Innovation in Language Learning

In the 21st century, in first-language didactics, two concepts are increasingly at the forefront: Firstly, social changes with population fluctuation and encounters between different cultures have been stimulating reflection on inter- and intra-linguistic and cultural diversity, which require the development of critical communicative competence. Secondly, digital technologies and new media require the speaker to develop digital communicative competence. While both basic concepts are often discussed separately in didactic literature, we suggest they are closely interconnected. Namely, the multimedia and interactive character of the digital world demands flexibility and a critical attitude from users, who must constantly select and reflect on various roles, discourses, and information. Due to the complexity of the topic, a discussion will primarily focus on reading and the importance of systematic development of critical reading as well as digital reading competence in first-language classes. Therefore, the article will discuss what distinguishes critical reading from uncritical and the most significant differences between non-digital and digital reading. Finally, based on the results of the Pisa 2018 survey, in which the scores of Slovenian secondary school students were significantly lower than those of their Finnish peers, especially on the highest reading level and in tasks regarding digital skills, the inclusion of digital and critical reading in two curriculums will be compared.