract from, the literary education experience in primary and secondary schools.

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