Context Of Literacy Research Articles

Financial Literacy around the World: What We Can Learn from the National Strategies and Contexts of the Top Ten Most Financially Literate Nations

ABSTRACT Despite the fact that the United States is one of the wealthiest nations in the world, it is not among the most financially literate. Individuals in the U.S., on average, have relatively large amounts of money about which they must make decisions, but they do not have commensurate levels of financial literacy. This research explores the financial literacy contexts and national strategies at play in the most financially literate nations in the world: Australia, Canada, Finland, Germany, Israel, the Netherlands, Sweden, and the United Kingdom. This article utilizes content analysis to explore the existing scholarly literature, national financial literacy strategies, and associated policy literature in these highly literate nations. This research will provide librarians in the U.S. with a broader context, both internationally and beyond library science literature, through which to view our own financial literacy participation, and to consider ways in which the financial literacy efforts at play in these other nations may provide us with ideas to expand or alter our efforts on national, local, and individual levels. Librarians in other nations may also benefit from this international view of financial literacy and be able to apply new concepts or ideas to their own financial education efforts.

Teachers’ Perspective on Scientific Literacy in Science Learning: Descriptive Survey

Survey of questionnaire-based research was conducted to assess the perspective of junior high school (JHS) science teachers on scientific literacy in science learning. Four perspectives for teachers in JHS on scientific literacy were obtained from the research results of the experiments, namely the reading of scientific texts, scientific knowledge, the use of science in everyday life and the use of science-based learning tools. The majority of participants chose the response choice to train all students to apply science learning results in decision-making on daily life challenges. Thus, JHS Science Teachers in Purwakata Regency have a variety of scientific literacy perspectives, but there is no perspective that is considered outside the context of scientific literacy

It's critical: The role of critical thinking in media and information literacy

The aim with this paper is to explore the question what critical thinking might mean in a media and information literacy (MIL) context, and do so by investigating how critical thinking is expressed ...

Making Sense of Methods: What Does Systematic and Intentional Practitioner Research Look Like?

The purpose of this study is to understand what empirical practitioner research looks like, specifically to document and describe the methodological qualities of it. The author used content analysis to examine 74 accounts of practitioner’s systematic and intentional inquiry in literacy contexts. Findings offer evidence that can enhance the credibility of empirical practitioner research. For example, practitioner researchers often being their inquiry with a research question or goal, are more likely than not to identify a research design, tend to collect multiple sources of data, and analyze the data in appropriate ways. Less common was attention to trustworthiness considerations. The paper concludes with recommendations for strengthening the methodological credibility for this type of inquiry and for viewing practitioners as creators of knowledge.

Students' Scientific Literacy Skills by Using Big book-based Science Textbooks (Changes in Form of Objects)

Big books are learning media that can be used as learning resources by presenting of contextual and interactive images in increasing of students' literacy skills. Good literacy skills will make easy for students to understand the meaning of the information provided and they can improve their interpersonal skills well. This research is a quantitative research with a survey approach. Participants in this study are 237 students. Data collection was obtained from interviews and questionnaires, then analyzed using the percentage technique. The results of this study illustrate that using big book-based science textbooks, students' scientific literacy skills can increase. The results shows that literacy in context, knowledge, competence, and attitude are categorized good.

Teachers’ Views on Citizenship Subjects within the Context of Social Studies Literacy Regarding Identity Formation and Acquisition of Citizenship Awareness of Immigrant Students

While immigrant students, who live in Turkey, have their own values at home, they encounter Turkish culture and values at school and in their social life. This situation brings along certain tensions in identity formation processes. Citizenship education aims to prepare students for social life by providing them with the necessary knowledge and skills to grow up as democratic citizens. Therefore, citizenship education has an important function in the identity formation of children. Therefore, citizenship education has an important function in the identity formation of children. The aim of this research is to determine teachers’ views about citizenship subjects regarding identity formation and citizenship awareness in the context of social studies literacy. Case study, which is one of the qualitative research methods, was used in this study. Data was gathered via a semi-structured teacher interview form. The data of the research was obtained via Social Studies teachers that work in Secondary Schools in Hatay, Turkey, during 2019-2020 academic year. For this purpose, semi-structured interviews were performed with 15 Social Studies teachers. Descriptive analysis technique was used to analyze the data obtained as a result of semi-structured interviews. The data obtained from the research was evaluated; the findings were defined and interpreted. Accordingly, it was concluded that citizenship issues have a unifying and integrating structure, both individually and socially, in identity formation and realizing citizenship awareness, and also influence the adoption of social rules and transforming them into behavior.

Development of an Instrument to Measure Conceptualizations and Competencies About Conversational Agents on the Example of Smart Speakers

The concept of digital literacy has been introduced as a new cultural technique, which is regarded as essential for successful participation in a (future) digitized world. Regarding the increasing importance of AI, literacy concepts need to be extended to account for AI-related specifics. The easy handling of the systems results in increased usage, contrasting limited conceptualizations (e.g., imagination of future importance) and competencies (e.g., knowledge about functional principles). In reference to voice-based conversational agents as a concrete application of AI, the present paper aims for the development of a measurement to assess the conceptualizations and competencies about conversational agents. In a first step, a theoretical framework of “AI literacy” is transferred to the context of conversational agent literacy. Second, the “conversational agent literacy scale” (short CALS) is developed, constituting the first attempt to measure interindividual differences in the “(il) literate” usage of conversational agents. 29 items were derived, of which 170 participants answered. An explanatory factor analysis identified five factors leading to five subscales to assess CAL: storage and transfer of the smart speaker’s data input; smart speaker’s functional principles; smart speaker’s intelligent functions, learning abilities; smart speaker’s reach and potential; smart speaker’s technological (surrounding) infrastructure. Preliminary insights into construct validity and reliability of CALS showed satisfying results. Third, using the newly developed instrument, a student sample’s CAL was assessed, revealing intermediated values. Remarkably, owning a smart speaker did not lead to higher CAL scores, confirming our basic assumption that usage of systems does not guarantee enlightened conceptualizations and competencies. In sum, the paper contributes to the first insights into the operationalization and understanding of CAL as a specific subdomain of AI-related competencies.

Barriers to implementing asthma self-management in Malaysian primary care: qualitative study exploring the perspectives of healthcare professionals

Asthma self-management is a crucial component of asthma management. We sought to explore healthcare professionals’ (HCPs’) perceptions on barriers to asthma self-management implementation in primary care. We recruited 26 HCPs from six public primary care clinics in a semi-urban district of Malaysia in 2019. The analysis was done inductively. HCPs described barriers that resonated with the “COM-B” behaviour change framework. Capability-related issues stemmed from a need for specific self-management skills training. Opportunity-related barriers included the need to balance competing tasks and limited, poorly tailored resources. Motivation-related barriers included lack of awareness about self-management benefits, which was not prioritised in consultations with perceived lack of receptiveness from patients. These were compounded by contextual barriers of the healthcare organisation and multilingual society. The approach to implementation of asthma self-management needs to be comprehensive, addressing systemic, professional, and patient barriers and tailored to the local language, health literacy, and societal context.

The suitability and readability of cochlear implant information brochures for potential adult recipients

Objective Adult cochlear implant (CI) candidates seeking to make an informed decision about cochlear implantation can find themselves needing to quickly understand large volumes of complex information provided by different professionals in different formats. This study investigates the suitability, within a health literacy context, of one of those sources of information: the CI brochure. Design A single-observation design. Study sample Thirty English passages of approximately 100-words each were sampled from 15 sections of seven CI brochures. All brochures were readily available to the general public on the Australian websites of four CI manufacturers at the time of the analysis (June 2019). Results Analyses by two examiners using the Suitability Assessment of Materials (SAM) classified all 15 sections from all seven CI brochures as being “not suitable” for general, adult readers. Analyses by the same examiners using four readability formulae (Flesch Reading Ease Scale, Fry Readability Graph, Flesch-Kincaid Readability Formula, and the Fog index) showed sampled passages from the 15 sections were written at a level best suited for persons with 10 to 14 years of schooling. Conclusions Brochures intended for adult CI candidates should be revised to improve their suitability and readability for adult CI candidates. Specific recommendations are suggested.

Assessment of the Level of Students’ Scientific Literacy in Ukraine in the Media Literacy Context

Assessment of the Level of Students’ Scientific Literacy in Ukraine in the Media Literacy Context

What are digital media?

This essay addresses the nature of so–called ‘digital media’ in a literacy context from the perspectives of semiotics, theories of the ‘medium’, and computation. It argues that most accounts that attempt to work with some notion of ‘digital media’ anchor themselves insufficiently in semiotics and computation and the essential combination of these that is necessary when discussing digital media as an object of study. This weakens approaches, particularly when the concern is to develop ways of teaching engagement with contemporary communication practices at any level, i.e., improving ‘digital literacies’ of various kinds. Achieving more robust foundations is important for interventions which are not only more effective but also sustainable, minimizing the danger of obsolescence with each new technological turn of the screw. Foundations are also essential for a more balanced perspective on learning situations that does not dichotomize allegedly ‘digital’ and ‘non–digital’ practices and skills. Many such boundaries are deeply misleading and so unnecessarily compartmentalize thinking and restrict the application of relevant research results and methods. The focus of this essay is therefore to consider how a closer examination of media and their development, combined with the contributions made by information technologies, may help articulate notions of digital media that are more supportive of productive engagements with research and issues of literacy.

Civic dimensions of critical digital literacies: towards an abolitionist lens

ABSTRACT This paper analyzes the role of digital and civic literacies in the context of resurgent right-wing ethno-nationalism and movements for the abolition of oppressive institutions worldwide. We discuss how, while digital tools have opened up lines of democratized communication and action, civic life online and offline has become both more authoritarian and more polarized. As software platforms like Facebook and Twitter now dominate everyday civic and economic life, media and civic literacy frameworks fail to address this new reality. After overviewing a framework for literacies in current digital and civic contexts, we draw on critical race science and technology studies in order to contest notions of a universal digital or civic subject, and to argue for moving beyond normative progress discourses. Instead, we offer an abolitionist imagination, arguing that classroom approaches to critical digital literacies must draw on abolitionist praxis in order to challenge ways interlocking forms of oppression affect contemporary civic life, both online and offline.

Financial literacy in the digital era: new opportunities and challenges

Increase of access to financial services (financial inclusion) and overcoming the new digital gap are the priority task of the national governments, which entails the development of state programs and implementation of various initiatives The subject of this research is the financial literacy and instruments for its improvement in the conditions of new digital reality. The question is raised on the need for reconsideration of the financial literacy in the digital context, and implementation of the more extensive multidimensional approach towards its definition. The authors present the results of scientific research conducted in different countries, which prove that financial and digital literacy are the key determinants of financial inclusion. The analysis of foreign practice of introducing the programs aimed at the improvement of financial literacy of the population leads to a number of practically valuable conclusions, namely high potential and effectiveness of the projects that use interactive technologies. The scientific novelty lies in formulation of recommendations that would contribute to more effective implementation of the programs intended for improving financial literacy of the population: targeted programs for improving financial literacy adapted to the needs and level of knowledge of a specific target audience; interactive content that develops both, financial and digital literacy in the context of using financial products. Special attention is given to the formation of competencies for secure use of digital financial products, information awareness of the participants of the programs on the fraudulent schemes. The increase of financial literacy is considered as an indirect financial protection of the consumers.

Pengaruh Model RME Berbasis Etnomatematika Terhadap Kemampuan Literasi Matematika Siswa Kelas IV SD Gugus 17 Kota Bengkulu

This study aims to determine the effect of ethnomatemics based Realistic Mathematics Education models on the mathematical literacy ability of grade IV elementary school students in the 17th city of Bengkulu on flat construction material. This research is a quantitative research. The research method used was quasi-experimental research using the matching only pretest-posttest control group design. The population in this study was the Elementary School Cluster 17 Bengkulu City. The sampling technique uses cluster random sampling. The sample in this study were students of class IV B Elementary School 04 Bengkulu City as an experimental class and students of class IV C Elementary School 11 Bengkulu as a control class. The research instrument used in the form of tests in the form of essay questions provided through pretest and posttest. The instrument used in the study was a test sheet in the form of a breakdown problem for the context of mathematical literacy. Based on the t-test calculation of students' posttest results, there is a tcount of 4.24> ttable of 2.01, so it can be concluded that there is an influence of using ethnomatemics-based Realistic Mathematic Education models on the ability of mathematical literacy in the context components of class IV students in Cluster 17 Bengkulu City

Considerations on Health Literacy and Hearing Aid Use

Considerations on Health Literacy and Hearing Aid Use

Claire McGuinness. The Academic Teaching Librarian’s Handbook. London, UK: Facet Publishing, 2021. 279p. Paper, $76.33 (ISBN 978-1-78330-462-2).

In The Academic Teaching Librarian’s Handbook , Claire McGuinness, faculty in the School of Information and Communication Studies at the University College Dublin, offers comprehensive insights into different topics that are relevant to instruction librarians. These topics include the changing context of information literacy, social media and the rise of “fake news,” digital learning, and professional identity. The author also discusses the value of an articulated personal teaching philosophy, the importance of self-analysis and self-reflection, developing a teaching role as a new instruction librarian, and leadership and advocacy skills. McGuinness’ academic narrative style, set to small black font, is supported by a wide array of citations and data from reports and surveys. In addition, each topic offers “personal reflection points” along with figures and tables that highlight important details. The chapters conclude with exercises inviting readers to reflect on the content covered through different hypothetical scenarios.

The functional context of reading literacy and public history practice in school

The functional context of reading literacy and public history practice in school

You can improve: Using the Framework in How to Read workshops

Information literacy is inseparable from reading literacy, but neither are a basic or innate skill. Both take time, practice, repetition, and a host of willing instructors ready to engage in critical discussions about reading strategies. This is particularly true for first-generation, non-traditional, and marginalized students. Instruction librarians are uniquely positioned to promote and teach reading comprehension in a broader context of literacy, including information literacy.

DELVING INTO WRITING STRATEGIES AND DIFFICULTIES OF PRIMARY LANGUAGE LEARNERS

Writing has been regarded as a most challenging language skill; which has been placed at the center of the research and teaching activity over the last decades. Writing skill along with reading are the two key-skills that shape the context of literacy in a target language while special emphasis is placed on developing and empowering different aspect of students’ literacy repertoire to students even from an early age. This paper presents and describes a multidimensional study which was designed and carried out to investigate primary education students’ difficulties in writing Greek texts. In parallel; the study aimed at investigating the strategies that employed by the students throughout the writing phases. To this end; thirty-five 10-year-old students attending Greek primary education classes took part in this study during the school year of 2020 – 2021. The students lived in Larissa; a city in Central Greece and they participated upon receiving the agreement of their parents. They were engaged in semi structured interviews related to writing a text and they were also invited to complete specifically designed questionnaires focusing on both students’ writing difficulties and the strategies they employ pre- while and post- writing texts in Greek. Both the interviews and the record protocols have been designed and developed by the researcher in an attempt to focus on the students’ writing profile in multidimensional way. Following the data processing; the findings indicated that students were acquainted with their difficulties in writing texts in the Greek language. However; through the study it was released that the students do not make a regular use of writing strategies during their writing activity. Thus; the author of the article presents suggestions for further research and educational practice in primary education contexts.

The importance of cultural conceptualizations and metacultural competence in developing cultural literacy

AbstractCultural Literacy is an emerging, interdisciplinary approach in literary and cultural studies. As such, it seeks to grow and benefit from different fields and disciplines. Whilst there are differences between Cultural Literacy and Cultural Linguistics, there is common ground between them, and Cultural Literacy can draw immense benefit from the cross-pollination of ideas with Cultural Linguistics. This article explores the interconnections between Cultural Literacy and Cultural Linguistics, particularly in relation to intercultural communication. The article compares a number of differences and similarities between Cultural Linguistics and Cultural Literacy, in particular, the notions of ‘cultural conceptualisations’ and ‘metacultural competence’ as they are currently applied in Cultural Linguistics. The article discusses the possible use of cultural conceptualisations in Cultural Literacy, arguing that these can support the development of cultural literacy skills, by providing a strong, useful framework to enhance what is known as ‘cultural readability’. Furthermore, the paper looks at the application of strategies for metacultural competence hitherto associated with Cultural Linguistics in the context of Cultural Literacy, arguing that such strategies illustrate practical steps that can be taken toward developing an individual’s Cultural Literacy skills. Lastly, the article suggests that the ideas of transcultural competence, critical reflection and cultural readability, often used in Cultural Literacy, can enrich new discussions on Cultural Linguistics.