Historical dataset showing Norway literacy rate by year from N/A to N/A.

Norway: Female literacy rate, ages 15-24: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for Norway from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

After a dip in 2021, the share of Norwegian population reading books daily returned to previous levels and stood at ** percent in 2023. Interestingly, during the pandemic years, book reading seems to have dropped in popularity in Norway.

Norvège: Youth literacy rate, ages 15-24: Pour cet indicateur, UNESCO fournit des données pour la Norvège de à . La valeur moyenne pour Norvège pendant cette période était de pour cent avec un minimum de pour cent en et un maximum de pour cent en .

This data set contains the replication data and supplements for the article "Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students". The data was collected as part of the contact author's PhD research on information literacy (IL). The following files are included in this data set: 1. A 21-item information literacy test for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item, and the correct answer is indicated. The English and Norwegian versions of the test are included in this file. 2. A data file with survey results from 760 Norwegian and international students at three levels of higher education: bachelor, master's and PhD. The data was collected in Qualtrics from fall 2019 to fall 2020. 3. A README file which explains the data file. 4. Supplement 1 contains supplementary descriptive statistics and analyses regarding students' estimated test scores. 5. Supplement 2 contains supplementary descriptive statistics for survey questions regarding students' interest in being/becoming information literate, their need for more skills in IL, and the effort they are willing to put into developing stronger IL skills. 6. Survey questions related to interest - specifically students' interest in being or becoming information literate - in 3 parts (all in English and Norwegian): a) information and questions about the 4 phases of interest; b) interest questionnaire with 26 items in 7 subscales (TRIQ); c) Survey questions about IL and interest, need, and intent. 7. The project's data management plan, sent to Norwegian Centre for Research Data (in Norwegian). 8. Norwegian Centre for Research Data's approval of the Data Management Plan (in Norwegian). 9. Consent form for participants in Norway (in Norwegian).

In 2023, Norwegians spent ** minutes daily with literature. However, over previous two years, the average daily time spent reading books in Norway has slightly decreased. In 2021, Norwegians spent ** minutes per day reading books.

This data set contains the replication data and supplements for the article "Knowing, Doing, and Feeling: A three-year, mixed-methods study of undergraduates’ information literacy development." The survey data is from two samples: - cross-sectional sample (different students at the same point in time) - longitudinal sample (the same students and different points in time)Surveys were distributed via Qualtrics during the students' first and sixth semesters. Quantitative and qualitative data were collected and used to describe students' IL development over 3 years. Statistics from the quantitative data were analyzed in SPSS. The qualitative data was coded and analyzed thematically in NVivo. The qualitative, textual data is from semi-structured interviews with sixth-semester students in psychology at UiT, both focus groups and individual interviews. All data were collected as part of the contact author's PhD research on information literacy (IL) at UiT. The following files are included in this data set: 1. A README file which explains the quantitative data files. (2 file formats: .txt, .pdf)2. The consent form for participants (in Norwegian). (2 file formats: .txt, .pdf)3. Six data files with survey results from UiT psychology undergraduate students for the cross-sectional (n=209) and longitudinal (n=56) samples, in 3 formats (.dat, .csv, .sav). The data was collected in Qualtrics from fall 2019 to fall 2022. 4. Interview guide for 3 focus group interviews. File format: .txt5. Interview guides for 7 individual interviews - first round (n=4) and second round (n=3). File format: .txt 6. The 21-item IL test (Tromsø Information Literacy Test = TILT), in English and Norwegian. TILT is used for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item. This test is a "KNOW-measure," intended to measure what students know about information literacy. (2 file formats: .txt, .pdf)7. Survey questions related to interest - specifically students' interest in being or becoming information literate - in 3 parts (all in English and Norwegian): a) information and questions about the 4 phases of interest; b) interest questionnaire with 26 items in 7 subscales (Tromsø Interest Questionnaire - TRIQ); c) Survey questions about IL and interest, need, and intent. (2 file formats: .txt, .pdf)8. Information about the assignment-based measures used to measure what students do in practice when evaluating and using sources. Students were evaluated with these measures in their first and sixth semesters. (2 file formats: .txt, .pdf)9. The Norwegain Centre for Research Data's (NSD) 2019 assessment of the notification form for personal data for the PhD research project. In Norwegian. (Format: .pdf)

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Norway High School vs. Michigan and Norway-Vulcan Area Schools

The Adult Literacy and Life Skills Survey (ALL) is a large-scale co-operative effort undertaken in 2003 and in some countries in 2006 to 2008, by governments, national statistics agencies, research institutions and multi-lateral agencies. The ALL study builds on the International Adult Literacy Survey (IALS), the world's first internationally comparative survey of adult skills undertaken in three rounds of data collection between 1994 and 1998. The main purpose of the survey was to find out how well adults used printed information to function in society. Survey data include background information (demographic, education, language, labour force, training, literacy uses, information and communication technology, income) and psychometric results of respondents' proficiency along four skill domains: prose and document literacy, numeracy and problem-solving. This data file is a compilation of the ALL datasets received for a group of seven countries or regions that collected data in 2003, they include Bermuda, Canada, Italy, Norway, Switzerland, the United States and the Mexican State of Nuevo Leon. Another group of three countries collected their data in 2006 or 2008. They include Hungary, Netherlands, New Zealand.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Norway J7 School District vs. Wisconsin

This dataset tracks annual reading and language arts proficiency from 2016 to 2022 for Norway Elementary School vs. Iowa and Benton Community School District

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Muskego-Norway School District vs. Wisconsin

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Drought Elementary School vs. Wisconsin and Norway J7 School District

The main objective of the SIMCUR research project is to uncover the processes underlying developmental resilience in children from immigrant families during the transitions to primary and secondary education in three European countries. These processes are examined at the levels of the individual, the family, the school, and the community. By comparing children in Germany, the Netherlands, and Norway, the study also elucidates the impact of broader societal influences. In a longitudinal cohort design based on the two school transitions, we studied 880 migrant families with origins in Turkey allowing across- country comparisons. Mastering major educational transitions is a critical indicator of social integration and is related to individual psychosocial adaptation. For the primary school transition, 364 children from Turkish migrant families (cohort 1) were assessed at ages 5, 6, and 7 in the three participating countries. For the secondary school transition, we assessed 256 children in a second cohort of children at ages 12, 13, and 14. Because this transition takes place earlier in Germany, this country had an extra cohort of 147 children assessed at ages 9, 10, and 11. At each assessment, variables from all levels of functioning are measured using multiple methods (behavioral observation, interviews, tests, and surveys), obtained from multiple sources (mothers, fathers and children).

Parents 1. Mother questionnaire:

Category 1: Background Family situation: relation to the child / father; caregiver; number of children, marital status; health; education, work and economic situation: years of schooling, ISCED; gainful employment; working hours; total income; neighborhood: managing to make it (length of residence), NICHD (National Institute of Child Health and Human Development); Collective Efficacy Scale; activities at home: literacy and media at home; language use in reading and watching TV; language: language proficiency Turkish and majority language; importance of child language use; language use in Turkish and majority language; culture: MEIM-R (Multigroup Ethnic Identity Measure - revised); questions from ICSEY study (International Comparative Study on Ethnocultural Youth; acculturation stress; discrimination; religion: religious affiliation; role of religion in parenting.

Category 2: Child Behavior: CBQ (Child Behavior Questionnaire), EATQ-R (Early Adolescent Temperament Questionnaire - revised); parenting: discipline; EMBU (Egna Minnen Beträffande Uppfostran (´My memories of upbringing´); aspirations and expectations: schooling you would lke/actually expect your child to complete; school: child preschool attendance; parent-teacher involvement, parent-teacher responsibility, confidence in school/teacher; get ready for school; transition; strengths and difficulties: SDQ (Strength and Difficulties Questionnaire); friends: number of friends; frequency of playing; language: child´s language use.

Category 3: Yourself Your life: SWLS (The Satisfaction with Life Scale); task division; social network: Oslo 3-item social support scale; relationship to neighbors; daily life: daily hassles; relationship: VGP (Vragenlijist voor Gezins Problemen); feelings: CES-D 10 (Center for Epidemiologic Studies Short Depression Scale); family: FAD (Family Assessment Device); values: perceived achievement values; familiy collectivist values.

Mother interview: Family history: family tree, reason for migration; legal status; neighborhood: NICHD (National Institute of Child Health and Human Development); managing to make it (Subscale: community services); car/driver´s license; living situation: living space; daily schedule: daily schedules; spare time; activities at home: media use at home.

1. Father questionnaire:

Category 1: Background Language: language proficiency Turkish and majority language; importance of child; language use in Turkish and majority language; culture: MEIM-R (Multigroup Ethnic Identity Measure - revised); questions from ICSEY study (International Comparative Study on Ethnocultural Youth); acculturation stress; discrimination; religion: religious affiliation; role of religion in parenting.

Category 2: Child Parenting: EMBU (Egna Minnen Beträffande Uppfostran (´My memories of upbringing´); school: parent-teacher-responsibility; SDQ (Strength and Difficulties Questionnaire).

Category 3: Yourself Parenting: task division; relationship: VGP (Vragenlijist voor Gezins Problemen, Subscale: partner relationship/...

According to a survey from 2022, almost one in three Norwegian respondents stated to have read books aloud to their children daily in the previous year. A total share of nearly ** percent stated to have done so at least once a week (or more frequently) in 2021. On the contrary, ** percent of respondents said they either read to their children less than once a month or never.

The popularity of reading printed newspapers in Norway daily has dramatically decreased since 2009. As of 2023, just ** percent of Norwegians stated to have read printed newspapers on an average day, compared to ** percent in 2009.

This dataset tracks annual reading and language arts proficiency from 2010 to 2018 for Country Meadows Elementary School vs. Wisconsin and Muskego-Norway School District

In 2023, the share of the Norwegian population reading newspapers daily was 17 percent. This showed a slight drop from the 21 percent of Norwegians who said they were reading newspapers on a daily basis in the previous year.

In 2023, Norwegians aged 67 to 79 years spent on average ** minutes per day reading books. By comparison, the average daily time spent among 9 to 15 year olds amounted to ** minutes. In total, the average daily reading time in Norway amounted to ** minutes that year.

The share of the Norwegian population who read newspapers on an average day was increasing with the level of education in 2019. 42 percent of people having reached the first and second stage of tertiary education read newspapers daily.