Page 163 - Inovacije i izazovi u obrazovanju i sestrinskoj skrbi - KNJIGA SAŽETAKA

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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