Development of a model to form reading literacy of primary schoolchildren involving media design technology in a booktrailing format; Разработка модели формирования читательской грамотности младших школьников с использованием технологии медиапроектирования

Problem and aim. The formation of reading literacy of primary schoolchildren is one of the priorities of the modern education system. There are new indicators emerging in materials for testing the reading literacy of schoolchildren, including an assessment of test takers' readiness for independent learning in the digital space. The purpose of the article is to scientifically substantiate the effectiveness of the model to form reading literacy of primary schoolchildren by means of media design technology in a booktrailing format. Research methods. During the analysis and selection, a number of services for media design in the booktrailing format (Liveworksheets, Story, text and graphics editors, video editing programs) were used. The experiment involved 68 students of the second grades of Lyceum No. 21 in Kirov (Russian Federation). The students were engaged in media design as part of their extracurricular activities. The methodology for assessing the quality of primary education (authors G. S. Kovaleva, L. A. Ryabinina, T. Y. Chaban) was applied at the stage of determining the level of formed reading literacy of primary schoolchildren. The χ2-Pearson criterion was used in statistical data processing. Results. Features of the proposed model are as follows: taking into account changes in the reading literacy assessment programs; organising materials according to the extent of the used techniques; using texts of various literary genres, a new structure and format that differ from traditional linear text presentation. The structural blocks of the model are described: organizational and methodological, forming, activity-based, intellectual and creative. 11 stages when working on a booktrailer are formulated: motivation to choose works, selection of works on a certain topic, the process of reading, determining the author's idea, writing a video presentation script, distribution of voice-over roles, etc. Statistically significant differences in qualitative changes that occurred in the pedagogical system (χ2 = 8.488; p < 0.05) are revealed. Conclusion. Identifies possible difficulties in implementing the model: tracking changes in reading literacy assessment programs; choosing digital services; supporting high cognitive activity of students; searching for artistic expressive means. © 2025 Elsevier B.V., All rights reserved.