Literacy Learning Research Articles

Teaching and learning challenges faced by teachers and young learners in early literacy: Reading and writing in EFL context

This article aimed at identifying and investigating the teaching and learning strategies in early literacy which were used by the English teaching, obstacles faced by learners, and the solution in the teaching reading and writing for young learners especially in foreign language context. It was collected through peer review journals, theories, articles, books and finding from previous studies. Based on the researches and studies made on L1 and L2 acquisition, the learners who completed their first language acquisition have been found more successful in L2 and FL acquisition. The results of this article show that the teachers can integrate L1, L2 or Foreign Language in teaching reading, and also appropriate materials. Therefore, some strategies for early literacy for EFL learners are provided; teaching phonological awareness and making balancing between bottom-up and top-down processing skills.

Motor development: A precursor to support Grade R literacy learning – Lessons from BuddingQ

Background: In South Africa, low literacy rates among children, particularly in early grades, present a critical challenge to the nation’s educational development. This study addresses the pressing issue of inadequate early childhood literacy education, aiming to bridge the gap between research and practice by advocating for effective interventions in the South African context.Objectives: The study seeks to understand the systemic challenges that hinder early literacy development in South Africa and to explore evidence-informed methods for improving literacy outcomes. By focusing on key elements of effective interventions, such as early initiation, evidence-based programme design, resource allocation, and monitoring and evaluation frameworks, this research aims to provide practical insights into reshaping literacy education in the country.Method: We conducted a qualitative case study of the BuddingQ intervention in Makhanda, South Africa, using interviews, observations, and content analysis.Results: The study revealed that prioritising early intervention, investing in evidence-informed programmes, proper resource allocation, and implementing robust monitoring and evaluation mechanisms are critical components of successful early literacy interventions. BuddingQ, by emphasising foundational skills development through play and movement, demonstrated a positive impact on children’s emergent literacy capabilities.Conclusion: South Africa needs transformative leadership and policy reforms for early childhood literacy. Evidence-based methods can promote educational equity, social justice, and improved literacy outcomes.Contribution: This study provides insights into effective early literacy interventions in South Africa, offering practical recommendations for policymakers, educators, and researchers to reshape literacy education and foster progress.

Ekoraya: Biodiversity Flipbook Based on Science Literacy

This research is motivated by the fact that scientific literacy in learning in Indonesia is still very lacking. The learning media that have been used so far are less varied and limited, teachers have also never applied learning media based on scientific literacy in the classroom. The objectives of this study are: (1) to find out the process of developing learning media, (2) to find out the feasibility of learning media and, (3) to find out the practicality of learning media. This study uses the Research and Development (RnD) method. Media development uses the ADDIE model. The subjects in this study were 27 students of grade V at SDN 007 Samarinda Ulu. Data collection techniques used interviews, questionnaires and documentation. The research instruments used were material expert feasibility assessment questionnaires, student response questionnaires and teacher response questionnaires. The results of this study were; feasibility tests by material experts of 94% with the category "Very Feasible", feasibility tests by media experts of 86% with the category "Very Feasible". Then, the assessment of media by small groups was 91.77% in the category of "Very Practical", the large group test was 88.35% in the category of "Very Practical", and the results of the media assessment by teachers were 96.47% in the category of "Very Practical" for use in learning.

Literasi IPAS: Model Pembelajaran LOK-R pada Siswa di Madrasah Ibtidaiyah

This study aims to describe the steps of applying the LOK-R learning model to improve the science literacy of grade IV and V students at Madrasah Ibtidaiyah Kedungrejo. The LOK-R learning model includes planning, implementation, and evaluation, and is used to improve science literacy at MI Al-Islamiyah Kedungrejo. This research used a descriptive qualitative method with a field research approach. Data were collected through observation, interviews and documentation. The results showed that the LOK-R learning model was effective in improving students' science literacy. In the planning stage, teachers and students prepare materials and develop learning objectives. At the implementation stage, literacy activities, orientation, collaboration, and reflection were carried out. At the evaluation stage, the improvement in science literacy competencies was significant, with 32 out of 35 students showing improvement. Before implementation, only 15 students had good IPAS literacy, but after implementation, the number increased to 32 students. The LOC-R learning model is proven to be effective for improving IPAS literacy in science learning.

Game-based Networked Learning

Designing and analyzing learning experiences in non-formal contexts can be challenging, even for those with educational training. The challenge is more significant if the priorities include educational ideological bases or an specific type of educational vision. The DALI project (Data Literacy for Citizens) has the primary goal of offering Data Literacy learning experiences specifically designed for adults in non-formal educational contexts. With this goal in mind, and considering the social and material realities of the target participants –their needs, diversity, interests and cultures– the project combines two of the most promising pedagogical approaches nowadays: networked learning and playful learning. This short paper outlines the pedagogical vision underpinning our efforts to integrate both approaches into a set of strategies and resources, in other words, the principles and ideas driving the design of what is called in the project: Game-based Networked Learning (GBNL) experiences. In particular, we draw on both the Activity Centred Analysis and Design (ACAD) framework and the Transdisciplinary Model for Developing Game-Based Interventions. After reviewing key aspects of the theoretical grounds that define our understanding of educational uses of technology and game-based learning, the paper addresses critical considerations underpinning the adaptation of the ACAD framework in the planning of playful learning experiences. Thus, the paper outlines the main principles guiding the design of DALI experiences, dividing them into the three design areas established by ACAD: set design, epistemic design and social design. The ambition of this approach is to serve as a pedagogical and educational statement to guide valuable actions to improve other adult learning approaches.

‘Listening to my readers’: Exploring the ‘Personal literacies landscapes’ of beginner readers

This study takes a more holistic look at reading support, to explore what else is happening in this teaching and learning context, beyond the acquisition of a more secure knowledge of decoding skills. Children are deemed in need of a reading support intervention when their literacy skills are assessed as being significantly below the levels expected by their school for their age, and these difficulties can often negatively impact both upon their confidence as a learner, and also upon their enjoyment of literacy activities in school. Confidence and enjoyment in literacy learning is tacitly presumed to re-emerge once these skills are gained, boosted by the intervention’s focus on the cognitive technical decoding skills. This can often lead to less choice and agency in their reading activities than their peers enjoy. However, the findings of this study suggest that building in activities that promote enjoyment in literacy learning, confidence as a learner and a sense of agency do not detract from the cognitive gains, but seem to boost them. A key aspect of this is linking reading support activities to the literacy activities that the learner enjoys at home as well as in school. This is theorised as an individual’s ‘Personal Literacies Landscape’: all the different texts that they have seen or heard, even if they cannot access them independently, that have contributed to their ways of being in the world.

‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools

ABSTRACT Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students’ literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools.

Implementation of Ethnoscience-Based PjBL on Science Literacy Learning Outcomes

Science education develops quickly and is rooted in the 21st Century. The learning carried out focuses on active students and produces something with PJBL. This study determines how Ethnoscience-based PJBL learning impacts scientific literacy learning outcomes. The study used a descriptive qualitative method. Data collection techniques used interviews, observation, and documentation. This study used descriptive analysis methods through data reduction, data presentation, and conclusions drawing. The study results show that students’ scientific literacy learning outcomes using Ethnoscience-based PJBL can deliver students with processing abilities, scientific attitudes, communicating results, and paying attention to socio-culture in the area around students. Using this PJBL facilitates students to gain knowledge and skills through project development and implementation involvement. Projects with complex assignments will encourage students to design, solve problems, make decisions, and display ethnoscience-based products by combining culture with science in the learning process.

From founding voices to future visions: languages and literacies in science education

ABSTRACT Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingual and multimodal nature of learning processes in science. These developments prompt us to reflect on the distinct identity and impact of languages and literacies on the contemporary discourse in science education, especially in light of technological innovations (e.g. large-language models) and societal developments (e.g. multilingual contexts). This position paper offers an opportunity to assess the field's past developments and future directions, building on a recent meeting of the Special Interest Group (SIG) on Languages and Literacies in Science Education under the European Science Education Research Association (ESERA). We present viewpoints from four founding members of the SIG, discussing current trends, challenges, and visions for the future. Ultimately, this paper invites our global community to engage in informed dialogues on the role and value of languages and literacies in science education today.

Historical Literacy in Social Studies Learning at Junior High School: Analysis of Implementation and Challenges

Historical Literacy in Social Studies Learning at Junior High School: Analysis of Implementation and Challenges

Structural literacy in architectural studio learning

ABSTRACT Architectural education encompasses a multidisciplinary curriculum including design, theory, history, technology, environmental considerations, urban planning, social aspects, and professional practice. This study aims to investigate the extent to which students can effectively integrate structural concepts into architectural design. This examination takes place within the framework of a third-year architectural design studio course, where students advance their design processes with input from architectural design instructors and experts in structural concepts. To facilitate this endeavour, a simple visual screening form was introduced to aid in the learning process. The study utilises a newly generated survey, namely ‘Structural System Control Form’, which is inspired by the rapid visual screening forms, to assess the students’ comprehension of structural concepts during a 14-week architectural design studio. Employing a descriptive and correlational research approach, the study assesses the effectiveness of this integrated strategy in enhancing the students’ understanding of structural principles. The findings revealed a notable development among students who participated in the integrated approach, highlighting the value of feedback and evaluation from instructors versed in construction. Furthermore, the use of simplified structural models in students’ projects improved their understanding of structural concepts and their ability to incorporate them into their architectural representations.

Refreshing the affinity space concept: evolving understandings of learning via social media platforms in an algorithmic age

Purpose The purpose of this conceptual paper is to describe how the affinity space concept has been used to frame learning via social media, and call for and discuss a refresh of the affinity space concept to accommodate changes in social media platforms and algorithms. Design/methodology/approach Guided by a sociocultural perspective, this paper reviews and discusses some ways the affinity space concept has been used to frame studies across various contexts, its benefits and disadvantages and how it has already evolved. It then calls for and describes a refresh of the affinity space concept. Findings Although conceptualized 20 years ago, the affinity space concept remains relevant to understanding social media use for learning. However, a refresh is needed to accommodate how platforms have changed, algorithms’ evolving role in social media participation and how these technologies influence users’ interactions and experiences. This paper offers three perspectives to expand the affinity space concept’s usefulness in an increasingly platformized and algorithmically mediated world. Practical implications This paper underscores the importance of algorithmic literacy for learners and educators, as well as regulations and guidance for social media platforms. Originality/value This conceptual paper revisits and updates a widely utilized conceptual framing with consideration for how social media platform design and algorithms impact interactions and shape user experiences.

XARİCİ DİLİN TƏDRİSİNDƏ İNNOVATİV METODLARIN İSTİFADƏSİ

The Role of Innovative Methods in Teaching Foreign Languge Summary The article is devoted to description of innovative methods. Innovative methods and technologies of teaching today are gaining increasing recognition and new opportunities associated with the establishment of interpersonal interaction. In this article is paid attention to choices of methods which should vary with different purposes, ages groups, and stages of mental development. A structure of modern process of teaching and its results is presented in this receaerch. Some of the common learning characteristics of adult language and literacy learners as well as four guiding principles to teaching adults foreign languages are given in the article. Key words: innovative method, project, active learning, traditional learning, creative tasks

Training on TEKAR (Caramunting flour) Production as Efforts to Enhance Science Literacy

PKBM is one of the educational facilities, especially non-formal education, to enhance the knowledge and skills of people studying there. This is done to support the improvement of life skills to enhance living welfare (social and economic), one of which is in the form of scientific literacy skills. This community service activity aims to enhance the scientific literacy skills of students studying at community learning centres or PKBM Harati through training activities in making caramunting flour. The method used in community service starts from the planning stage, activity implementation stage and evaluation. The evaluation was carried out by assessing the literacy skills of the activity participants, namely 20 residents studying PKBM Harati, located in Sampit City, East Kotawaringin, Central Kalimantan, by giving test questions of 10 multiple choice questions and measured quantitatively. The results of the activity show that there has been an increase in the scientific literacy learning outcomes of the activity participants, namely that at the pretest, they got an average score of 35, and at the posttest, they got an average score of 83. These results indicate that the training activities carried out can have a positive impact. Positive because it provides concrete examples regarding the application of scientific literacy skills.

Digital Literacies Learning Needs in Rural Ontario Elementary Schools: Teacher Insights

Digital Literacies Learning Needs in Rural Ontario Elementary Schools: Teacher Insights

The Role of Learning Motivation on The Influence of School Culture in Improving Students’ Literacy

This study aims to analyze the role of learning motivation on the influence of school culture in improving literacy of class XII SMKN 1 Sorong City. This research uses quantitative methods. The population in this study were all students of class XII Accounting and Banking of SMKN 1 Sorong City which amounted to 123 students. The sample size was calculated using the Slovin formula with an error tolerance of 5℅, so a sample size of 95 students was obtained. Data collection was carried out using a questionnaire, then the data was processed using the SEM PLS program. The results showed that (1) school culture has a positive and significant effect on the literacy of class XII SMKN 1 Sorong City (2) school culture has a positive and significant effect on the learning motivation of class XII SMKN 1 Sorong City, (3) learning motivation has a positive and significant effect on the literacy of class XII SMKN 1 Sorong City (4) class motivation influences positively and significantly on the influence of school culture, on the learning literacy of class XII SMKN 1 Sorong City.

The Urgency of Digital Literacy Learning in Educational Units: Systematic Literature Review

The Urgency of Digital Literacy Learning in Educational Units: Systematic Literature Review

Land‐based literacies in local naturecultures: Walking, reading, and storying the forests in rural Colombia

AbstractLand‐based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more‐than‐human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning‐making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land‐based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro‐analysis of participant‐generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land‐based literacies. We describe Land‐ walking, including forest‐ and creek‐crossing practices, as literacies that require reading and meaning‐making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land‐based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land‐based literacies for sustainable stewardship of the Land during times of drastic environmental change.

Influences of internet access on civic knowledge measurement in Taiwan

Internet-related issues have influenced how civic knowledge is educated and measured. The International Civic and Citizenship Education Study (ICCS) is a well-known large-scale assessment concerning how civic knowledge is educated and measured globally. Regardless of the emerging roles of internet access and usage, the influences of internet access on civic knowledge have yet to be investigated in ICCS research. Hence, this study aims to study whether the multiple-choice items in the civic knowledge test of ICCS 2016 are affected by internet access, what causes the effect, and to what degree Internet access influences the measurement. Results indicated that the ICCS civic knowledge test included six differential item functioning (DIF) items on internet access, of which five favored families with internet access, and one favored families without internet access. In addition, the primary source of DIF items was highly related to socioeconomic status. Overall, the students in families where the internet was available possessed higher civic knowledge than the students who were not. In conclusion, this study provides evidence of item inequivalence and identifies suspicious sources. These results can be used as a basis to investigate related research on digital learning, online teaching, and social media engagement in civic literacy.

Harnessing the Qualities and Principles of Adult Education for Health Literacy Learning.

Harnessing the Qualities and Principles of Adult Education for Health Literacy Learning.