Publication Details
Abstract
In modern education, literary literacy has gained increasing significance as a multidimensional competence that fosters intellectual independence, moral maturity, and social responsibility. While traditionally associated with reading comprehension, literary literacy extends to creating meaning, developing aesthetic perception, critical thinking, and social engagement. International scholars such as Rosenblatt, Freire, and Vygotsky, alongside Uzbek researchers like Rakhmonov, Tokhliev, and Tillabaeva, have proposed diverse approaches, yet often within limited disciplinary frameworks. Despite the existence of these perspectives, there is insufficient systematic integration of pedagogical, psycholinguistic, cognitive, and neuro-pedagogical approaches into a comprehensive model of literary literacy. This study seeks to analyze literary literacy as an interdisciplinary competence, identify its core dimensions, and establish a methodological basis for its development and assessment in education. The findings highlight that literary literacy is a cognitive activity enabling learners to comprehend and analyze texts linguistically, semantically, aesthetically, and culturally, while simultaneously fostering critical reflection, personal interpretation, and moral values. The study emphasizes that its effectiveness depends on incorporating functional literacy, creativity, reflective thinking, and social responsibility as assessment criteria. The research introduces an authorial definition of literary literacy as a multifaceted competence shaped by pedagogical, psycholinguistic, and neuro-pedagogical factors, linking meaning-making with intellectual and moral development. Systematically cultivating literary literacy equips learners with the capacity for independent thought, empathy, and active citizenship, ensuring that literature education contributes to the formation of competent, creative, and socially responsible individuals in the 21st century.