Literacy Framework Research Articles

A competence matrix for machine translation-oriented data literacy teaching

Abstract This article presents a matrix of competence descriptors aimed at machine translation-oriented data literacy teaching. This competence matrix constitutes the didactics-facing side of the DataLitMT project, which develops learning resources for teaching relevant components of data literacy in their translation-specific form of professional machine translation (MT) literacy to BA and MA students in translation and specialised communication. After highlighting the increasing relevance of both professional MT literacy and data literacy in the context of Translation Studies and professional translation, the article presents and discusses a professional MT literacy framework and an MT-specific data literacy framework, which serve to structure the two frames of reference relevant to this article. Then, the article provides a detailed discussion of the competence matrix developed based on the two frameworks sketched previously. This discussion is intended to show how the individual dimensions and sub-dimensions of data literacy were linked to relevant (sub-)dimensions of professional MT literacy and translated into corresponding competence descriptors. To conclude, the article presents an example of a learning resource for MT-oriented data literacy teaching developed based on the descriptors of the competence matrix.

Find Missing Person Using Artificial Intelligence

Face recognition is a biometric grounded technology that mathematically charts particular person’s or individual’s facial features and stores all that data as a face print. By using this fashion, the information of the face of a person is saved mathematically or in the format of graphs in the database, which is used for detecting that particular face. Face recognition model in our system will find a match of that person in the database. If a match is found, it will be notified to the police and the guardian of that person. The face recognition model in our system will try to find a match in the database with the help of Tensor Flow Face recognition algorithm. It is performed by comparing the face encodings of the uploaded image to the face encodings of the images in the database. If a match is found, it will be notified to the police and the people related to that person along with the position of where the person is found. Face recognition models in Deep and Machine Learning are primarily created to ensure the security of identity. There are several frameworks used in building a face recognition model and one of them is Tensor Flow. The Tensor Flow face recognition model has so far proven to be popular. Using Tensor Flow to build face recognition and discovery models might bear trouble, but it is worth it in the end. As mentioned, Tensor Flow is the most used Deep Literacy framework and it has pre-trained models that fluently help with image bracket.

Empowering through digital skills: A case of alumni in the business services sector

AbstractThis quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector.

Content Analysis of Chemistry Textbooks in the Chapter on Thermochemistry

This study aimed to analyze the aspects of the general chemistry textbook in the chapter on thermochemistry. We reviewed three general chemistry textbooks commonly used in basic chemistry courses. This study used a qualitative approach by content analysis. The focus of this study was the thermochemistry chapter because this topic was considered to be difficult by students. Data analysis was carried out descriptively by combining similar data within the chemical literacy framework. The analysis results indicated that the three textbooks fulfilled most of the chemical content knowledge indicators, except for chemistry as an experimental discipline. The textbooks provided insights that chemistry can be used to explain phenomena in everyday life, to make decisions and participate in social debates on chemistry-related issues, and to understand the relationship between innovations in chemistry and sociological processes. The textbooks also presented knowledge that can encourage the enhancement of high-order learning skills, particularly in the review problems section.
 Keywords: chemistry, textbook, thermochemistry

Teaching information literacy in online psychology courses: Effects on student performance and self-reported confidence

Using the Framework for Information Literacy published by the Association of College & Research Libraries, we developed an online intervention to increase information literacy. Specifically, we hypothesized that undergraduate students in an information literacy intervention group would increase in information literacy performance and confidence compared to a control group which did not receive asynchronous online information literacy instruction. We used a non-equivalent groups pretest-posttest design and measured students’ ( N = 101) information literacy performance and self-reported confidence before and after asynchronous information literacy instruction. We compared the intervention with a non-intervention control condition using two existing undergraduate psychology courses offered online across two semesters. Partially confirming our hypotheses, we found that providing asynchronous information literacy instruction not only increased students’ information literacy performance but also helped students to evaluate their own information literacy skills more accurately. In contrast, our intervention did not selectively increase confidence in information literacy as both information literacy intervention and control groups similarly increased in information literacy confidence over time. Nevertheless, these findings show that we managed to develop an online, theory-based intervention to increase information literacy. This intervention has the potential to build the foundations for students to engage in scientific conversations by elevating their understanding of how scientific information is produced and how science affects their daily lives.

Mapping the potential of meal kits to influence parental food literacy: an application of behaviour change frameworks

Cooking at home and eating together provide opportunities to improve family nutrition and promote healthy dietary habits. Commercial meal kit subscription services (MKSSs) (e.g. HelloFresh™, Marley Spoon™, EveryPlate™) may support parents to overcome obstacles to family meal provisioning and facilitate food literacy development. A gap exists in our understanding of how and why meal kits may elicit behaviour change, and opportunities to increase their behaviour change capability. This study aimed to examine the theoretical potential of Australian MKSSs to promote parental food literacy using the Behaviour Change Wheel (BCW)(1) and associated Theoretical Domains Framework (TDF)(1) and Behaviour Change Technique Taxonomy v1 (BCTTv1)(2). A one-week subscription was purchased for all Australian-based MKSSs (n = 9) and key meal kit components (subscription and meal planning features, meal kit delivery and website content) were coded using the retrospective application of these behaviour change frameworks. Parental food literacy-related behaviours were informed by a Food Literacy framework(3). Identified BCTs were mapped to the TDF using the Theory and Techniques Tool to identify theoretical mechanisms of action. The key meal kit components identified mapped to eight of the nine BCW intervention functions. These components primarily served the functions of enablement and environmental restructuring to support cooking at home. Thirty-five of the 93 possible BCTs were identified across the nine MKSSs reviewed, ranging from 19 to 29 BCTs per company, and linked to 13 of the 14 TDF domains. The most frequently identified mechanisms of action (TDF) targeted changes in motivation (n = 27) and capability (n = 19) to influence parental food literacy. Australian-based MKSSs incorporate a wide range of BCTs that target mechanisms of action associated with food literacy-related behaviours. These findings provide a strong theoretical evidence-base for the potential of commercial MKSSs to enhance parental food literacy. However, the extent to which these services may influence behaviour change or impact family food intakes is currently unknown. Therefore further research is required to evaluate the healthfulness and effectiveness of MKSSs.

Preservice Teachers’ Assessment Literacy Within Models-Based Practice

Purpose: Using the assessment literacy framework, the purpose of this study was to explore preservice teachers understanding and enactment of the message system during an early field experience. Method: Six PTs employed SE seasons totaling 540 min. Seven qualitative data methods were utilized. Data analysis included deductive and inductive analysis using a thematic approach. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Results: Three main themes derived from the data included: instructional decisions were driven by the SE model and informal assessment; formal assessment was driven by the structure of SE; and high assessment value but low assessment literacy. Discussion/Conclusion: The SE model drove PTs to use formal assessment, but primarily in an evaluative manner. The PTs lacked assessment literacy, felt pressure to follow the model, did not use assessment to inform teaching, and had concerns for future assessment use.

Addressing Climate Change Anomie in Teacher Education

This research project sought to understand how preservice teachers explore their relationship with Science and confidence in teaching about climate change in Science education amid a culture of denial regarding the impact of the climate crisis. Using data from three cohorts of students in an elementary Science methods course, this paper shares the context of climate change acceptance in the province of Alberta, Canada, the fossil fuel economic hub of Canada, and how using Journell’s framework for controversial issues alongside a critical energy literacy framework using inquiry, supported preservice teachers to address their hesitancy in Science classrooms to engage with climate change education. Science education also needs to shift as our energy and economies need to shift in response to the climate crisis. Preservice teachers, therefore, need to be supported in this transition by better understanding their relationship with Science and how to respond to the climate crisis within regions that do not necessarily support renewable or sustainable forms of energy, such as Alberta, Canada.

Health sciences librarians' instructional engagement in continuing education: a scoping review.

Healthcare professionals (HCPs) have an ongoing need for continuing education (CE) while Health Science Librarians (HSLs), accustomed to supporting a range of learning needs in a variety of contexts, are well situated to provide CE that addresses information retrieval, literacy, management, and more. To better understand the extent of HSL delivered CE activities, we undertook a scoping review to determine how HSLs instruct practicing HCPs in support of their CE. We searched for published and unpublished literature sources including PubMed (NCBI), Embase (Elsevier); Dissertations and Theses Global (ProQuest); CINAHL (EBSCO); Library, Information Science and Technology Abstracts (EBSCO); and Library Literature and Information Science Full Text (EBSCO). To identify unpublished sources, we searched the internet using Google and contacted two health sciences library listservs. We also performed backwards and forwards searching of our included sources. Our database searches yielded 4842 sources, and we retrieved an additional 579 sources through supplementary retrieval methods. After duplicate removal and screening, we included 105 sources in this review. The included sources were published between 1970 to 2021 and covered a range of topics such as searching methods and tools, critical appraisal, and many more. Those related to evidence-based practice (EBP) appeared around 2001 and bibliometrics and bioinformatics arose after 2016. Publications depicting HSLs teaching CE most commonly occurred in academic settings. The most common population taught was nurses, followed by physicians. Most sources did not report using an information literacy framework or instructional design model, undertaking needs assessments, or reporting formal objectives or assessment. While HSLs are active supporters of EBP, we need to apply the same principles to our own professional practice. Formal structure of programming and program assessment combined with clear, detailed reporting can help to build a more robust evidence base to support future CE provision.

Increasing global literacy (GL) competence of university students to support the Indonesian International Student Mobility Awards (IISMA) program: Development of GL instructional framework

A preliminary study has found that Indonesian International Student Mobility Awards (IISMA) grantees faced a variety of challenges during their IISMA program at the destination universities. Therefore, this study aims to develop and implement a global literacy (GL) framework to help IISMA students improve their GL competence to survive during their stay in host universities. Ten IISMA awardees studying at one of the state universities in Malang, Indonesia, participated in this study. A qualitative mixed-method design was applied. The data were collected through FGDs, questionnaires, and in-depth interviews. Using a descriptive qualitative analysis, this study proposes a practical framework to aid IISMA students in improving their global literacy competence. The findings were in the form of an instructional framework that can be maximally applied by those who need to prepare students for the IISMA program. It is envisaged that this study can aid in developing GL competencies, enabling subsequent students to fulfill their responsibilities as change agents from a global viewpoint. The framework created in this study provides pedagogical implications for re-creating a subject-specific curriculum that incorporates student practice in GL. The study’s findings could also be useful to policymakers when implementing GL training for educators to effectively increase students' GL.

초ㆍ중등 미디어 리터러시 교육을 위한 프레임워크 연구

This study aims to develop a framework for teaching media literacy in elementary, secondary, and high schools by considering the rapidly changing characteristics of learners’ mediaenvironments and various related fields of this subject. The research method includes literature research, expert advice, and researcher meetings. We conducted literature research to revealthe sub-elements constituting media literacy and the hierarchically constructed relationships between these elements. Furthermore, the review opinions of 11 expert advisors from the media communication and subject education domains were collected and analyzed. A two-dimensional expansion structure with vertical and horizontal axes is characteristic of the framework developed in this study. Moreover, the media literacy framework’s content areas are divided into “consuming”, “prosuming”, and “being”. For each area, detailed core competencies organized into functional and critical literacy were established. The consuming area includes “functional consumption → analysis → evaluation”; the prosuming area consists of “functional expression → diffusion/sharing → participatory creation”; and the being area includes “self-regulation and safety → digital self-building → digital rights understanding and reflection → collaborative problem solving”. The media literacy framework developed in this study can be used to organize a media literacy curriculum. Particularly, the results are expected to be useful in systematically designing and implementing media literacy education in schools as media-related educational content is significantly expanded in the national curriculum, which was revised in 2022, and related educational content is ubiquitous in all subjects and grades.

The impact of large language models on university students’ literacy development: a dialogue with Lea and Street’s academic literacies framework

ABSTRACT Large Language Models have already begun to affect the higher education landscape. However, there is currently a lack of work investigating how these models interface – and possibly interfere – with literacy development. Considering literacy is critical because student learning is only made possible through language. This paper considers implications for university students’ literacy development by drawing on Lea and Street’s academic literacies framework. I argue that LLMs pose different levels of risk for students’ development of each aspect of literacy contained within the framework: study skills are least at risk, academic socialisation is most at risk, and academic literacies represent an intermediate risk. Implications for instructors include dedicated instructional time and support for students to engage with reading and writing practices without LLM support before they begin to incorporate them into their literacies repertoire. If students rely too heavily on LLMs initially, there is a danger they will not undergo the enculturation and cognitive development necessary for success at university.

L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective

While feedback literate teachers play critical roles in enhancing feedback efficacy and students’ learning, there is a paucity of studies on writing teacher feedback literacy. To address this issue, this study draws from the notion of teacher feedback literacy to explore two second language (L2) writing teachers’ feedback practices in the context of L2 writing for doctoral publishing at a Chinese research-intensive university. The analysis of the interviews, classroom observations and such textual data as the participants’ profile sheets and course materials informs the development of a contextualised, two-dimension framework of teacher feedback literacy, encompassing feedback design and process management. The first dimension features an integrated, purposeful and enabling design of feedback practices that aligns with the design of curriculum and teaching, and addresses specific pedagogical goals and practical constraints arising from the teaching context. The second dimension involves meticulous management of feedback process to ensure effective feedback enactment in teaching, contributing to developing student feedback literacy. This dimension underscores students’ skills development, as well as internal and external feedback interactions characterised by varying patterns of student feedback engagement. The paper concludes with implications for L2 writing feedback research and practices.

Global information literacy standards and frameworks - implications for the reimagined India

The present paper is the outcome of the efforts to review the global scenario of information literacy standards and frameworks and its implications in reimaging Indian higher education in the digital environment. Several initiatives have been taken by the institutions at the global level all over the world in order to develop information literacy standards and frameworks. However, for the present study author has selected only major initiatives that are accepted and used by academic fraternity to create information literate citizens. While exploring studies on information literacy in Indian scenario author found that very frequently the topic has been researched by many researchers but not yet any standard or framework has been developed for information literacy in India. The author emphasizes the need to have uniform standards at the university level to conduct an information literacy program at all levels of higher education, in order to cater information needs of generation next in the digital environment. It will result in creating responsible information literate citizens even in a multidimensional digital environment.

Introducing a brain health literacy framework to promote health equity for Latinos: A discussion paper

Introducing a brain health literacy framework to promote health equity for Latinos: A discussion paper

Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach

The advent of artificial intelligence (AI) in the workplace is pressuring employees to learn how to harness this technology. The goal of promoting AI literacy is to equip educated citizens with the readiness to apply AI. The aim of this study is to provide evidence to guide the development of an AI Literacy Framework to prepare educated citizens to participate in future society. We report on a 14-h AI literacy course for senior secondary students, emphasising problem-solving competence development and adopting the project-based learning approach. One hundred and twenty-eight students completed the course, and a mixed-methods analysis was conducted to evaluate the results. A post-course test showed that the course had improved the students’ ability to use AI concepts in solving real-life problems. Self-surveys indicated that the students showed a significant improvement in their metacognitive strategies in problem-solving, and had a better understanding of the ethical boundaries and principles that govern the use of AI for problem-solving. A thematic analysis of data drawn from focus group interviews with the students and their self-reflective writings indicated that PBL supported them in reflecting critically on the ethical use of AI and developing their problem-solving competence. Future studies should consider validating the course evaluation instruments among a more extensive and diverse population.

Pushing toward systemic change in the Capitalocene: Investigating the efficacy of existing behavior prediction models on individual and collective pro-environmental actions in high school students

Environmental education often advocates for individual pro-environmental behavior—which, while beneficial to a degree, fails to match the large scale of today’s capitalism-fueled socio-ecological challenges. Rather, collective action holds promise as a means for the large-scale changes required in the Capitalocene. These actions can take the shape of encouraging group uptake of behaviors (collective non-activist behaviors) or through fostering system change (collective activist behaviors). This study works to understand how well the environmental literacy framework combined with the theory of planned behavior predicts collective environmental behaviors, using North Carolina high school students as a study population. We find that, while these models effectively predict student engagement in individual environmental behaviors (adjusted R2 = 0.39), they are less accurate at predicting engagement in collective non-activist behaviors (adjusted R2 = 0.17) and collective activist behaviors (adjusted R2 = 0.10). Thus, more research and theory-building are needed to understand what drives collective behavior among youth and beyond.

Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments

Distance education has increased steadily since the onset of Covid-19. As online offerings become a staple in programs of study, rather than the exception, it is important to consider how instructors design their courses to incorporate feedback as well as how they promote active student involvement in feedback processes. In this paper, the authors revisit a feedback model proposed for the online environment, which includes intentional strategies to alleviate potential pitfalls in the feedback cycle, first by conducting a citation analysis of how the model was interpreted and applied by others in their practice and scholarship, and then by describing how they adjusted the model for further inquiry with fully online graduate students. Finally, the authors detail how their model aligns to the four features of the feedback literacy framework. Findings discuss the importance of formative assessments within online coursework to provide space for the application of feedback as well as strategies for creating individualized dialogue with students around their feedback and learning. The findings warrant additional research regarding how the model may provide a structured approach to developing students’ feedback literacy.

Navigating and hybridizing interpretive claim-making across discursive communities

ABSTRACT In order to better understand how the full range of students’ semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based, fandoms-themed English course serving diverse high school students. Our analysis attends to shifts in convergent and divergent intersubjectivity to trace students’ navigation of interpretive practices as they talked with their peers and their instructor. Discursive claims emerged as an important tool functioning differently across these interactions. Specifically, the claim-making practices of one focal student demonstrate an emerging understanding of the distinctly different functions that claims serve as tools for navigating between, and hybridizing, discursive communities. Our findings highlight the importance of using discourse to analyse the presence of multiple or conflicting discursive practices, and designing learning environments in ways that support students’ use of hybrid discursive tools.

History and Education of the Sacred: Black Girls and Curricular Violence in Literacy Learning

AbstractBlack girls and their literacies are genius. Yet, education, as we know it, does not consistently offer spaces for Black girls to be loved and honored. This form of neglect extends to literacy classrooms. As displayed in the news and research, Black girls experience abuse within the confines of educational walls. Educational violence against Black girls is a byproduct of dehumanization and devaluation, and it stems from history. The underlying stereotypical conditioning centered around the dehumanized, oversexualized, unladylike, Black girl may rationalize why educators overlook them when creating literacy curricula. When classroom teachers rely on these biases, the need for an intentional literacy curriculum to support and uplift the literacy development of Black girls may seem unimportant, which in turn leaves Black girls at an educational disadvantage. This paper will discuss social and educational historical factors that have problematized literacy education for Black girls. As a resolution, we unpack the Black Girls Literacy Framework to respond to educational and literacy inequities.