MOBILE PHONE OPERATIONAL SKILLS, DIGITAL LITERACY AND READING COMPREHENSION IN BASIC EDUCATION: RELATIONSHIPS AND LIMITATIONS
DOI:
https://doi.org/10.63330/aurumpub.074-021Keywords:
Basic education, Digital literacy, Linguistic literacy, Mobile devices, Reading comprehensionAbstract
This critical essay examines what a selected set of publications allows us to claim about the relationship among mobile phone operational skills, digital literacy and reading comprehension in basic education. The approach is qualitative and analytical. The core corpus comprises seven publications on literacy, pedagogical practices with digital resources and digital autonomy, supplemented by four supporting sources (two on reading on digital media, one on the presence of phones in school and one on types of digital skills) and by national and international contextual data. Each source was read for what it measures, with which participants and with what scope. The reading shows that none of them assesses, in the same group of students, operational mobile phone skills and reading comprehension; that engagement reported in digital activities does not amount to gains in comprehension; and that owning a phone, having it present while reading and mastering its functions are distinct variables, often treated as one. The essay concludes that familiarity with the device is not, by itself, an indicator of linguistic competence. As a contribution, it offers a research design to be tested, with tasks performed on the phone, separate indicators for each dimension and an illustrative sample-size calculation.
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