Literacy Development Research Articles

디자인 씽킹을 접목한 중학교 인성교육 프로그램 개발 연구

Objectives This study aimed to structure the content framework of a middle school character education curriculum by grafting design thinking and to develop a character education program. Methods The developed program was applied within the school and supplemented by receiving feedback, and the effectiveness of the program was verified using a paired-sample t-test in a single group pre- and post-test. Through this, the degree of students' character literacy development and the adequacy of the program were evaluated. In addition, we analyzed the opinions collected through opinion surveys and personal interviews of students who participated in each character education strategy. Results The detailed results of research and development are as follows. (1) Construction of middle school character curriculum content system grafting design thinking, (2) Establishment of middle school character curriculum types grafting design thinking, (3) 9 programs of middle school character education grafting design thinking, (4) The design content of the middle school character education program grafting design thinking, (5) The degree of character literacy cultivation. In these five aspects, the validity and effectiveness of the middle school character education program graftin design thinking was confirmed. Conclusions Firstly, a curriculum for systematic and comprehensive character curriculum is needed for the holistic growth of students. Secondly, combining character education and design thinking creates a synergistic effect. Thirdly, character education must be strengthened through cooperation between schools, families, and communities. Fourthly, policy support and improvement of the educational environment are essential.

Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires

AbstractThis paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long‐term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.

Assessing Digital Literacy Among Young Professionals: A Research Mapping Review in the Context of Knowledge Workers

This study examines the impact of digital transformation on knowledge workers, particularly young professionals, and their use of digital tools in the workplace. It addresses a gap in the literature by exploring how digital literacy affects adaptability, productivity, and job satisfaction in dynamic environments. Unlike previous studies that focus on educational settings or older knowledge workers, this research links digital literacy to employability, knowledge sharing, and innovation among young professionals. Using bibliometric analysis, the study identifies key themes such as digital literacy, knowledge management, and professional development. The findings show that digital literacy not only enables the use of new technologies but also fosters creativity and knowledge sharing, crucial in information-driven industries. The COVID-19 pandemic accelerated the need for digital adaptation, introducing challenges like technostress and information overload, which impact well-being and decision-making. This study underscores the importance of equipping young professionals with strong digital literacy to meet the demands of knowledge workers. It calls for organizations and educational institutions to prioritize digital skills training to bridge the digital divide and prepare the future workforce.

The diagnostic work on informa tics for students of the 9th grade to check the development of functional literacy

The article presents a diagnostic work on informatics for students of the 9th grade of a comprehensive school. The work is carried out in order to determine the level of development of functional literacy (reading, natural science, mathematical literacy) in students. The assessment of functional literacy is aimed at identifying the conditions for successful learning of students in basic school in the subject of "Informatics" and their achievement of personal, meta-subject and subject results in mastering the basic educational program in this subject. The priority of developing functional literacy is enshrined in the updated Federal State Educational Standards and is the most important condition for the development of a harmoniously developed personality. The relevance of creating a diagnostic work that reveals the level of development of functional literacy in informatics is determined by the fact that, unlike other subject areas, in informatics it is impossible to rely on the content of the tasks of All-Russian Verification Works (the All-Russian Verification Works are not carried out in the 9th grade, therefore, tasks for them have not been developed), and the tasks from the Control and Measuring Materials of the Main State Exam require significant revision to fully cover all areas of functional literacy development.The diagnostic work presents one variant, which includes the text describing a certain situation, and tasks for it, developed on the context of educational material of various subject areas. The tasks are created on the basis of life situations and are united by one theme.

Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach

AbstractThere is a growing consensus that AI literacy requires a holistic lens, including not only technical knowledge and skills but also social and ethical considerations. Yet, providing holistic AI education for upper-primary students remains challenging due to the abstract and complex nature of AI and a lack of pedagogical experiences in schools. Against this backdrop, this study employs a design-based research (DBR) methodology to develop pedagogical solutions and theoretical knowledge. Drawing upon theories about AI literacy and learning sciences, this study proposes a novel pedagogical approach, namely, the embodied constructionist approach. This approach, by integrating embodied analogies and constructionist making, forges a cyclical understand–make–reflect process. Through this process, students gradually comprehend the conceptual, technical, and ethical dimensions of AI, towards holistic development in AI literacy. This approach was implemented and fine-tuned in authentic classrooms with 107 sixth graders over two years. During the implementation, a variety of qualitative data were collected from classroom observation, video-recording, student interviews and artifacts, and debriefings with the teacher. Using a case studies method, this study uncovered the overall learning progress demonstrated by the class in AI knowledge, skills, and ethical and critical reflections, as well as the reflections and struggles experienced by individual students. This study offers an age-appropriate pedagogy to promote inclusive, holistic AI education in the crucial, yet under-examined upper primary context. It highlights the potential of integrating AI literacy and computational thinking (CT) in K-12 education, while contributing to theoretical knowledge about embodied cognition and constructionism in the context of AI education.

MOTIVATION AND SELF-REGULATION OF LEARNING IN HOMESCHOOLED STUDENTS

In the context of education, motivation and self-regulation of learning are dominant issues. The degree of intrinsic and extrinsic motivation to learn is related to students’ academic achievement and literacy development. This study aimed to research the regulatory styles and motivation to learn among homeschooled students, with a particular focus on those who practice unschooling, a form of self-directed learning. A quantitative research strategy was employed, and data were collected using the standardised SQR-Academic questionnaire adapted for the homeschooling context. The questionnaire was completed by 143 homeschooled children (4th to 9th grade), of whom 10.88% reported engaging in unschooling or self-directed learning. The results indicated that identified regulation was prevalent among homeschooled students, who tended to exhibit intrinsic rather than extrinsic motivation. This contrasts with full-time attending students, who generally display a more external regulation style. Among unschoolers, identified regulation was equally prevalent, but the Relative Autonomy Index (RAI) values were higher, indicating a stronger inclination towards intrinsic motivation. Despite these differences in RAI between unschoolers and other homeschoolers, the differences were not statistically significant. The findings are consistent with relevant research from other countries. Future research should explore the factors that influence the degree of intrinsic and extrinsic motivation in homeschooled students. Keywords: homeschooled students, intrinsic motivation, lower secondary education students, primary education students, regulation of learning, unschooled students

Using social media to share universal messages about early language and literacy development with parents and caregivers

Purpose Health promotion and prevention interventions to support children’s early language and literacy development are essential, however little is known about how social media can be used in this context. This study evaluated an intervention which aimed to build capacity of parents in supporting children’s language and literacy skills, implemented using Facebook. Method A cross-sector partnership of Australian speech-language pathologists developed a suite of universal messages for parents to support their child’s language development. Messages were delivered across 12 weeks via Facebook. A convergent mixed methods study design was used to evaluate survey responses from parents of children aged 0–5 years, before (n = 136) and after the intervention (n = 61). Social media analytics were collected. Result Participants identified social media was a helpful way to receive information about supporting their child’s language and literacy development, reporting an increase in knowledge following the intervention. Participants reported they trusted information provided in Facebook posts as it was from professionals and evidence-based sources. The usability (i.e. look and layout) was generally rated highly. Conclusion Social media is a valuable tool for speech-language pathologists to deliver universal messages. Future social media initiatives should be co-designed with families and social media professionals to ensure delivery of trusted, consistent, and user-friendly information.

Towards the adoption of a balanced approach to literacy instruction in LESLLA classrooms in Québec, Canada

The current study reports on an action research project taking place in two Quebec adult education centres and aiming to create learning opportunities for LESLLA learners of French to pursue their literacy development journey beyond the advancement of their technical skills. More specifically, our research objective was to highlight the challenges and affordances faced by the participating teachers during the study in order to show how instructional change in favour of a more balanced approach to literacy instruction can occur during an action research project involving close mentoring for teachers. To do so, we first described the participating teachers’ meaning-focused literacy teaching practices during non-participant observation sessions in four teachers’ classrooms over the course of 6 weeks, totalizing 25 hours of observed teaching practices. Although the vast majority of all practices observed were code-focused, some instances of meaning-focused teaching practices were identified. During two training sessions, these practices acted as a starting point for exploring new meaning-focused practices that were then piloted with their students. We observed that, in the course of an action research project consisting of iterative cycles of reflection, action, and evaluation, implementing activities aligned with a more balanced approach to literacy instruction seems possible among teachers who typically rely on code-focused activities.

Effectiveness of Civic Political Literacy Through Collaboration Between Schools and NGOs in Makassar City

<span lang="IN">The low political literacy of citizenship is an urgency in building community participation, so real efforts are needed to increase public understanding and awareness of political issues. This study explores LAPAR SULSEL’s role in the civic political literacy program in Makassar City in providing information, implementing political education, and collaborating with other institutions to achieve program goals. This research was conducted using descriptive qualitative research methods. The results showed that LAPAR SULSEL has a significant role in increasing civic political literacy in Makassar City. They provide information through publications on social media, seminars, discussions, and training using educational and advocacy strategies to build public awareness</span><span lang="IN"> about political issues. In this research it can be concluded that through the provision of information and effective political education programs, LAPAR SULSEL has succeeded in helping people become more active and aware of their rights and obligations as citizens. Therefore, this study has positive implications for the development of civic political literacy by emulating the efforts of LAPAR SULSEL in providing information and conducting political education</span>

Enhancing Digital Literacy in Balongdowo Village for MSMEs Development through Digital Application Training

The development of digital literacy is an important aspect in mastering digital marketing strategies, especially in the face of today's global competition, given the importance of digital literacy, the right product marketing strategy is needed to improve the digital competence of Micro, Small, and Medium Enterprises (MSMEs) through seminars and workshop assistance for UMKM entrepreneurs in Balongdowo village. The purpose of this community service activity is first to increase digital marketing knowledge and develop digital literacy of MSMEs business actors in Balongdowo Village, Candi District, Sidoarjo and the second is to implement Digital marketing applications (Istagram, Facebook, Sophee, Tokopedia platforms) through workshops and mentoring activities that focus on marketing village products involving resource persons who are experts in the field of digital marketing. The target of this activity is UMKM entrepreneurs and young entrepreneurs in the Balongdowo Village area. The results of this service activity show a significant increase in participants' knowledge and skills in utilizing technology to manage transactions and market MSMEs products. In addition, the participants were aware of the importance of digital security and ethics in the use of information. Overall, this activity succeeded in increasing the enthusiasm of UMKM actors to understand and apply digital marketing technology. And it is hoped that participants will be more prepared to compete positively, both at the local and national levels. In the future, it is hoped that continuous training can be held as a strategic step to ensure the sustainability of the use of technology in the management of MSME businesses in Balongdowo Village.

The Relation of Linguistic Awareness Skills to Reading and Spelling for Autistic and Non-Autistic Elementary School-Age Children.

For non-autistic children, it is well established that linguistic awareness skills support their success with reading and spelling. Few investigations have examined whether these same linguistic awareness skills play a role in literacy development for autistic elementary school-age children. This study serves as a first step in quantifying the phonological, prosodic, orthographic, and morphological awareness skills of autistic children; how these skills compare to those of non-autistic children; and their relation to literacy performance. We measured and compared the phonological, prosodic, orthographic, and morphological awareness skills of 18 autistic (with average nonverbal IQs) and 18 non-autistic elementary school-age children, matched in age, nonverbal IQ, and real-word reading. The relations between linguistic awareness and the children's word-level literacy and reading comprehension skills were examined, and we explored whether the magnitude of these relations was different for the two groups. Regression analyses indicated the relative contribution of linguistic awareness variables to performance on the literacy measures for the autistic children. The non-autistic children outperformed the autistic children on most linguistic awareness measures. There were moderate-to-strong relations between performances on the linguistic awareness and literacy measures for the non-autistic children, and most associations were not reliably different from those for the autistic children. Regression analyses indicate that the performance on specific linguistic awareness variables explains unique variance in autistic children's literacy performance. Although less developed than those of their non-autistic peers, the linguistic awareness skills of autistic elementary school-age children are important for successful reading and spelling.

Enhancing critical thinking skills of EFL learners in Beninese secondary schools: Strategies and implementation

This paper investigates effective strategies for fostering critical thinking skills among English as a Foreign Language (EFL) learners in Beninese secondary schools. Critical thinking is essential for language and literacy development, as well as success in all domains. The importance of critical thinking in educational contexts is particularly crucial in a multicultural and diverse setting like Benin. This mixed-methods study combines qualitative interviews with EFL teachers and quantitative surveys with secondary school students to identify effective strategies. Results indicate that collaborative learning, inquiry-based instruction, problem-solving tasks, critical reading and writing exercises, and the integration of real-world issues into the curriculum are effective approaches. The study's findings suggest that incorporating these strategies into EFL instruction can significantly enhance the success of teaching and learning critical thinking in Beninese secondary schools.

The relationship between the home literacy environment and development of orthographic skills in Chinese beginning readers

Within the framework of the home literacy model, this study investigated the relationship between home formal and informal literacy experiences and the development of orthographic skills among Chinese beginning readers. A total of 143 children and their parents participated in the study, with parents completing questionnaires on family background and home literacy environment, and children completing orthography identification and selection tasks. The results indicated that children who had just entered primary school could differentiate character-like stimuli from non-character-like stimuli and exhibited some knowledge of radicals and awareness of radical positions. Both home formal and informal literacy experiences were significantly correlated with children’s performance in various orthographic skills. However, after controlling for factors such as children’s age, gender, parents’ education, and family income, and simultaneously considering both formal and informal literacy experiences, only the informal literacy environment significantly predicted children’s performance on various orthographic skills. These findings suggest that home literacy environments, particularly informal home literacy experiences, play a crucial role in supporting the development of children’s orthographic skills.

Teacher-written feedback in L2 writing education: Insights into student tensions and responses

This study aimed to investigate the perceptions and experiences of six undergraduate students enrolled in two writing courses within an L2 teacher education programme. The focus was on understanding the tensions these students experienced when engaging with their tutors' written feedback and the impact of these tensions on their responses. Adopting a qualitative methodology, the research involved semi-structured background interviews and stimulated recall interviews. Key findings reveal multiple dimensions of tensions, including emotional, interpersonal, academic, and institutional. Students employed various adaptive and maladaptive strategies to navigate these tensions, ranging from proactive engagement and peer support to avoidance and selective feedback engagement. The study also identified five characteristics of the interaction between tensions and responses: dynamic, context-dependent, idiosyncratic, cumulative, and interconnected. These insights emphasise the need for educators to provide clear, specific, and constructive feedback, and foster a supportive environment that mitigates negative impacts and promotes adaptive strategies. The findings have significant implications for research and practice, advocating for the development of feedback literacy among educators and students to enhance the effectiveness of written feedback in L2 writing education.

The impact of a comprehensive neuroscience program on prospective teachers' neuroeducational literacy: An exploration of practice

The aim of this study is to investigate how comprehensive neurobiology training influences the neuroeducational literacy of prospective Kazakhstani teachers. This study used mixed methods. The study had 216 participants. The findings indicated that the study participants found it difficult to identify the factors influencing the development of their neuroeducational literacy which indicated a lack of understanding by prospective teachers of the meaning of neuroeducation as well as the essence and features of neuroeducation. The neuroeducational literacy of the participants developed linearly and was integrated into the educational practice of the pedagogical university during the experiment. The use of the author's comprehensive instructions on neurobiology significantly increased neuroeducational literacy and also contributed to the professional development and successful educational practices of prospective teachers. These results make a practical contribution to research on the development of neuroeducational literacy among prospective teachers and can be implemented in pedagogical universities representing a new direction in preparing future specialists for neuroeducational activities.

Equipping Future Physicians with Artificial Intelligence Competencies through Student Associations

Advances in artificial intelligence (AI) in the medical sector necessitate the development of AI literacy among future physicians. This article explores the pioneering efforts of the AI in Medicine Association (AIM) at Brigham Young University, which offers a framework for undergraduate pre-medical students to gain hands-on experience, receive principled education, explore ethical considerations, and learn appraisal of AI models. By supplementing formal, university-organized pre-medical education with a student-led, faculty-supported introduction to AI through an extracurricular academic association, AIM alleviates apprehensions regarding AI in medicine early and empowers students preparing for medical school to navigate the evolving landscape of AI in healthcare responsibly.

INTEGRATING AI-BASED SPEECH RECOGNITION TECHNOLOGY TO ENHANCE READING ASSESSMENTS WITHIN MOROCCO’S TaRL PROGRAM

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco’s Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paper- based assessments in improving reading skills among 100 Moroccan first to third-graders. The mixed- method approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring.

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

Empowerment of Financial Literacy in the Era of Digitalization 5.0 MSME Trade at the Bandung City Chamber of Commerce

Technological developments have brought us to an era where digital financial literacy has become very important, especially for people accustomed to the digital world. In today's digital era, skills in managing finances are no longer enough just to count money conventionally. The micro, small, and medium enterprises sector plays a vital role in the national economy, especially in creating jobs and increasing people's income. Based on this, the Community Service implementation team held training and outreach activities with the theme Empowering Financial Literacy in the Era of Digitalization 5.0 Micro, Small and Medium Enterprise Trade at the Bandung City Chamber of Commerce and Industry. Community Service Activities in the form of presenting material regarding Financial Literacy Empowerment in the Digitalization Era 5.0 will be held on July 31 2024. 15 Bandung City KADIN Micro, Small and Medium Enterprise partners who attended this activity have businesses in the culinary, fashion, service and trade sectors. The activities went well based on the evaluation results, and the training materials were based on work needs. A follow-up to this activity is the need for a sustainability program with the help of lecturers from the Faculty of Economics and Business, Widyatama University and KADIN Bandung City to help partners in the field of Financial Technology so that partners and the community can maximize training and development of financial literacy, especially for MSMEs in the Era-based trade sector. Digital 5.0 is vital because the micro, small, and medium enterprises sector is essential in advancing the country's economy.

글 없는 그림책 연구 동향 분석 : 키워드 네트워크 분석 및 토픽모델링을 중심으로

This study explores research trends in wordless picture books using text mining techniques. For this purpose, abstracts of 181 articles were collected, and then data preprocessing and analysis were performed. In the data analysis process, keyword network analysis and topic modeling analysis were performed. The keyword analysis showed that the most frequent word was ''young children'', followed by ''storytelling'' and ''wordless picture book activities''. The network analysis showed that the strength of the connections between ''wordless picture book activities → young children'' and ''using wordless picture books → young children'' was high. This suggests that in studies of wordless picture books, the use of picture book activities or wordless picture books is mainly targeted at young children. Topic modeling resulted in four themes: multicultural approach and visual literacy, playfulness and artistic development, integration of language and art, and methodology of integration and repetition. This study is significant in that it identifies major research themes in the field of wordless picture books and suggests future research directions.