KRIZA E LEXIMIT APO KRIZA E LETËRSISË (vështrim analitik dhe empirik mbi mosleximin e letërsisë në shkollat tona)
READING CRISIS OR LITERATURE CRISIS (analytical and empirical view on the lack of reading literature in our schools)

Summary/Abstract: Reading and reading literacy have been the areas of assessment of Kosovar students in the PISA test. Because the results were very discouraging, the Kosovo Pedagogical Institute undertook a research to analyze the current state of reading literacy, with a focus on reading literature in our schools. The research included a sample of 714 students aged 15, which represents 5.01% of the total population of students in this age group in Kosovo. To ascertain the current situation in reading literature, PIK created a questionnaire, the purpose of which was to collect empirical data regarding the situation in this field. The study found that 56% of students in their homes have from ten to over a hundred books of literature. The results showed that more than 71% of students have never read a book in their lives, while only 1.1% of the total number have managed to write the authors and titles of the ten books they have read in their lives. On the other hand, to see which is the literature most read by 15-year-olds, we asked specific questions and it turned out that out of the total number of students who read one to ten literature books, 88% of authors and books do not belong to Albanian literature and, especially, do not belong to Kosovo Albanian literature. It is obvious that our students usually read the literature translated by authors such as Nicholas Sparks, Danielle Steel and similar authors of ‘light literature’, while the Albanian literature written in Kosovo has the lowest readership rate. It has been found that reading is not part of the assessment of students in schools! Student assessment standards are extremely low, teachers show problems in teaching and in kowledge about literature, while Kosovo Albanian literature is not accessible and not offered to students for reading. Not reading, and neglecting national literature, in and out of school, also makes us think about the artistic and thematic values it represents, especially in post-war literary writings. The whole phenomenon can present two segments dealing with the crisis of reading as a socio-cultural phenomenon and the crisis of literature as an artistic and creative phenomenon. Recommendations from the research include interventions in subject curricula, review of accreditation of study programs that prepare language and literature teachers, government intervention in publishing policies of publishing houses, and subsidizing publications from genuine literature.

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