Global Literacy Research Articles

Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

International Collaboration in Special Education Teacher Preparation

There is a call for today’s teachers to be globally literate as their student populations become more diverse. Immersive experiences in other countries with international colleagues and students can support the development of global literacy and culturally responsive practice. Preservice special education teachers do not often have opportunities to gain these experiences. The authors use examples of existing international collaborations in special education to illustrate a variety of ways that preservice and in-service teachers can experience international collaboration.

Application of Random Forest Algorithm in Physical Education

Learning has been a significant emerging field for several decades since it is a great determinant of the world’s civilization and evolution, having a significant impact on both individuals and communities. In general, improving the existing learning activities has a great influence on the global literacy rates. The assessment technique is one of the most important activities in education since it is the major method for evaluating students during their studies. In the new era of higher education, it is clearly stipulated that the administration of higher education should develop an intelligent diversified teaching evaluation model which can assist the performance of students’ physical education activities and grades and pay attention to the development of students’ personalities and potential. Keeping the importance of an intelligent model for physical education, this paper uses factor analysis and an improved random forest algorithm to reduce the dimensions of students’ multidisciplinary achievements in physical education into a few typical factors which help to improve the performance of the students. According to the scores of students at each factor level, the proposed system can more comprehensively evaluate the students’ achievements. In the empirical teaching research of students’ grade evaluation, the improved iterative random forest algorithm is used for the first time. The automatic evaluation of students’ grades is achieved based on the students’ grades in various disciplines and the number of factors indicating the students’ performance. In a series of experiments the performance of the proposed improved random forest algorithm was compared with the other machine learning models. The experimental results show that the performance of the proposed model was better than the other machine learning models by attaining the accuracy of 88.55%, precision of 88.21%, recall of 95.86%, and f1-score of 0.9187. The implementation of the proposed system is anticipated to be very helpful for the physical education system.

Literacy instruction for autistic children who speak languages other than English.

Many autistic children across the globe speak languages other than English. However, much of the research about teaching children with autism to read and write is derived from studies including people who speak English and no other languages. Here, we review the research on teaching children with autism to read and write in languages other than English. We did this because the world's languages, and the ways they are represented in written form, vary greatly. A broader overview that encompasses languages other than English can help us better understand how learning to read and write can be supported for autistic children around the world. The studies included in our review highlight some potential differences in effective literacy teaching for autistic children learning to read and write using different writing systems. The studies we reviewed tended to include relatively small samples of autistic children, among other limitations. We hope that our review will increase awareness and research efforts in the area of autism and global literacy.

Books and songs for children for developing multiple literacies

Nowadays, the notion of literacy is not limited to the ability to read and write. It incorporates a multitude of competences which are important for the modern world. They are collectively referred to as multiple literacies and include social, health, environmental, visual, digital literacy, etc. All can be easily developed in the EFL (English as a foreign language) classroom by using books and songs for children. In the present article, I provide a descriptive account of books and songs for children regarding their potential for the development of children’s literacies. After reviewing the various literacy types, I refer to songs, more precisely freely accessible YouTube clips for young and very young learners, and picture books and e-books, as well as the literacy items they develop. They all develop visual literacy, and most of them also develop social, environmental, global, digital, media and information literacy. By availing ourselves of the opportunities modern materials provide, we can work towards the development of the child as a whole by realising various integrative (cross-curricular) links between subjects.

Blended learning to foster EFL college students’ global literacy

Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students’ global literacy. A sample of 97 EFL college students volunteered to participate in a large-sized onsite English course with one-on-one online discussions between college students and teachers from different countries. Scores of the pre- and post-tests on English listening and reading proficiency were collected and analyzed by Statistical Package for the Social Sciences (SPSS), while the students’ reflective journals and open-ended questionnaires were collected and analyzed by content analysis. The results revealed that the blended learning activities prompted the EFL college students to develop global literacy as they were engaged in cross-cultural communication by establishing online social connections with English teachers who were from different cultural backgrounds. These students might construct new knowledge in aspects of intellectual skills/knowledge, social/cultural competencies, and ethical disposition. Based on these, the students further provided both critical (reasoning and analysis) and creative feedback (giving suggestions) on global issues (global literacy). The pre- and post-test results verified their self-reported statements from the reflective journals that their English listening and reading proficiency improved. This blended learning program opens a door for EFL college students to the world where they may build, use, and share new knowledge with global literacy, leading to learners’ autonomy and English skills improvement.

A Concrete Study on Social-Media Connection of Global Literacy Abilities in MOOCs under the Dual Impacts of Lower Birth-Rate and COVID-19

In order to break through the dual impacts of lower birth rates and COVID-19, a majority of higher education institutions have commenced in providing a series of diversified Massive Open Online Courses (MOOCs) to effectively reduce these huge dual impacts. This research employed the Social Learning Theory (SLT) of educational doctrine for theoretical uses and the Factor Analysis (FA) approach of quantitative analysis and Trigonometrical Entropy Method (TEM) method of qualitative analysis for statistically purposes. These concepts were employed to explore the most critical social-media connection of global literacy abilities in MOOC. After a succession of assessed measurements, there are two most valuable findings. First, higher education institutions have to simultaneously and efficiently institute the Course Complete Rate of Course Assessment (CCR-CA), User Completely Unrestricted Operation of Course Operation (UCUO-CO) and Course Professionalization Technology Function of Course Function (CPTF-CF) into the course’s design. Specifically, higher education institutions need to establish MOOCs features in Course Evaluation Technology Function (CETF), Course Professionalization Technology Function (CPTF) and Aggregation Technology Function (ATF) of MOOCs features into the current MOOCs. This is done in order to effectively promote the Individual Social Feature (ISF) of “social-media connection of global literacy abilities” for overcoming these serious dual impacts. In addition, higher education institutions have to also construct the social-media connection of global literacy abilities evaluation model for appraising Individual Social Feature (ISF) of each MOOCs participant. Second finding, higher education institutions should develop Convenience of Course Operation (C-CP), Feedback Technology Function of Basic Function (FTF-BF) and Connectionization of Course Operation (C-CO) of higher education strategies of developed sustainability into the course’s structure. Further, they should also build Connectionization (CZ) of MOOCs features into the current MOOCs in order to efficiently foster Application Programming Interface (API) of social-media connection of global literacy abilities for conquering these serious dual impacts as well.

Psychometric properties of global mental health literacy measures

Purpose Since its initial development, numerous mental health literacy (MHL) definitions and associated measures have been created which have yet to be adequately evaluated. This paper aims to evaluate the psychometric properties of global MHL measures with the aim of identifying the most valid, reliable, responsive and interpretable measure. Design/methodology/approach A systematic review was conducted of studies that evaluated global MHL measures against at least one of the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) taxonomy properties; validity, reliability, responsivity or interpretability. Findings In total, 13 studies were identified which examined the psychometric properties of 7 MHL measures. Two of these seven measures were vignette format and the remaining five measures were questionnaires. The mental health promoting knowledge-10 and the multicomponent mental health literacy measure were the most psychometrically robust global MHL measures as they had the most psychometric properties rated as adequate. Both were shown to have adequate structural validity, internal consistency and construct validity. The two vignette measures, the MHL tool for the workplace and the vignette MHL measure, were both shown to only have adequate evidence for construct validity. Originality/value The current study is the first to systematically review research that evaluated the psychometric properties of global measures of MHL.

Global Literacy Skills in Picture Story Book Reading Activities Implemented to 48-66 Month-Old Children

This study aimed to identify how preschool teachers included the concepts of global literacy in picture story book reading activities they frequently perform in the flow of daily education programs. For this purpose, the relationship between global literacy and the achievements included in the Preschool Education Program (2013), picture story book reading processes and the listening and speaking processes in the preschool period was investigated. The research was designed as a case study, one of the qualitative research methods. One preschool teacher selected with the criterion sampling technique participated in the study. Semi-structured interview form, semi-structured observation form and documents were used as data collection techniques. Research data were analyzed by descriptive analysis and content analysis techniques. Based on the findings, it was concluded that very few of the picture story books selected by the teacher presented global literacy skills. In addition, the participating teacher was found to be inadequate in implementing picture story books activities during pre-reading and post-reading process and in associating global literacy skills with the language development process. Therefore, it is recommended that teachers are provided with professional training to increase their competence in relation to program and content adaptation, teaching process and global literacy skills.

Making Sense of Research

Making Sense of Research

What’s Hot in Literacy Instruction

What’s Hot in Literacy Instruction

Responding to Xenophobia: Politics, Populisms and Our Teaching

This essay explores ways faculty in the humanities may guide students through current manifestations of populism, specifically, this movement’s encouragement of xenophobia. As a member of an English department at a public community college in the United States, I argue, first, that community college students, who often have deep personal connections to the experiences of immigrants, may respond to the anti-immigrant rhetoric in useful and provocative ways. Second, I suggest that the related history of anti-immigration sentiment in American politics since the beginning of the 20th century can provide students with a powerful context for understanding xenophobia today. Third, I propose that students can participate in online exchanges across national and cultural borders, an experience that can foster global literacy and encourage them to develop a deeper understanding of others, something students in a recent exchange between Johannesburg and New York City described as ubuntu.

Método fônico ou método global para alfabetizar crianças das camadas populares? (1930-1980)

Inserido no âmbito da História Cultural, o artigo tem por objetivo discutir representações, práticas e resistências produzidas em torno do método fônico e do método global de alfabetização. A pesquisa retoma memórias de alfabetizadoras e conteúdos em circulação entre as décadas de 1970 e 1980 — período em que Minas Gerais implanta o Projeto Alfa e propõe o método fônico para alfabetizar. Foi utilizada a história oral para reconstituir a memória coletiva, captar discursos, prescrições e práticas que colocaram metodologias de alfabetização em oposição. Foi constatado que o método global era considerado o mais adequado, mas, na década de 1970, as professoras adotam o método fônico — adoção que se processa em meio a resistências e forte oposição no Grupo Escolar Gonçalves Chaves.
 Palavras-chave: Alfabetização. Método Fônico. Método Global. Resistência. História da Educação.

Bibliometric study of global information literacy research during 2000-2019

The study examined global publications on information literacy research (9105) using data from the Scopus database during 2000-19. The global literacy research registered (22.17%) annual average growth and averaged (7.48) citations per paper. The 118 countries unevenly participated in global information literacy research and the top 10 countries accounted for (73.86% and 83.52%) share of the global publications and citations. A total of 589 organizations and 855 authors contributed to global information literacy research. The top 20 most productive organizations and authors together contributed (11.17% and 4.74%) share and (14.06% and 7.82%) share to global citations output. Purdue University, USA (111 papers) and the Queensland University of Technology, Australia (76 papers) are the most productive organizations in the world, University of Sheffield, U.K.(20.48 and 2.74) and, University of Arizona, USA (14.25% and 1.91%) are the most cited organization. M. Pinto (48 papers) and A. Lloyd (34 papers) are the most prolific authors and A. Lloyd (35.24% and 4.71%) and R. Hobbs (22.47% and 3%) are the most cited authors in the subject. Reference Services Review (271) and Journal of Adolescent & Adult Literacy (204 papers) were the leading journals publishing on this theme. Journal of Documentation (28.45%) and Journal of Academic Librarianship (19.93%) were the lead journals in terms of citation impact per paper.

Japanese intercultural communication hindrances in business environment: Case studies with Polish counterparts

AbstractJapan has been facing with paradigm shift necessity in terms of the demographic structure, globalizing business and technology revolution, and as its consequence, also with deficiency of human resources with global literacy. The Japanese government has established a new strategy aiming to develop and foster “Global Human Resources” with high language and communication skills capable for international operations. Analyses of the literature on Japanese sociocultural behavioral characteristics and empirical case studies carried out in Poland with pragmatics approach in this paper reveal that honorifics regarded as a technical layer of interaction management and Japanese habitus consisting of uchi/soto behavioral scheme, unique uchi-codex are causes of interaction failure. These features make Japanese uchi-group ethnocentric and almost impossible for a non-Japanese to assimilate themselves to the uchi-codex. Neither a foreign speaker’s high level of proficiency of the Japanese language nor their good knowledge on Japanese culture itself guarantee successful communication and interaction in the Japanese business sector without their practical ability and endeavors to apply this Japanese behavioral scheme even partially. The whole sociocultural and behavioral discrepancy or this incompatibility of Japanese behavioral scheme to other cultures seems to keep the Japanese away from achieving Human Resources with global literacy.

Exploring a Vision for a Global Literacy and Learning Environment: Addressing the Needs of Economically and Culturally Diverse Student Populations Through the Arts

Exploring a Vision for a Global Literacy and Learning Environment: Addressing the Needs of Economically and Culturally Diverse Student Populations Through the Arts

Taman Bacaan Masyarakat (TBMs): a global literacy potential in Bandung Smart City

Reading community, Taman Bacaan Masyarakat (TBMs) have a long story as the movement center of information literacy. At the beginning of its emergence, in the 1990s, TBMs stretched slowly but surely became the driving force for information literacy. In its development, TBMs emerged as a learning center, until there were several of them who were also leading the role of empowerment centers for the community. Using the case study method from qualitative research, this article tries to explore the other side of the role of TBMs in the midst of society in an effort to prepare an information society in Bandung Smart City to face global challenges. The study of several cases in previous studies with the topic of TBMs studies shows that there is a role for TBMs that has not been explored related to the challenges of globalization. This article seeks to reveal the unique side of TBMs as a global literacy center in Bandung Smart City. Hopefully the writing in this article will provide a discourse space for researchers of information literacy to continue to inspire TBMs that are actively growing in the midst of society to be part of community empowerment efforts, as well as global literacy locomotives for the environment.

Access for Multilingual Learners

Apprendre une langue, c'est vivre de nouveau. (French proverb) As this proverb states, learning a language is to live again. For many of us, one language, English, was the official language of instruction during our years as students; language policies and laws limited our opportunities to live again. However, strong research has supported the many benefits of language learning. As Jan sat at her computer, struggling to find the words to begin this column, she was interrupted by a text from her 14-year-old daughter: “I got a 99 on my Mandarin vocal recognition quiz!!:).” Even though Jan's daughter is far from multilingual, she has had the opportunity to learn Latin for two years and Mandarin for the past five years. She not only enjoys language learning but is also eager to learn anything about Asian countries and cultures, from learning new words to trying new types of Asian food. She especially loves K-pop, a genre of music originating in South Korea. Jan's daughter attends a school that values global experiences through school partnerships across the globe, as well as required language-learning classes. In many European countries and in Canada, acquiring two languages is supported by public and private schools (García & Wei, 2014) and creates what some researchers have referred to as additive multilingualism. Multilingualism is viewed as an asset and enhances the social and economic life of the speaker (Snow & Kang, 2006). Multilingual students in the United States often come from immigrant families and may face the same challenges as students from low-income families in general. For these students, English-only practices have harsh consequences (Souto-Manning, 2016) and give them subtractive school experiences, with limited access to inquiry opportunities, as well as opportunities to cultivate their bilingualism (Snow & Kang, 2006; Souto-Manning, 2016). There is much we can learn from our multilingual learners. We can appreciate that language is a social activity, and for our very youngest students, literacy learning is grounded in their social interactions with both texts and language. In this issue's The Inside Track, Haeny S. Yoon explains the importance of providing emergent language learners with multiple social interactions to develop literacy. Social interaction is at the heart of language learning, and for young students, play and social interactions with texts and language are essential. This issue includes a variety of articles that support research to practice in the classroom. Carmen Newstreet, Amie Sarker, and Ragina Shearer describe how children's literature is an important tool for teaching empathy and addressing Islamophobia. Stephanie Kozak and Holly Recchia discuss research on the cognitive benefits of reading and its implications for the socioemotional domain and provide suggestions for the literacy classroom. Diane Barone and Rebecca Barone note their exploratory story and investigation into students’ perceptions of justice and describe how gifted students make meaning around issues related to justice. Monica C. Kleekamp and Angie Zapata explain depictions of disabilities in children's literature, and Elizabeth L. Kaye and Mary K. Lose focus on teaching and learning about letters in the early years. Allison Briceño and Adria F. Klein show how using running records facilitates multilingual students’ language and literacy development. Last, Laura Northrop and Elena Andrei present a tool that teachers can use to evaluate the rigor of vocabulary apps for English learners. In this month's teaching tips, Jamie Colwell focuses on how to select texts for disciplinary literacy instruction, and Jennifer M. Smith provides suggestions for educators who may be interested in conducting summer online book clubs. Tasha Tropp Laman and Janelle W. Henderson show how to use photography within a culturally responsive curriculum. Melissa Stewart and Terrell A. Young discuss the key traits of expository nonfiction and provide activities for teaching these traits with children's literature. Finally, Shelby Bacchioni and Rosanne L. Kurstedt note how personalized anchor charts can be used in small-group work. Two Voices From the Classroom essays are included in this issue. Jason D. DeHart reflects on teaching young students and middle schoolers. Kathy E. Hart highlights some of her experiences from teaching in Cambodia. This issue also includes two departments, Global Literacy and Teaching Bi/Multilingual Learners. Jacqueline D'warte discusses mapping languages and literacies with multilingual students in Australian classrooms. Claudia Peralta illustrates the importance of teachers and parents serving as equal participants in children's education, especially for bi/multilingual learners. To return to the French proverb, let's live again by learning a new language and appreciating and experiencing a new culture. There is much we can learn from one another. In this issue, you will learn about the many benefits of multilingualism and read recommendations for supporting bilingual and multilingual learners. We hope you enjoy this issue as much as we did!

Connecting Mathematics with World Heritage

Use trigonometry to improve your students' global literacy.

Global Media Literacy

In this theoretical article, we identify a conceptual error in the notion of ‘global media literacy’ and present and discuss eight typologies of media literacy formed on the basis of the ideological, political and economic dimensions of media and media literacy. While the first four types (Types 1-4) are past-oriented, they differ in terms of their endorsement or criticism of the government and capitalism. The same holds for the remaining four types (Types 5-8) except with respect to their future orientations. The time orientation, attitudes towards the government and capitalism determine how media literacy is conceptualized and what type of media literacy is to be promoted. It is proposed that unlike the original sense of literacy which was cognitively based, media literacy is socially constructed, which means that the widespread literacy analogy drawn from reading and writing to media use and interpretation is problematic. Finally, after delineating the eight typologies of media literacy, we discuss whether they apply to the digital world. It is argued that Type 8 media which is future-oriented, anti-government, and anti-capitalist find opportunities in the digital world which they lack due to funding issues in the non-digital world. Another point of the discussion involves the less tribal nature of digital media use since digital media users have access to different views which is not always the case for users of non-digital media. It is hoped that the typology of media literacy presented in this article will be critically discussed and utilized in future studies in the field.