Idea Of Literacy Research Articles

Латынь и церковнославянский как языки «ученого духовенства»: к истории духовного образования в XVIII веке

In the XVIII century, the clergy went through the most important processes related to the formation of the estate; the creation of a system of spiritual education plays an important role in this process. We will look at how the idea of literacy and scholarship as mandatory components of self-image was formed among the clergy, and how the languages included in these ideas have changed over the century. Having analyzed "literacy" and "scholarship" as elements of state regulation of the number of clergy, we will consider the concepts of literacy focused on the Church Slavonic language and literature, and their transformation after the spread of regular seminary "Latin" education. The material of archival documents allows you to see the assessment of the literacy of children of the clergy at admission to the seminary, as well as to understand exactly what skills were included in this assessment. Next, we reconstruct the semantic shift that has been taking place in the attitude of the clergy to seminary education over the course of a century: what kind of learning outcomes did the parents of seminarians expect when sending their children to educational institutions, and how these formulations have changed over the century. The system of spiritual education turns out to be built in such a way as to have priority over home schooling, and Latin is in the focus of attention as the main "filter" that allows separating the "learned" clergy from the "unlearned", i.e. "illiterate. But with the spread of seminary education, the status of "scholarship" begins to be associated no longer with the Latin language, but with less common languages: European (French and German) and "theological" (Greek and Hebrew).

Measurement of Multimodal Literacy of EFL Iraqi Students

Language is not only verbal, but multimodal of discourse analysis also play vital role in understanding the text. The term multimodal literacy has been created in 2003 by Jewett & Chris, behind the term is the premise that the idea of literacy must be reconceived in order to encapsulate the variety of meaning-making modes that play a special role in electronic or print multimodal. Technological advances have necessitated the development of reading and writing skills that go beyond what is known in dealing with traditional multimodal, in teaching language and exams, and in receiving the arts.

CHILEAN INFLUENCE IN FREIRE’S THOUGHT

The years Paulo Freire spent in Chile were important for both the country and for Brazilian pedagogists; his influence on educational policies and practices is indubitable. In this article, however, I analyze the ways in which his time in Chile changed Freire’s pedagogical ideas. Specifically, the Chilean context and the people he met there brought about a significant change in his conceptual framework and analytical tools, at least regarding two interlinked key points: heterodox Marxism and the idea of literacy. Marxist influence develops mainly as Marxist humanism and therefore involves the anthropological premise of Freirean pedagogy; in this reflection, the notion of praxis assumes a central role. The idea of literacy, as defined in the Chilean period, is at the forefront of the international debate on adult education.

Message in a bottle

Water play is such an exciting and broad sensory activity, with countless rich learning opportunities. Here Jenni Clarke offers active literacy ideas all involving wonderful water play.

Territórios educativos como alfabetização territorial

Based on the dialectical experiences of children with architectural and urban artifacts, we seek to offer them a range of devices that enable them to identify educating territories (ETs) through the Children Architecting in the Territory program. Our premise is that Paulo Freire's theories and concepts, through the field of Progressive Education, fertilize the praxis of these devices in the area of ​​Architecture and Urbanism, while contributing to the expansion of this theoretical and practical field of ETs, which has proved multidisciplinary and under construction. Thus, the objective is to briefly present the devices and their dialogue with Freire's concepts in order to contribute to their theoretical and conceptual deepening. We were able to establish nexus mainly with the ideas of literacy and cognitive process, formulating a hybrid conception of territorial literacy, which values ​​the autonomy of children in their learning process. Key words: Devices. Childhood. Territory. Paulo Freire. Literacy.

Low Print Literacy and Its Representation in Research and Policy

ABSTRACT This paper constitutes an edited transcript of two online panels, conducted with four scholars whose complementary expertise regarding print literacy and migration offers a thought-provoking and innovative window on the representation of print literacy in applied linguistic research and in migration policy. The panel members are experts on language policy, literacy, proficiency and human capital research. Together, they address a range of interrelated matters: the constructs of language proficiency and literacy (with significant implication for assessment), the idea of literacy as human capital or as a human right, the urgent need for policy literacy among applied linguists, and the responsibility of applied linguistics in the literacy debate.

Enhancing literacy and curriculum using digitalized collections and approaches

Digitized collections offer a wealth of resources for improving a wide variety of literacies that promote critical thinking skills, instruction and curriculum enhancements. Digitized collections and processes are increasing rapidly in their development and availability and as such introduce issues such as public access, copyright laws, limitations on use, and the integration of both free and commercially available digitalized materials. Governments around the world offer an abundance of digitalized information, often with curriculum guidance. Together with these issues, questions concerning how to evaluate and integrate curriculum and literacy ideas into instruction using digitalization are considered. This paper provides examples of subject areas attuned to digitations including literature, history, current events, sociology, health and science, and local collections. Suitable policies and procedures are discussed promoting efficient programming including collection development, project management, technical needs, online dissemination, and reference and consultation services.

Leitura e ensino de ciências nos anos iniciais: análise das pesquisas do ENPEC (1997-2017)

O presente texto é parte de uma pesquisa e tem por objetivo analisar os trabalhos publicados em todas as edições do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), buscando a relação entre leitura e ensino de Ciências para os anos iniciais do Ensino Fundamental (EF). Parte do pressuposto de que os anos iniciais do EF compõem uma etapa muito importante da Educação Básica e, como tal, nessa etapa, as práticas alfabetizadoras devem ser oportunizadas e preservadas. A partir desse princípio, amplia-se a ideia de alfabetização na perspectiva do letramento para todas as áreas de conhecimento, não apenas na língua materna, e defende-se, nesse contexto, a importância da Alfabetização Científica. A leitura é vista como uma prática social e sua compreensão pode ser construída com a elaboração do processo de Alfabetização Científica. Trata-se de uma pesquisa qualitativa, do tipo bibliográfico. Os dados foram obtidos em consulta aos anais de todas as edições do ENPEC. Após levantamento, os artigos foram lidos, catalogados e analisados. Os descritores utilizados para consulta foram leitura, leitor, leitores, Alfabetização Científica, compreensão leitora e formação do leitor. Constituindo um total de 8.535 trabalhos publicados nas 11 edições do ENPEC, 63 discutiram leitura e ensino de Ciências. Desses, 5 enfocavam os anos iniciais e foram analisados neste artigo. Outros dois trabalhos foram incorporados posteriormente à análise, pois mesmo não se tratando de anos iniciais discutiam leitura e Alfabetização Científica, totalizando 7 trabalhos analisados. Destaca-se o baixo número de trabalhos publicados com a temática leitura e ensino de Ciências em todas as edições do evento e, entre os analisados, pouca correspondência nas relações entre leitura e ensino de Ciências defendidas.

Distribution of The Sensible Jacques Ranciere

This paper aims to discuss the problem of aesthetic in modern Indonesian literature in its relation with the politic. In contrast with the traditional understanding of the aesthetic and politic, this paper offers an alternative perspective abstracted by the French aesthetic philosopher, Jacques Rancière, to look into five problems concerning this matter. First, the mechanism of inclusion/exclusion in defining the aesthetic in relation to politic. This problem leads to the second, that is the definition of aesthetic as a distribution of sensibility which consists of the visible, the intelligible, and the possible where the main goal is to shatter the social hierarchy. In addition to this, the definition of revolutionary works relies not on the engagement of the artist into the political field, but on the succeed to bridging the hierarchical migration. Moreover, the presumption of equality as the foundation of the revolutionary in aesthetic, thus a popular work does not always consider as such. And finally, art as an act for the people to position themselves in participating in the polis, thus the idea of literacy is a very important instrument to make sure the subject to emancipate. By considering these problems, the question of when is the birth of modern Indonesian literature needs to be re-assessed.

O Letramento Linguístico e o Ensino de Gramática da Língua Portuguesa no Brasil

Este artigo apresenta as bases teóricas e programáticas que sustentam o conceito de letramento linguístico, delineando suas características principais e situando-o como um dos conceitos basilares da discussão sobre o ensino de língua materna no Brasil. Tais características são empregadas como ponto de partida para uma argumentação crítica acerca das visões hegemônicas da ideia de letramento na pesquisa em ensino no Brasil: o letramento individual e o social. As conclusões oriundas do que se dispõe como letramento linguístico e sua contribuição para a melhoria da qualidade do ensino são o insumo para a discussão de um texto de Francisco Platão Savioli que descreve a história do ensino de gramática no Brasil. Essa análise crítica inspira e motiva observações sobre os problemas estruturais do ensino e da pesquisa na área, e serve de base para a proposição de ações didático-pedagógicas relacionadas à ideia do letramento linguístico como um dos objetivos do ensino de língua portuguesa como língua materna.

As crunchy as crisps

Continuing this series on using leaves for activities that cover all areas of learning and development, Hilary White offers literacy ideas that encourage children to have fun with words and language and create rhymes.

Evidenced Based Policy and Practice: The Roles of Critical Thinking and Literacy in Empirical Methodology for Social Work Practice

Summary: This study is a preliminary definitional study that examines the idea of literacy and critical thinking in social work practice, especially as it applies to evidenced-based practice. It is not a definitive study as such, but more an exploration of what would constitute literacy and critical thinking in social work practice especially in a changing policy framework that requires greater accountability for practice through an evidence-based approach. The paper accepts the proposition that the essence of literacy is the communication of an idea or concept in a way others who are not familiar with that idea are able to understand it. The study examined five related areas, which would be considered important for the basis the background understanding required to participate in the evidenced-based discourse. These are critical thinking, statistical literacy, data visualisation, data literacy and information literacy. Findings: Whilst there are differences in what is understood as literacy of the various areas, there are also commonalities between each area. The emphasis that evidenced-based practice will require in the mode and method of argument to be used will be based on the principles of argument that arise will be influenced by critical thinking, statistical literacy, data visualisation, data literacy or information literacy. Application: The application of this preliminary study to social work practice is how one views and communicates information and observations to a wider audience. It provides a basis for argument for social work practice to be able to participate in a discourse dealing with evidence-based practice whilst within the ethical and values framework of social work philosophy.

Troubling Discourse: Basic Writing and Computed-Mediated Technologies

Through an examination of literature in the fields of Basic Writing and developmental education, this essay provides some historical perspective and examines the prevalent discourses on the use of computer-mediated technologies in the basic writing classroom. The author uses Bertram Bruce’s (1997) framework of various “stances” on literacy technologies to both contextualize discussion of technology in the field of Basic Writing and to consider implications for further discussion and research. By emphasizing the interrelatedness of technology and literacy, a “transactional” stance on computer-mediated technologies relies on the idea of literacy as a social practice, and would therefore align better with the overall values of the field of Basic Writing.

‘No Vain Speculation’: Samuel Johnson's Rambler and Eighteenth-Century Attitudes to Orality

This essay won the 2007 Literature Compass Graduate Essay Prize, Eighteenth Century Section. The oral culture of pre-literate peoples received unprecedented critical attention during the eighteenth century. The bard and the noble savage, oral tradition and original genius all rose to prominence and, despite the tenacity of a model of progress which equated orality and the primitive and literacy with civilisation, many writers were nevertheless captivated by the idea of an ancient world uncorrupted by literate civilisation. Samuel Johnson's Rambler essays, along with his later Journey to the Western Isles of Scotland demonstrate that he was not one of those for whom illiteracy could ever be celebrated. Indeed, his intense hostility to the proposition has led many to conclude that he rejects every aspect of it. The engagement of these texts with the ideas of literacy and orality, however, is more complex than this. Beneath the antagonism of his tone, there are elements of the ancient worldview that Johnson finds appealing and much of his thinking about oral savagery is in fact a vehicle for reflection upon the broader predicament of human nature. Issues of stability and memory, we discover, preoccupy him, and erode any simple opposition of voice and text.