Basic Literacy Research Articles

Reform and Innovation of Teaching Music Curriculum in Colleges and Universities by Applying Cognitive Mapping

Abstract This paper proposes a teaching innovation based on cognitive mapping to address the current problem of dull music teaching in colleges and universities. The combination of BERT-weighted sentence vectors and IDCNN is used to label music topics in cognitive mapping, while music emotion labeling is achieved using BiGRU-Attention. The above music labeling is integrated into the construction of a teaching-oriented cognitive map, and a learning path planning method based on the RippleNet algorithm is proposed under the cognitive map. The teaching effect under the application of cognitive mapping was evaluated in terms of basic literacy and emotional expression after verifying the applicability of the learning path using DCG indicators. As a whole, the student’s basic music literacy improved by an average of 5.16 points in the first stage and by an average of 7.67 points in the whole stage analyzed. The fastest improvement was in Sample 22, which improved by 9.9 points in the first stage and another 3.7 points in the second stage. Learning path planning with the help of cognitive mapping is feasible in the reform of music teaching in colleges and universities.

100 years of international cooperation in education: Some takeaways from my 55 years of involvement

This article reviews my involvement since the late 1960s in education development, largely in developing countries. It focuses on what became the two cornerstones of my career: (i) Achieving universal primary education (UPE), especially in sub-Saharan Africa (SSA), and (ii) Promoting international cooperation in education. Half of my career was spent working as staff or consultant for the World Bank. The remainder was spent as staff of UNESCO (ten years), OECD (two), and Norwegian institutions (five), and as an independent consultant. While the issues have evolved over time, the world community still faces major and urgent challenges in the afore-mentioned areas. A large proportion of young people in poor countries, especially in SSA, continue to enter adulthood without basic literacy and numeracy skills. And, while it is more needed than ever, effective multilateral cooperation -- that goes beyond pious wishes voiced at global conferences to actual implementation -- faces complex new challenges in today’s increasingly interdependent, multi-polar world. Though progress has been mixed in the two areas to which I have devoted my career, I do not regret having done so. More than ever, progress in both areas is vital for securing the brighter future we all want, and I am happy to have been part of my generation’s efforts in this regard. I hope that the next generations will turn past lessons into stronger and more effective actions. The onset of the COVID pandemic gave a strong impetus to improved education cooperation. I hope that the many urgent challenges threatening our common future -- challenges that no country, however strong, can handle alone – will give the global community the necessary jolt to strengthen the ability of the multilateral system to deliver more effectively the global public good functions needed to address these challenges.

포스트 챗GPT 시대에 평생 필자 기르기

This study identifies previous approaches to developing learners as lifelong writers and explores their pedagogical implications in the current era of generative artificial intelligence (AI). First, we reviewed the theoretical background of lifelong writers, the ecology of written language, vernacular literacy, and teaching readers. We derived that to develop lifelong writers, learners should: (1) lower the psychological barriers to using written language, (2) make written texts authentic, and (3) have a sense of belonging and control over writing. Next, we examined how these principles (1)~(3) should be transformed and applied based on the characteristics of generative AI. The following were discussed: checking content for accuracy, credibility, and fairness in a case of hallucination; fostering basic literacy to generate questions or prompts; reflecting based on self-regulated learning and epistemology; and engaging in writing with ownership, belonging, and responsibility. This work will contribute to the refining of the educational content of the “values and attitudes” category, while achieving its purpose.

Analysis of the Need for Teaching Materials for Japanese Writing Courses (Sakubun II) Based on 21st Century Skills

This study aims to collect the information needed to find a form of teaching material that fits the needs of students and the demands of a new 21st-century skill-based curriculum in writing courses at the basic secondary level (Sakubun II). The research method used is R&D with a mixed approach. These qualitative and quantitative approaches aim to describe the needs of students, lecturers, and study programs for writing teaching materials following the 21st-century curriculum. Data collection techniques were carried out in three ways: reviewing documents, questionnaires, and observation. The results showed that the Japanese Language Education Study Program FBS UNJ needed teaching materials focused on achieving writing skills and could also motivate students to have ideas and be creative in writing easily. Regarding the structure of teaching materials, various teaching materials are needed to encourage students to write in digital literacy discourse. From the questionnaire results, three needs were found at the top level, namely the need for teaching materials that focus on critical thinking skills, creativity, and basic literacy, so the portion of activities that can accommodate these needs must be enlarged.

Science Literacy Assessment Instrument for Additives and Addictive Substances: Development, Validation, and Rasch Model Analysis

Science literacy is one of the areas of basic literacy that PISA focuses on. Science literacy is essence of learning in the 21st century. The purpose of this study is to develop and validate instruments to assess science literacy in the area of additives and addictive substances. The researcher refers to the modified PISA framework and Bloom's Revised Taxonomy. The developed instrument was tested for reliability and validity using the Aiken V method and the Rasch model. The research respondents consisted of 47 students from two junior high schools: a public school and a private school that has been accredited A. The results of the analysis showed that the instrument has validity. The results of the analysis showed that of the 25 items given there were 24 valid items, the resulting Cronbach's alpha value of 0.86 showed very good criteria, it can be concluded that the instrument has high validity and good reliability. This instrument is expected to be used to measure the quality of education and science literacy of students in Indonesia.

Gender-Gap in Internet Literacy in India: A State-Level Analysis

Internet literacy is the knowledge of using internet facility, deals with intellectual ability of men and women. Internet plays very important role in our daily life to live, learn, work in a society to access information, knowledge, entertainment and improve our skills and internet literacy is one of the basic literacy whereas the gender gap is difference between men and Women in social, political, intellectual, cultural, economic attainments’ or attitudes. The present study analyses gender gap in internet literacy in India using National Family Health Survey (NFHS) 5 data employing descriptive statistics, and t test. Study analyses gender gap in internet literacy in all the states of India shows clearly there is considerable level of gender gap among men and women. The finding indicates that just 63.06% of males and 40.65% of females have ever used the internet. Assam has one of the lowest rates of male Internet literacy in India, whereas Goa has one of the highest (82.90). Bihar has the lowest percentage of Internet-literate women, while Sikkim has the most. The gender disparity is most in the state of Telengana, with a score of 30.9, followed by Chhattisgarh (29.6), and it is at its smallest in the state of Sikkim, with a score of 1.5 and the gender difference seems to be more than 20 in the majority of the states.

Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.

In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments, and (2) whether gains in language, a more complex skill, predicted these outcomes after controlling for more basic emergent literacy skills. There were 724 participating children (mean = 57 months; 51% male; 76% White, 12% Black, 6% multiple races, and 5% Hispanic or Latino). We found that language gains significantly predicted kindergarten readiness when estimated in isolation (effect = 0.24 SDs, p < .001), but not when gains in letter knowledge and phonological awareness were also included.

PENDAMPINGAN PENGUATAN LITERASI DASAR (MEMBACA, MENULIS, DAN BERHITUNG DI SDN 2 DUMAN

International and national survey results categorize Indonesia as low in literacy skills. In order to improve literacy skills in schools, Kemdikbud launched the School Literacy Movement (GLS). To realize this goal, the Participatory Work Lecture (KKP) group of UIN Mataram were located in Duman Village, West Lombok implemented a basic literacy strengthening work program at SDN 2 Duman. The method used is participatory action research (PAR) which consists of problem identification, focus group discussion, implementation and evaluation. After the activities were carried out, the results obtained were an increase in students' basic literacy as shown by the ability to read, write and count for students who previously could not read, write and count. In addition, there was an increase in students' interest and motivation in reading, writing and counting. This activity also received a good response from students, teachers and the community with a satisfaction level percentage of 92.5%. Keywords: literacy, reading, writing, numeracy

The way we were

One of the most significant accomplishments of the twentieth century – in Western societies – has been the achievement of basic literacy for almost the entire population. The past century also witnessed the development of some immensely powerful literacy methodologies, the well known of them drawn on by Paulo Freire. In this regard, I believe the need exists to reflect on the contributions to literacy development in the past century towards the new twenty-first-century scenario characterised by the great diversity in terms of language, digitalisation, migration, among other variables. What are those contributions? In this article, I wish to expand on the following aspects. Literacy, according to Freire, is about naming the world, not just words. It is also about how individuals organise their relationships and the processes involved in becoming a person, as emphasised by socio-cultural psychologists. Who are illiterate individuals? This question has gained prominence in recent times as the concept of literacy and the notion of being illiterate have undergone significant changes. Concepts such as the “culture of silence” and the ongoing need to live with others are important here. Finally, a further contribution is to consider that the teaching methodology needs to be consistent with people’s environment and should be meaningful to them.

Prediction and Analysis of Transcription Factor Binding Sites: Practical Examples and Case Studies Using R Programming.

Transcription factors (TFs) bind to specific regions of DNA known as transcription factor binding sites (TFBSs) and modulate gene expression by interacting with the transcriptional machinery. TFBSs are typically located upstream of target genes, within a few thousand base pairs of the transcription start site. The binding of TFs to TFBSs influences the recruitment of the transcriptional machinery, thereby regulating gene transcription in a precise and specific manner. This chapter provides practical examples and case studies demonstrating the extraction of upstream gene regions from the genome, identification of TFBSs using PWMEnrich R/Bioconductor package, interpretation of results, and preparation of publication-ready figures and tables. The EOMES promoter is used as a case study for single DNA sequence analysis, revealing potential regulation by the LHX9-FOXP1 complex during embryonic development. Additionally, an example is presented on how to investigate TFBSs in the upstream regions of a group of genes, using a case study of differentially expressed genes in response to human parainfluenza virus type 1 (HPIV1) infection and interferon-beta. Key regulators identified in this context include the STAT1:STAT2 heterodimer and interferon regulatory factor family proteins. The presented protocol is designed to be accessible to individuals with basic computer literacy. Understanding the interactions between TFs and TFBSs provides insights into the complex transcriptional regulatory networks that govern gene expression, with broad implications for several fields such as developmental biology, immunology, and disease research.

Increasing Children's Basic Literacy Through Storybook Media

Activities to improve basic literacy through reading storybooks are carried out daily, one of the efforts to enhance students' Basic Literacy skills. This research aims to understand how storybooks are used as a medium to improve the basic literacy skills of early childhood. The subjects in this research were teachers, students, and parents of group B students at the Mertelu Guyangan PKK Kindergarten. Reading storybook media improves basic literacy by observing and gathering information regarding storybook reading activities by children, teachers, and parents at school, the types of books children like, and the benefits of reading storybooks in improving basic literacy skills based on observation and analysis.

21st-century skill-based literacy learning guide for elementary schools

Reading literacy is a basic literacy that must be learned early on. Many studies have studied solutions for improving student writing skills, but most of these studies only examine how to create learning by collaborating learning with literacy programs, making reading corners and developing books that can be used to improve basic literacy. However, the solution has not been effective in optimizing literacy learning. Therefore, this study aims to produce a Literacy Learning Guide to Skills Based on 21st Century Skills in Elementary Schools. This study uses the Four-D development model consisting of 4 stages, namely, define, design, develop, and disseminate. The subjects in this study are content experts, learning design experts, and teachers. Sampling in this study was carried out using saturated sampling techniques with samples obtained from all SD Piloting K13 in Buleleng District. The number of samples in this study was grade 3 elementary school teachers with 9 people and class III students totaling 61 students. Data collection is carried out by the method of observation and distribution of questionnaires. The data analysis technique used is qualitative and quantitative analysis techniques. The results of this study indicate that the literacy condition of reading students is still said to have not been maximized because of their ability to read and write. The results of this study also show that the Literacy Literacy Learning Guide based on Abab-21 skills is needed in elementary schools, and the effectiveness of the 21st Century Ib-Based Literacy Literacy Learning Guidelines for elementary school students is declared effective.

Educational technology for reading instruction in developing countries: A systematic literature review

AbstractDespite significant initiatives to improve education globally, policy makers and researchers are concerned about literacy outcomes in developing countries, as students lack basic literacy skills even after many years in schooling. Educational technology has been championed as a potential solution to low‐quality education in developing countries, yet little rigorous research on this topic exists. Since Covid‐19 has caused enormous global disruption and teachers have been forced to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital. This systematic review of the literature analyses and synthesises the range of international research available on educational technology to improve reading in developing countries. This review includes primary qualitative, quantitative and mixed methods studies, which were analysed using thematic synthesis. The review concludes that there is some suggestive evidence that reasons for the success of educational technology literacy interventions may include ongoing teacher professional development, interactive multimedia features, and a focus on phonics and progressive reading skills. The current limited research base supports technology designs that are adaptive, engaging, and child‐centred, utilising software that can differentiate for students' levels. Engaging the community using context‐specific resources and incorporating the technology into a broader literacy programme and pedagogy, were also features highlighted in multiple studies. However, with a limited number of studies the strength of the evidence is weak; therefore, definitive conclusions cannot be made. The findings provide some suggestive evidence that could guide future research. Context and implicationsRationale for this studyThis systematic review addresses the gap in current research into which types of educational technology are effective for the teaching of reading in developing countries. By synthesising the findings of qualitative, quantitative and mixed methods primary studies, this review presents tentative recommendations for policy makers and future research.Why the new findings matterThe findings present specific features of effective educational technologies that could be used by policy makers to improve literacy outcomes. This is directly relevant for the millions of students in developing countries who lack literacy skills even after many years in school. Educational technology is widely used and promoted as a solution for improving educational or literacy outcomes in developing countries, yet little rigorous research exists. This systematic review addresses this by synthesising existing research and highlighting areas for future research. Since Covid‐19 caused teachers to adopt technology globally, research into the effectiveness of using technology for teaching literacy in low‐income contexts is vital.Implications for research and practiceThis systematic review synthesises current research so that policy makers have guidelines when designing interventions. The review provides a comprehensive map of existing literature and gaps for researchers. Based on the findings from this systematic review, policy makers are encouraged to consider how technology engages students through multimedia and interactive features, is adapted to the local context and language, and is differentiated to students' different ability levels. Policy makers should also consider how technology supports student learning through the scaffolding of specific reading skills with a holistic connection to a broader literacy programme, teacher training and the local curriculum. Since little quality data exists in this area, these recommendations for policy are tentative, and it is recommended future research further explore some of the promising features that were found in numerous successful interventions.

PROBLEMATIKA GURU DALAM MENINGKATKAN KEMAMPUAN LITERASI SISWA PADA KELAS II SDN 1 MEDANA TAHUN PELAJARAN 2023

Basic literacy learning is a concrete step for teachers to improve student learning abilities so that they are able to support student activities in the learning process in the classroom. The aims of this study were 1) to analyze the implementation of basic literacy learning for students in grade II SDN 1 Medana; 2) To analyze the obstacles experienced by the teacher in learning the basic literacy of reading and writing students in class II of SDN 1 Medana: 3) To provide solutions that are used by the teacher to overcome the obstacles experienced in learning the basic literacy of reading and writing students in class II of SDN 1 Medana.&#x0D; The method used in this research is to use a qualitative research approach. The data collection used in this study is the method of interviews, observation and documentation. While the data analysis uses the stages of data collection, data presentation, and conclusions.&#x0D; The results of this study are: 1) Implementation of basic literacy learning to read and write students in class II SDN 1 Medana. Implementation of basic literacy learning in elementary schools at low grades requires teacher readiness both in terms of competence, especially pedagogic competence, especially when teachers teach in elementary schools. Because elementary school is the most important institution in increasing each student's interest, talent and motivation so that they are able to develop each competency they have, namely cognitive, affective and psychomotor through learning basic literacy (reading and writing: 2) Obstacles experienced by teachers in learning basic literacy reading and writing students in class II SDN 1 Medana. Obstacles experienced by teachers in learning basic literacy consist of internal factors, namely consisting of students and teachers. While external factors consist of the library and school and family environment: 3) Solutions used by teachers to overcome obstacles experienced in learning basic literacy in reading and writing students in class II SDN 1 Medana. The solutions used in overcoming the problems faced by teachers in the implementation of basic literacy learning lead to increasing the competence of teachers and students so that they can work together in increasing the basic literacy abilities of students in schools in the learning process seen from the internal side. As for the external side, it leads to mileu (environment) which is able to support student activities in learning, besides the library which is another support.

The Practicality of Developing a Multi-Split Model Based on the Hands-on-Mind Approach as a Reconstruction of Basic Literacy and Character Values

West Kalimantan is a province in Indonesia with the longest border with foreign countries. Therefore, education in these areas must be paid close attention to so that students can obtain optimal learning competency results and master basic literacy and character values as catalysts for understanding, awareness, and attitudes toward the pillars of national and state life. This study aims to determine the practicality of developing a multi-split model based on the hands-on-mind approach that can be used to reconstruct basic literacy and character values in the border areas of West Kalimantan and Malaysia during the COVID-19 pandemic. The research method used was research and development (R&amp;D). The source of the data in this study was obtained from the results of field trials; thus, the practicality of developing a multi-split model based on the hands-on-mind approach observed by two teachers could be seen. The results of the practicality analysis showed that (1) the implementation of learning using a multi-split model based on a hands-on-mind approach reached an average score of 3.23 with good criteria, (2) student activities got an average score for each activity of at least 3.16 with good criteria and (3) the obstacles experienced by students were not familiar with the pattern of the learning process using this model; consequently several student activities could not run optimally.

Motivate and Engage Our Youngest Writers

AbstractResearch suggests that when young children have many opportunities to write they start believing they are the sort of people who can write for intellectual, academic, and social purposes. They also learn foundational reading skills. Project‐like compositional writing involving design, strategies, and problem solving versus functional writing or shorter writing episodes, promises even more benefits. A question for teachers is how might we motivate young children toward complex projects when they are still learning basic literacy concepts. We take up this problem by focusing on the conditions under which young children might be motivated to write, specifically through the lenses of self‐determination theory and engagement. We suggest that making books, a complex compositional activity, linked to shared reading and study of multimodal picture books, combine for a vigorous social practice where children's motivational needs can be met. We offer practical recommendations for facilitating motivated, engaged writing in a classroom.

Health literacy interventions in adult speech and language therapy: A scoping review.

Reduced health literacy can negatively impact care seeking, satisfaction with careand overall health outcomes. These issues are particularly common among people living with communication difficulties who are seeking care from speech and language therapists (SLTs). As such, the SLT must be aware of and sensitive to health literacy needs within their clinical practice, proactively adapting materials and resources to the health literacy needs of their patients. Despite this required core competency, little is known about the health literacy interventions used by SLTs when working with adult patients, and as such, there is limited and unclear guidance for the practicing clinician, leading to potentially suboptimal care delivery. To explore the characteristics of health literacy interventions discussed in the literature for use by SLTs with adult patients. PubMed, CINAHL, Web of Scienceand The Cochrane Database of Systematic Reviews were searched. Conference proceedings of the annual scientific meetings of the European Society for Swallowing Disorders and the Dysphagia Research Society were also searched. Grey literature was searched via the Open Grey database and, hand-searches of reference lists from included studies were conducted by both authors. Published and unpublished research investigating health literacy interventions provided by qualified SLTs providing care to adult patients in any setting for any speech and language related concerns. No language, geographic, study designor publication date limitations applied. Eligible participants in these studies were classified as: (1) patientsand (2) professionals. Data werecharted in accordance with guidelines from the Joanna Briggs Institute and the PRISMA ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) independently by both authors. A total of 1112 potentially eligible studies were identified in the initial search, with 15 studies ultimately included in the synthesis. Study design and quality varied significantly. Most explored basic functional health literacy or narratively described core components of health literacy, which an SLT should understand, without employing an investigative research design. Limited research has been conducted onthe use of health literacy interventions within adult speech and language therapy practices. This finding is significant as SLTs regularly work with people living with communication problems, and therefore, addressing health literacy should be a core tenet of service delivery. There is a need for valid, reliableand rigorous investigations of health literacy interventions within speech and language therapy to ultimately improve future patient access to and benefit from the care provided. Patient public involvement in review studies is an emerging area. Due to resource issues, it was not possible to include this element in this study.

Green Education: A Sustainable Development Initiative with the Power of Artificial Intelligence (AI)

AI has the power to revolutionize the way we teach, learn and train. It can be applied to a wide range of educational topics, from basic literacy to advanced material. AI can help us make more effective use of our knowledge and resources, making learning more accessible, enjoyable, and efficient. AI can also help create more sustainable development initiatives by allowing us to use fewer resources and more efficiently. By combining AI with green education, we can create a comprehensive approach to sustainable development that is both efficient and financially viable. We can use AI to improve the accuracy and reliability of our educational materials, providing more accurate and relevant data for our learners. AI can also be used to develop better methods of instruction and assessment, allowing us to better understand our and their progress. Finally, AI can help us to better measure the impact of our sustainable development initiatives, allowing us to make more informed decisions regarding our future strategies.

Finding a home in or through mobile phones: Access and usage patterns among homeless women in shelter-homes of India

With the number of mobile phone subscribers increasing across all sections of society, this paper aims to understand if homeless women in shelter-homes of India have access to mobile phones and, if so, what are their usage patterns. Facilitated by issues ranging from domestic violence to lack of employment to forced migration and even to human trafficking and rape, women residing in the shelter-homes of India have a myriad of stories to tell. Not all of them have been on streets forever and many have the basic literacy to understand how to use a mobile phone. For the purposes of the study, the researchers engaged with women above 18 years of age up to the age of 45 in a series of open-ended interviews to understand their access to mobile phones and contextualize their homelessness within an affordances-based framework for mobile phone access. This paper takes into account the dual barriers of gender and the lack of a home to study the digital divide experienced by homeless women in India, expanding on how both these factors shape their access and usage, eventually bridging the digital divide, and whether mobile phones are required/desired by the women themselves. The study found that the women staying in shelter-homes see a window of hope in their use of mobile phones in the form of an independent financial future or an independent marital life, but the biased perception of using a mobile phone among women hinders women’s access to and use of these devices, which ultimately results in the loss of any kind of opportunity before it has even been explored, perhaps leading to the loss of a chance at a bright future.

Predicting student disengagement: Harnessing visual cues for intelligent tutoring systems

Intelligent tutoring systems have the potential to enhance the learning experience for children, but it is crucial to detect and address early signs of disengagement to ensure effective learning. In this paper, we propose a method that utilizes visual features from a tablet tutor's user-facing camera to predict whether a student will complete the current activity or disengage from it. Unlike previous approaches that relied on tutor-specific features, our method leverages visual cues, making it applicable to various tutoring systems. We employ a deep learning approach based on a Long Short Term Memory (LSTM) model with a target replication loss function for prediction. Our model is trained and tested on screen capture videos of children using a tablet tutor for learning basic Swahili literacy and numeracy in Tanzania. With 40% of the activity remaining, our model achieves a balanced-class size prediction accuracy of 73.3%. Furthermore, we analyze the variation in prediction accuracy across different tutor activities, revealing two distinct causes of disengagement. The findings indicate that our model can not only predict disengagement but also identify visual indicators of negative affective states that may not lead to non-completion of the task. This work contributes to the automated detection of early signs of disengagement, which can aid in improving tutoring systems and guiding pedagogical decisions in real-time.