Literacy Learning Research Articles

Multilingual literacies: Romanian Roma children learning to read and write in an English primary school

The study sought to understand how three multilingual Romanian Roma learners approached and made sense of literacy-related activities in an English primary school so that this can illuminate classroom practice to ensure more inclusive forms of literacy education. The following research questions were addressed: (1) What are learners’ linguistic and cultural contexts? (2) What linguistic and communicative resources and attitudes to literacy do they display in the classroom? (3) What are the educational implications of learners’ contexts, resources and attitudes for literacy instruction? Following the tenets of literacy as social practice and multilingual literacies, this ethnographic study shows that Roma children display a variety of linguistic and communicative resources and attitudes that can be effectively exploited in the classroom, enabling their home languages and cultures to be appreciated and legitimised as valuable tools for literacy learning. This can help counteract the effects of the structural power imbalances between dominant and minoritised languages, cultures and speakers in the classroom and beyond. The study’s main contribution is its engagement with the multilingual literacies of Roma learners from migration backgrounds, an aspect that has important consequences for the implications for literacy education presented in this article.

The Effect of the Digital Book-Assisted Randai Learning Model on Students' Problem-Solving Skills and Information Literacy

Purpose:The research aims to see the effect of using digital books based on the RANDAI learning model on students' problem-solving skills and information literacy in biology learning. Theoritical Framework: The integration of local wisdom will make the material more contextual so that learning becomes more meaningful. Digital books that are integrated with local wisdom can be concretized through digital books based on the RANDAI learning model. Methodology:The study was conducted at a secondary school in the province of West Sumatra, Indonesia. The learning applied in this study uses the theoretical framework of the RANDAI model (Reciting, Analyzing the problem, Narrating the solution, Doing the solution, Assessing the solution, and Implementing the solution) which is problem-based learning integrated with local wisdom. Data collection was carried out through a test referring to Polya's problem-solving skills while for information literacy using a questionnaire referring to the Association of College and Research Library indicators. Data were analyzed using a parametric t-test and n-gain analysis. Result and discussion: This study found that problem-solving skills and information literacy through learning with the RANDAI learning model assisted by digital books can promote students' problem-solving skills in science learning. Conclusion: the RANDAI learning model with the help of digital books has an effect on the problem-solving abilities and information literacy of high school students.

Pengembangan E-Modul IPA Berbasis Flipbook Digital Untuk Meningkatkan Literasi Sains Siswa SMP

This research aims to describe the validity, practicality, and effectiveness of digital flipbook-based science e-modules to improve science literacy of junior high school students. This form of development research, which was conducted at SMP Negeri 7 Jember with a total of 31 students in class VIII F, employed the ADDIE paradigm (Analyze, Design, Develop, Implement, and Evaluate). Interviews, observations, questionnaires, tests, and documentation are all used as data gathering strategies. Research instruments include validation sheets, learning implementation observation sheets, pre-test and post-test inquiries, and student response questionnaire sheets. With a very valid category, the product validity values are 88%. Results for product practicality during learning are 94% in the category of being highly practical. Based on a review of the N-gain, product efficacy results fell into the high category at 0.84, and the findings of the student response questionnaire fell into the good area at 76%. The results of this research indicate that the developed digital flipbook-based Science e-module is valid, practical, effective, and appropriate for improving students' science literacy in science learning in junior high schools.

Assessing Executive Function Influences on Reading Comprehension in French Immersion

This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and EF (working memory, inhibition, and shifting). After controlling for word-level reading, measures of shifting explained the most variance in reading comprehension compared to the variance accounted for by working memory and inhibition. The results add to the growing evidence of EF’s contribution—especially shifting—to reading comprehension within the context of early literacy learning in the L2.

Syncretic literacy practices among Arab heritage students in Denmark

This study inquires how students of Arab heritage in an urban setting in Denmark interpret Islamic literacy artefacts available in their homes, and how these interpretations reflect broader faith literacy practices in the students’ diaspora community. Through a linguistic ethnographic study design students have been invited to photograph literacy artefacts of their own choice in their homes and to discuss these photos in group interviews. A framework of syncretic literacy practices with a focus on faith literacy practices is employed to analyse data. We discuss how faith literacies in diaspora communities are inherently multilingual practices as they include the language of religious texts and its various registers, the home language, and the mainstream language. As such, these literacy practices play an important role in the formation of students’ transnational identities. Our findings indicate that syncretic literacy practice has the potential to contribute to improve the policies and curriculum of literacy education, as well as linguistic minority students’ literacy learning.

Science students develop multiple employability literacies from large, early-year courses without employability modules

Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students’ understanding and development of their employability.

Fostering Literacy Culture through 5-Minute Reading Habit: A Community Service Initiative at Elementary School 034816 Jambu Mbellang

This community service aims to develop a culture of literacy at SD Negeri 034816 Jambu Mbellang through the habit of reading for 5 minutes. Involving instructors, students and parents, this program focuses on producing positive changes in reading behavior among participants. By carrying out preparatory analysis and planning, we explain the literacy situation in schools and propose relevant strategies. The results of implementing this program show a major change in children's enthusiasm for reading, as well as growth in literacy skills. Ongoing reviews and regular monitoring can identify supporting factors and barriers to program performance. Outreach to parents and their involvement in children's literacy instruction is critical in establishing a supportive atmosphere at home. Workshops and additional training for teachers and parents provide insight and practical solutions to improve literacy learning. The success of this program is not only seen in improving students' reading abilities, but also in changes in attitudes, active participation of parents, and growth in teacher skills. These results suggest that bringing the entire school community together can foster a positive and sustainable literacy culture. It is hoped that this success will provide inspiration and input for similar efforts to improve literacy in other schools.

Problematika Manajemen Pondok Pesantren

Islamic boarding schools are Islamic educational institutions that are full of learning about religious knowledge, such as classical books and other Shari'ah books. Islamic boarding schools are typical Indonesian educational institutions that grow amidst communities that have proven their independence. Pesantren has a meaning that continues to change along with its development over time. Islamic boarding schools can be defined as educational institutions as well as Islamic religious broadcasting institutions. In this case, the researcher discusses the problems found in Islamic boarding schools, including in the management system. The systematics of writing this paper uses the Library Research or Literature Review method, which has a research focus on books, journals and magazines related to the studies raised in the paper. There are various kinds of management problems in Islamic boarding schools, ranging from facilities, spatial planning, learning to the quality of teacher human resources. This research contributes to managerial learning literacy in Islamic boarding schools so that it can become a reference and reference.

Strategy for Increasing Early Childhood Literacy Skills at PAUD Ar-Rahman Benteng, Sungain Batang District, Indragiri Ilir Regency, Jambi Province

This research aims to examine the improvement of early childhood literacy skills by using exploratory strategies in early childhood at PAUD Ar-rahman Benteng, Sungai Batang District, Indragiri Ilir Regency, Jambi Province. Increasing early literacy skills referred to in this research is to explain children's abilities in using letters or reading and writing which are mastered before children learn how to read and write. This type of research is descriptive qualitative research because data regarding teacher strategies in introducing early childhood literacy requires a lot of qualitative data. Where the teacher is the implementer of learning while the researcher is the observer. This research is in the odd semester 2023/2024, namely in February. The subjects of this research were Ar-Rahman Benteng PAUD students, consisting of 23 students. The object of research is students' initial literacy abilities. Data collection techniques use observation, interviews and documentation. The data was analyzed using the mile and Huberman data analysis model, namely running or flowing (Flow model analysis). The analysis consisted of data collection, data reduction, data display, and verification/drawing conclusions. The results of the research show that the increase in early childhood literacy at Ar Rahman Benteng Preschool is quite good, it can be seen that when in literacy learning activities with movement and songs, children are able to read and write letter symbols that match the songs, children are able to imitate writing letters modeled by the teacher and enthusiastic about literacy activities.

Supporting literacy development in kindergarten through teacher-facilitated play.

Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered and qualitatively analyzed to identify key perspectives and classroom practices that lead to the educators' successful facilitation of play to support literacy. Results of this study showed how different core literacy skills can be supported through different types of play, with each offering unique and critical opportunities for learning. Results also demonstrated how a multitude of core literacy skills can be supported through guided approaches to play, and begin to illustrate how teachers are facilitating a continuum of guided play to support literacy learning.

ENGLISH TEACHERS’ ASSESSMENT LITERACY IN CONDUCTING ASSESSMENT OF LEARNING

Conducting assessment to students’ learning is one of responsibilities a teacher has to do. Therefore, it is necessary for teachers of English to have good assessment literacy in order to help teachers of English to construct and conduct good assessment instrument. Assessment literacy is teachers’ knowledge towards assessment and its implementation. This research was case study with descriptive method and aimed at finding out teachers’ assessment of learning literacy and its implementation. This research took place at SMA PGRI 2 Palembang and three teachers of English involved as participants. Interview, survey questionnaire, observation, and documentation were used in data collection. The results of study revealed that teachers of English were not familiar with the nature of assessment of learning, and teachers did not make use of their knowledge on assessment into practice. It is important for schools’ principals in particular and government in general to provide professional development to upgrade teachers’ assessment of learning literacy. Keywords: Teachers of English, assessment, assessment literacy, assessment of learning, assessment implementation

Assessment of math abilities before school entry: a tool development

IntroductionThe years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties.MethodsThe tool encompasses both group and individual tasks, to evaluate counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5-6, in their final year of kindergarten in Portugal, at both the start and end of the school year.ResultsThe findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>0.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education.DiscussionThese outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.

Analysis of Cultural Literacy Learning Based on Local Wisdom to Strengthen the Profile of Pancasila Students

This study aims to analyze local wisdom-based cultural literacy learning to strengthen the profile of Pancasila students in the dimension of Global Diversity integrated into Pancasila Education subjects. The research method employed a descriptive method with a qualitative approach. The subjects of this study were fourth-grade students and teachers of SDN Gelam 1 Candi in the 2023/2024 school year, totalling 24 students. Data collection techniques were carried out through observation, interviews, and documentation. This data analysis technique used interactive model analysis consisting of data reduction, data presentation, and conclusion drawing. In testing the validity of the data obtained by using the triangulation techniques. The results of this study indicated that local wisdom-based cultural literacy learning can strengthen the profile of Pancasila students in the Global Diversity dimension integrated into Pancasila Education subjects through various learning activities, such as making Pop Up Book of Sidoarjo Local Wisdom and LKPD integrated with local wisdom of Sidoarjo City. In addition, it can also improve the cultural literacy skills of students who can respond to local cultural diversity and cultural issues to face cultural shifts in the future. Students can also show a sense of pride and participate in preserving the local culture of Sidoarjo by making Udeng Pacul Gowang an icon of Sidoarjo City.

First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design

Ensuring quality education for all students requires teachers to possess knowledge and skills in utilising digital technologies effectively for teaching and learning. This study explored how pre-service teachers (PSTs) perceive their digital attitude, efficacy, literacy, engagement, and understanding of digital technologies in an online learning environment. The study employed a mixed-methods research approach. A survey comprising Likert Scale questions and demographic information was administered to 110 PSTs from a regional university. Descriptive statistics were employed to investigate the relationship between PSTs’ understanding of digital technologies and their attitude, literacy, self-efficacy, and learning engagement in online learning. To illustrate the frequently used words in participants’ definitions of digital technologies, a ‘word cloud’ representation was utilised, accompanied by quantitative weightings of key terms. The study revealed significant connections between PST self-efficacy and their attitudes toward digital technologies, digital literacies, and learner engagement. Notably, most of the PSTs exhibited narrower definitions of digital technologies than anticipated. The implications of these findings for course design are discussed, emphasising the need to address PSTs’ perceptions of digital technologies, foster their self-efficacy, and enhance their digital literacy and engagement in online learning environments. Understanding these factors can lead to more effective integration of digital technologies in teacher education program courses, ultimately preparing future teachers for digital-age classrooms.

Supporting the Development of Students’ Scientific Literacy

ABSTRACT Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the development of scientific literacy (SL). Drawing on Bildung framework, this qualitative study was conducted in Tanzania to explore how science teachers’ classroom practices facilitate the development of students’ SL. Data were collected through semi-structured interviews and non-participant classroom observations with science teachers and students from six secondary schools. The study has identified five instructional practices that were used to support students’ development of SL, namely guided reading, code-switching, educational print and visual aids, science experiments, and science projects. While there is evidence that the instructional practices used provided opportunities for students to contribute their thinking, experience and understanding to the science learning, the instructional practices were mostly print-based, paper-based and teacher-led, resulting in little engagement in active scientific thinking and literacy learning. Overall, the knowledge base developed by this study is of practical use to science teachers and educators in making decisions about appropriate instructional practices and what should be the regular focus of pre-service teacher education and professional development programs.

Scientific literacy in physics learning: A bibliometric analysis from 1977 until 2023 and its impact on quality education

This study focuses on keyword mapping and exploring research trend topics of scientific literacy in physics education for future research opportunities. The study aims to analyze bibliometrics literature on scientific literacy in physics education and publication trends indexed by the Scopus database. The method used is using bibliometrics analysis in the Scopus database. According to the data, this research shows that scientific literacy publications from 1977-2023 are 287 research papers. The most dominant keywords are scientific literacy skills, physics teacher, and science education. The top author in scientific literacy is Prahani BK. The most published articles in scientific literacy are in the Journal of Physics Conference Series. Scientific literacy can serve as a strong foundation for achieving the SDG for quality education, as it enables individuals and society to understand, encourage, and support efforts to improve the quality of education for all. In conclusion, scientific literacy is still possible to analyze and link with other topics, so scientific literacy for education physics will make the world of education more diverse. There are many future study opportunities, from results analysis to literacy science.

Technology and Digital Literacy: Interrelationships and the Impact of Acceptance with Self-regulated Learning

The educational technology continues to grow and change. Technology acceptance exists to understand how technology emerges and is adopted. Technology acceptance plays an important role in creating an innovative and effective learning environment in enhancing students’ learning experience. Technology acceptance must be supported by digital literacy skills to achieve successful use of technology in learning. The purpose of this study was to determine the relationship between technology acceptance and digital literacy in self-regulated learning of physics students. This type of research is quantitative survey research. The research data were obtained by distributing online questionnaires using Google Forms. The questionnaire used a Likert scale of five options. A total of 132 valid questionnaires were obtained and analyzed using PLS-SEM assisted by the Smart PLS application. Based on the path coefficient, it shows that technology acceptance has a significant positive effect with β = 0.248 or close to 1, tcritical value of 2.345, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.019, which is lower than 0.05. The digital literacy path coefficient has a significant positive effect on self-regulated learning with a value of β = 0.673 or close to 1, tcritical value of 6.456, which is higher than the tobserved value of 1.989. Furthermore, the p-value is 0.000, which is lower than 0.05. The results of PLS-SEM analysis using Smart PLS show that technology acceptance and digital literacy have a significant positive effect on self-regulated learning. This research is expected to be a source of reference for further research in discussing issues related to self-regulated learning.

An Alternative Method of Assessing d/DHH Secondary-School Students' L2 Language Development.

Little information is available on d/Deaf and hard of hearing (d/DHH) learners' L2 development. Their limited auditory access may discourage them from taking standardized tests, highlighting the need for alternative ways of assessing their L2 development and proficiency. Therefore, this study suggests adopting processability theory, which demonstrates a universal order of L2 development. Interviews with d/DHH learners and their teachers were conducted to explore their current difficulties in regard to understanding their L2 development. Also, we conducted brief speaking tasks to suggest alternatives to testing the L2 development of learners who are d/DHH in comparison to typical literacy learners. The result showed d/DHH students' L2 developmental patterns are similar to those of typical hearing peers, suggesting that d/DHH students and hearing learners share difficulties in similar areas when learning English. Teachers highlighted the lack of appropriate English tests to determine the d/DHH students' L2 development.

Using ‘Health’ to Promote Older Adults’ Digital Health Literacy

Aim: This project explored requirements for digital learning to support digital health literacy of older adults within a rural region. Method: A qualitative study with purposeful sampling and thematic analysis of data. Interviews were held with ten digital educators and seven older adults (four with low vision) living and/or working in rural New Zealand. Results: All participants recognised the importance of trust and having the right people to provide support and foster positive engagement with digital technologies. The digital educators recognised a missed opportunity to engage older adults using health as a topic for digital learning. Conclusion: A positive experience with learning to use digital technologies is necessary to facilitate digital health literacy for older adults. Digital educators want access to reputable resources to promote health websites; many don’t know these exist. A wide range of digital literacy learning services exist which need to be better promoted in hard copy and online. The authors recommend building on older adults’ existing relationships, engaging with community groups, providing pop-up sessions, and running events to increase digital technological knowledge and engage with health information online. The key is utilising the right people to support the older adult with opportunities for digital skills uptake.

Modern Transformation of Ancient Chinese Philosophical Thought in Ideological And Political Education in Colleges and Universities Based on Multiple Learning Styles Adaptation

Abstract Ancient Chinese philosophical thinking, as an important part of Chinese civilization, has influenced thousands of years of Chinese history and also had a profound impact on the Ideological and Political Education in modern colleges and universities. Based on the philosophical nature of Ideological and Political Education, the article analyzes the learning styles of different categories and establishes a blended-tiered teaching model for Ideological and Political Education with the aid of digital technology. Based on students’ online Ideological and Political education learning behavior data, a Bayesian discriminant analysis algorithm is used to identify students’ learning styles. Then, the GRU neural network model is introduced to define the diagnosis of the knowledge level of Ideological and Political Education, and the Ideological and Political Knowledge Level Diagnosis Model is established. An example analysis was conducted to assess the learning style, cognitive level, and relevance of Ideological and Political Education. The study shows that when carrying out the identification of students’ learning styles, the Bayesian discrimination improves by 10.98% compared with the results of the style clustering algorithm, and the average absolute error of the diagnosis of students’ Civics knowledge level minimizes only 0.128. The scores for various learning styles are highly variable, and the extreme differences are all over 24 points. The standardized regression coefficients of learning interest in Ideological and Political courses and literacy learning styles are between 0.072 and 0.163, with a very significant correlation. Incorporating ancient Chinese philosophical ideas into ideological and political education is conducive to satisfying students’ multiple learning styles and also contributes to modernizing and preserving ancient philosophical ideas.