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2026

Reading competencies in a digital age: new directions and challenges of digital approaches to support reading

Niklas, F., Jester, M., Ehmig, S. C., Bauer, K., Bertel, S., Birnbaum, L., … John, P. (2026). Reading competencies in a digital age: new directions and challenges of digital approaches to support reading. European Journal of Psychology of Education, 41, 1–32. http://doi.org/https://doi.org/10.1007/s10212-026-01165-3 (Original work published 2026)

Abstract

This paper synthesizes insights from a scoping workshop funded by the Volkswagen Foundation that focused on reading competencies in the digital age. The purpose of the workshop was to discuss the current state of research, identify actionable next steps and outline considerations for future work in the context of learning to read in a digital world. The conference brought together German researchers with a wide range of backgrounds and expertise in reading research including computer science, psychology, language processing and educational science. Presentations and discussions during the conference centred broadly on potentials and challenges of learning to read and reading support in the context of digitalization—focusing on issues related to artificial intelligence and app-based learning. Results of the workshop and subsequent writing sessions include a synthesis of key considerations and core questions for the field of research on digital approaches to support reading. Findings highlight the need for the field at large to identify and develop digital tools for diagnosing readers’ abilities and providing them with the support they need, and to do so with increased interdisciplinary collaboration, open science practices and communication among scholars.
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John, Peter

Profilbereich

Informatik und Gestaltung

Forschungsfeld

Digitale Transformation

Data Science und Künstliche Intelligenz

Fachbereich

Fachbereich 3: Information und Kommunikation
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2026

Journal Article

Frank Niklas

Melanie Jester

Simone Ehmig

Katja Bauer

Sven Bertel

Lisa Birnbaum

Stephanie Blank

Ina Brendel‑Kepser

Renate Danhier

Thomas Ernst

Ingrid Gogolin

Knut Hartmann

Anja Heinzelmann

Stephan Kröner

Marita Konerding

Frauke Krug

Thomas Lachmann

Ulrich Ludewig

Annina Neumann

Karin Reber

Jascha Rüsseler

Daniel Schiffner

Sascha Schroeder

Hendrik van der Sluis

Peter John

Reading competencies, Digital literacy, Literacy programs, Digital media, Speech recognition and processing

2025

Digitale Prüfungen im Fach Buchhaltung – Entwicklung eines Moodle-Fragetyps

Tausch-Nebel, L., & van der Sluis, H. (2025). Digitale Prüfungen im Fach Buchhaltung – Entwicklung eines Moodle-Fragetyps. Die Neue Hochschule (DNH), (4/2025), 4. Abgerufen von https://www.hlb.de/die-neue-hochschule# (Original work published August 2025)

Abstract

Dieser Beitrag diskutiert das Problem, automatisierte und zugleich realitätsnahe digitale Prüfungen im Fach Buchhaltung mit Moodle abzuhalten. Es werden verschiedene Behelfslösungen erläutert und ein möglicher Lösungsansatz skizziert.
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Tausch-Nebel, Lasse
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2025

Journal Article

Lasse Tausch-Nebel

Hendrik van der Sluis

2024

Navigating the complexities of a changing world - Interdisciplinary Electives at Flensburg University of Applied Sciences

van der Sluis, H., & John, P. (2024). Navigating the complexities of a changing world - Interdisciplinary Electives at Flensburg University of Applied Sciences. Educational Developments, 25.4, 4. Abgerufen von https://www.seda.ac.uk/seda-publishing/educational-developments/educational-developments-issue-25-4-2024/ (Original work published Dezember 2024)

Abstract

In a competitive Higher Education (HE) landscape, universities face the challenge of developing an organisational culture that supports the needs of its staff and students. The traditional staff development approach has been the attainment of skills through teaching and the completion of certificates of learning. This article challenges that practice and seeks to make the case for a renewed focus on the importance of learning through individual and group coaching practice to be ingrained into universities, shifting from a view of staff development purely as the acquisition of skills through training and teaching and moving towards
engaged learning.
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John, Peter

Abteilung/Einrichtung

Dekanat FB3

Lern- und Sprachenzentrum (LSZ)

Forschungsfeld

Fachkräfte und Vernetzung

Fachbereich

Fachbereich 3: Information und Kommunikation
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2024

Journal Article

Hendrik van der Sluis

Peter John

2023

“You can concentrate better on the topics and invest more time in it”: A case study evaluating the impact of immersive scheduling on students

van der Sluis, H., & Tausch-Nebel, L. (2023). “You can concentrate better on the topics and invest more time in it”: A case study evaluating the impact of immersive scheduling on students. Compass: Journal of Learning and Teaching, 16(2), 16. http://doi.org/https://doi.org/10.21100/compass.v16i2.1413 (Original work published August 2023)
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Tausch-Nebel, Lasse

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Fachbereich 4: Wirtschaft
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2023

Journal Article

Hendrik van der Sluis

Lasse Tausch-Nebel
„Man ist mehr im Stoff drin“ – Befunde aus der Verblockung von Grundlagenkursen

Tausch-Nebel, L., & van der Sluis, H. (2023). „Man ist mehr im Stoff drin“ – Befunde aus der Verblockung von Grundlagenkursen. Die Neue Hochschule (DNH), (3/2023), 4. http://doi.org/10.5281/zenodo.7965492 (Original work published Juni 2023)
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Tausch-Nebel, Lasse

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Fachbereich 4: Wirtschaft
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2023

Journal Article

Lasse Tausch-Nebel

Hendrik van der Sluis

Publikationen

2026

Reading competencies in a digital age: new directions and challenges of digital approaches to support reading

Abstract

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2025

Digitale Prüfungen im Fach Buchhaltung – Entwicklung eines Moodle-Fragetyps

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2024

Navigating the complexities of a changing world - Interdisciplinary Electives at Flensburg University of Applied Sciences

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2023

“You can concentrate better on the topics and invest more time in it”: A case study evaluating the impact of immersive scheduling on students

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„Man ist mehr im Stoff drin“ – Befunde aus der Verblockung von Grundlagenkursen

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