Formation of reading literacy of schoolchildren in history lessons: historiographical aspect

Abstract

The article analyzes approaches to the formation of reading literacy of students at school in history lessons in both domestic and foreign historiography over the past two decades. History is one of the main disciplines for the development of reading literacy. Reading literacy is included in functional literacy, that is, a person's ability to find and apply the acquired knowledge in life, adapt to constantly changing conditions, and learn throughout life. The most important skills are to find the necessary information in a huge information flow, critically evaluate it and use it for practical purposes. The studied works present both the theoretical aspect, the components of reader's literacy, and the practical component, methodological techniques, tasks are shown, methodological recommendations aimed at the development of reader's literacy are developed. In history lessons, as part of the educational process, it is necessary to form reading literacy skills using different types of text – solid and non–solid, with different information presentation – legislative acts, memoirs of contemporaries, excerpts from newspapers, fiction, as well as actively use historical paintings, maps, objects with inscriptions (coins, medals, monetary bills, stamps, etc.). This will allow the student to receive information from various sources, compare them with each other, and critically evaluate. Using different types of tasks, including personal assessment, students learn to analyze information and apply it in life.