Oksana ISAYCHEVA,

Municipal Budgetary Educational Institution

‘Kiyatskaya Secondary School’ of Buinsky

Municipal District of the Republic of Tatarstan

functional literacy, Unified Text Day, interdisciplinary approach, reading literacy

In the 21st century the educational landscape is defined by rapid socio-economic and technological changes. The labor market increasingly demands specialists capable of critical thinking, problem-solving and continuous adaptation. In this context functional literacy (FL) evolves from an educational objective into a crucial social and economic phenomenon linked to individual well-being and national advancement [Bugaievska 2012, 22/257: 73–79]. Since W.S. Gray’s initial definition of FL as independent reading and writing [Gray 1956] the concept has significantly expanded. Today it encompasses a complex set of knowledge, skills and strategies that enable a person to function effectively and participate fully in society using contemporary knowledge and technologies [Voronovych 2019, 5/1: 18–45]. It is a ‘literacy for life’ integrating legal, professional, environmental and civic dimensions.

A core component of FL is reading literacy. Contemporary frameworks, including the PISA assessment, conceptualize it not merely as decoding text, but as a multifaceted competency involving understanding, utilizing, critically evaluating and reflecting upon written materials to achieve personal objectives, construct knowledge and engage with one’s community. However, international assessments like PISA reveal persistent challenges with Russian studies indicating that without targeted development students’ reading literacy may stagnate or even regress. This highlights a critical gap as traditional subject-isolated approaches fail to equip students for complex tasks like searching, integrating and evaluating information from multiple sources [Гостева 2019, 1/4(61): 34–57].

This identified gap necessitates innovative pedagogical technologies that are variable, flexible, and intensive, moving beyond standardized literacy programs [Bellahsène 1973]. The technology of the ‘Unified Text Day’ (UTD) presents a promising response to this challenge. While the practical aspects of UTD have been outlined in methodological literature [Киселева 2018; 2019; 2020], its potential as a systematic, interdisciplinary tool for developing functional literacy within the framework of modern educational demands requires deeper theoretical and empirical investigation. This article aims to bridge this gap by analyzing the UTD technology through the lens of functional literacy development and presenting a case study of its implementation.

The ‘Unified Text Day’ (UTD) is an educational technology based on a systematic interdisciplinary approach to working with a single text across different subjects during one school day. Its goal is to holistically develop students’ reading skills demonstrating the universal application of textual information and fostering a unified scientific worldview.

The implementation of UTD is a meticulously planned multi-stage process:

Formation of a working group and theoretical preparation. A dedicated team of educators is established, and its members undergo preparatory training to internalize the core concepts and methodologies underpinning the Unified Text Day.

Text selection. The process involves identifying a text with substantial conceptual depth that facilitates cross-curricular linkages. Criteria for selection include relevance to the curriculum, appropriateness for the students’ developmental stage and the capacity to stimulate engagement and analysis across diverse academic disciplines. The final choice is subject to collective deliberation and endorsement by the pedagogical working group.

Lesson planning and final task development. Educators from different subjects engage in collaborative design of lesson plans and jointly create a culminating diagnostic task that assesses integrated skills.

Scheduling. A customized schedule is devised for the day. The sequence typically commences with a foundational lesson (such as Russian Language or Literature), dedicated to a detailed introduction and initial deconstruction of the text. Following lessons (e.g., in Maths, Foreign Language or Social Studies) then leverage this shared textual foundation, exploring it through the specific lens and methodology of their respective disciplines.

Official mandate. The school administration formalizes the event through an official directive which clearly stipulates the date, the approved schedule and the specific roles and responsibilities of all participating staff members.

Implementation. The planned educational activities are executed throughout the school day.

Reflection. Surveys are conducted among students and teachers to gather feedback on the process and outcomes.

Analysis and discussion. A roundtable discussion is held to analyze the results, challenges and successes of the project providing a basis for future improvements.

Case study. Implementing UTD in Grades 10-11.

For the practical implementation in grades 10-11, the text ‘The Feat of the Kremlin Cadets’ was selected for its high interdisciplinary potential and educational value in fostering historical memory and patriotism.

The school day was structured as follows:

Russian language lesson. The session focused on deep textual analysis. Students conducted a thorough examination of the text, identifying its central theme and message, discerning the author’s intent, interpreting nuanced meanings and critically assessing its content and structure. They learned to formulate and defend their own point of view based on the text, developing skills in integration, interpretation and critical reflection [Гостева 2019, 1/4(61): 34–57].

Maths lesson. Students analyzed the event quantitatively solving problems with percentages and motion using data extracted from the text. This developed mathematical literacy by applying reasoning to a historical context.

English language lesson. Tasks included translating excerpts and discussing the event’s significance fostering intercultural comparison.

Educational session (Life Safety/Social Studies). This session broadened the perspective guiding students to examine wider concepts such as civic responsibility, personal bravery and historical interpretation. Using the primary text as a springboard students connected its narrative to personal family histories and supplementary materials, facilitating a more profound contemplation of the event’s societal impact.

At the end of the day students completed a comprehensive diagnostic essay to assess their level of reading comprehension and ability to synthesize information from the day’s activities. A reflective survey indicated a significant increase in student engagement and a heightened understanding of the text’s multifaceted nature.

The analysis of the ‘Unified Text Day’ technology and its practical application allows for several conclusions that address the initial research gap.

Firstly, UTD embodies key FL principles [Bellahsène 1973] by being variable, flexible and integrative. Engaging with a single text across disciplines compels students to revisit it from various angles, training a comprehensive suite of competencies from information retrieval to complex evaluation [Гостева 2019, 1/4(61): 34–57].

Secondly, UTD tackles ‘functional illiteracy’ by creating simulated real-life situations where students use text to solve problems and articulate positions, aligning with the modern understanding of FL as using knowledge to participate in society [Voronovych 2019, 5/1:18–45].

Thirdly, the case study shows UTD fosters meta-subject skills and critical thinking. Participant feedback revealed increased motivation with students beginning to perceive texts as dynamic sources of information applicable across learning and life.

In summary, the ‘Unified Text Day’ technology stands out as a pertinent and impactful interdisciplinary strategy for cultivating functional literacy among secondary school students. It effectively overcomes the constraints inherent in subject-siloed reading instruction by offering a unified, practice-oriented and stimulating educational model. Promising avenues for further investigation include designing controlled experiments to quantify the effect of systematic UTD application on student performance in standardized national and international literacy tests. Additionally, research could explore the customization and efficacy of this technology for various educational stages and institutional settings.

References

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