Городская грамотность подростка — определение и способы измерения
Аннотация
В научной литературе последнего десятилетия «грамотность» стала одним из наиболее частотных, можно даже сказать — модных понятий. В ряде значимых исследований понятие «грамотность» задается через переменные «пространство» и «практика»: внимание акцентируется на инструментах и ресурсах, задействованных с конкретными целями в конкретном пространстве — социальном, образовательном, культурном и т.д. Обосновывая необходимость выделения городской грамотности, авторы статьи исходят из того, что изучение этого нового типа грамотности возможно при объединении пространственных (где грамотность формируется и почему выходит за пределы школьного класса) и практических (как грамотность проявляется и какие востребует знания и опыт) координат. Городская грамотность рассматривается как навык, опирающийся на сложную природу чтения и письма, прочно связанный с жизнью горожан всех возрастов и имеющий большое значение для обучения. Городская грамотность подростков означает ориентацию на поиск оптимального способа действия при решении в пространстве города задач, связанных с перемещением, потреблением и социальным взаимодействием, на основе принципов здорового образа жизни, ответственного поведения, обеспечения личной безопасности, а также учета истории и культурных особенностей города. Городская грамотность включает следующие практики (или компоненты): просоциальной вовлеченности, здорового образа жизни, межкультурного взаимодействия, применения цифровых технологий, локальной осознанности, мобильности в городе. Предложенный инструмент для измерения городской грамотности предполагает комплексную оценку важных аспектов взаимодействия ребенка с городом на основе аутентичных реалистичных заданий сценарного типа.
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