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INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA



               Literacy Development in Curriculum Documents –

               from Reading and Writing to Generic Competencies


               The theoretical framework of this poster presentation is based on the definition of literacy. The
               definition of literacy has expanded from its original basic meaning. Turza-Bogdan and Cvikić
               (2023) point out that the concept of literacy has changed from the simple ability to read and
               write in everyday life, through the ability necessary for participation in the community to the
               broadest understanding of literacy as an ability that enables personal and social growth and
               development with an emphasis on earlier the term literacy mainly referred to the context in
               which messages are mediated by written means, and in recent definitions this term includes
               messages  mediated  by  written  and  oral  means.  In  the  document  Recommendations  of  the
               Council on key competences for lifelong learning (2018), the Council of the European Union
               defines eight key competences necessary for employability, personal fulfillment and health,
               active and responsible citizenship and social inclusion, the first of which is the competence of
               literacy. Aladrović-Slovaček (2019) emphasizes the importance of communication competence
               because with it we make contacts, use the knowledge we have learned, communicate, convey
               messages, in one word - live. Communication competence is based on four language activities:
               listening, speaking, reading and writing and is especially important in the Croatian language
               subject, but it is an integral part of every subject because it is closely related to all types of
               literacy. Turza-Bogdan and Cvikić (2023) divide literacy into types in a broader sense and
               distinguish between: information, computer, media and digital literacy; natural, scientific and
               biological literacy, mathematical literacy, reading literacy, cultural literacy and intercultural
               competence, basic literacy and multiple literacy. The framework of the national curriculum
               (2017) defines generic competences as a combination of knowledge, skills and attitudes that
               are a prerequisite for successful learning, work and life of people in the 21st century and the
               basis  for  the  development  of  sustainable  social  communities  and  a  competitive  economy.
               During  their  primary  and  secondary  education,  students  simultaneously  develop  various
               competencies necessary for lifelong education. For the purposes of this poster presentation, the
               National Curriculum for Primary School Education and the National Curriculum for Vocational
               Education and the Curriculum for the Croatian Language Subject for Primary Schools and
               Gymnasiums and the Curriculum for the Croatian Language Subject for Secondary Vocational
               Schools were analyzed using the qualitative method of content analysis. The goal of the research
               is to show how literacy is defined in the selected documents, to separate the types of literacy
               that appear in them and with what purpose they are provided in the mentioned documents and
               how they participate in defining the competencies that, as an outcome, are provided in the
               selected curricula - from initial reading and writing and communication competence to generic
               competences.

               Key words: literacy, competences, curriculum, primary school, vocational schools











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