Literacy Classes Research Articles

Adult learning and education for expanding access to higher education: the case of opsimaths in Ghana

ABSTRACT Opsimaths are a unique group of late learners among adult learners who qualify as Knowles’ ‘neglected species’. Opsimaths usually face more daunting challenges in their academic journey than other adult learners. In this study, we employ the [exploratory] phenomenological design to present the experiences of 15 opsimaths in Ghana who entered the university through literacy classes. The 15 opsimaths went through a university-approved access course and passed an entrance examination before gaining admission to higher education programmes. All 15 learners were pursuing postgraduate programmes at the time of this study. The findings show there are varied reasons for opsimaths to embrace formal higher education in their later years. The findings further identified the challenges opsimaths faced, their resiliency strategies, and identity reconstruction as they pursued higher education. Beyond the opsimaths, the study’s findings have implications for higher education practitioners The findings provide a basis for a re-think and for higher education administrators to develop bespoke policies for such a cohort of learners.

PROFESSORAS ALFABETIZADORAS NO INÍCIO DA CARREIRA DOCENTE: ALGUMAS REFLEXÕES

This work aims to analyze articles available on the CAPES Periodical Portal that address literacy teachers at the beginning of their teaching. Although we did not define a temporal delimitation in our search, only seven articles were found that address the chosen topic. In the analysis, predominantly qualitative, in addition to presenting the catalog data and the main results of each research, we sought to identify the proximity of these studies. We observed the peculiarities of entering literacy teaching, which is full of challenges - whether in the context of entering the teaching career or literacy - and also of learning for these teachers. To overcome their challenges, some beginning literacy teachers mentioned seeking support from nearby teachers with greater professional experience. Literacy teachers at the beginning of their careers also develop a lot of learning, as a result of sharing experience with other colleagues, the demands of the classroom itself or through trial and error. The results show that graduates of the Pedagogy course who take on literacy classes feel insecurities and limitations regarding the knowledge required for this action. We conclude by pointing out the limitations of studies that deal with the specificity of beginning literacy teachers and the importance of expanding these investigations to better understand the peculiarities of this specific moment in the teaching career.

Pengaruh Media Pembelajaran Digital Terhadap Minat Belajar Anak Usia Dini

The aim of this research is to obtain data about the use of digital media and literacy classes together on student learning outcomes at RA Perwanida Lengkong, Sukorejo, Ponorogo. This research is quantitative research. The research instrument used to obtain data is a scale of digital learning media use and interest in learning. The data analysis technique used is descriptive statistical analysis.Data regarding the use of digital learning media on student learning outcomes was obtained through questionnaires by researchers by measuring something that has a relationship that: (1) There is a significant influence of the use of digital learning media on student learning outcomes. This is proven by obtaining a value of Fo = 9.109 and Sig. 0.000 < 0.05. Together, the variable use of digital learning media contributes 24.2% to the variable student learning outcomes. (2) There is a significant influence of the use of digital media on student learning outcomes. This is proven by the obtained value of tcount = 2.214 and Sig. 0.031 < 0.05. The variable use of digital learning media contributes 12.67% in improving student learning outcomes.

Physical literacy-based intervention for older adults: a cluster randomized controlled trial study protocol.

The ageing population creates concerns and challenges worldwide. The large number of older adults (aged over 65) in Hong Kong continues to rise as people live longer. This may result in heavy burdens on public services and problems such as a shortage of medical resources. The purpose of this study is to implement a physical literacy-based intervention among older adults in Hong Kong in order to achieve the goal of health promotion. A two-arm cluster randomized controlled trial will be employed in this proposed study. Ten daycare centers for the older adults in Hong Kong will be invited to participate in this study. The intervention group will receive functional fitness training and mastering physical literacy class twice a week with buddy peer support, and they will be asked to keep a reflective writing journal on a daily basis for 12 weeks in total. Participants will be evaluated at baseline (week 0), post-intervention (week 12), and at 6-week follow-up (week 18). This will consist of objective and self-reported measures covering elements within physical literacy (i.e., physical competence, motivation and confidence, knowledge and understanding) and also physical activity levels on an individual basis. The study intends to introduce a conceptual framework of physical literacy for the older adults through an intervention that allows older people to develop daily behaviour habits, which should promote active ageing for the older adults and greater self-esteem in later life. After this study, participants may share their positive experiences, and encourage their peers in the community to become physically literate in the future. In the long run, due to the feasibility and sustainability of these potential programs, this proposed study has the potential to connect seniors through social engagement and contribute to healthy living. Clinical trial approval from the National Library of Medicine (Reference number: NCT06137859).

Konstribusi Mahasiswa Dalam Peningkatan Literasi Numerasi Melalui Kegiatan Kampus Mengajar di SDN 028 Balikpapan Tengah

The campus teaching program is a form of program to build collaboration between students and teachers to support the educational process in schools. This service method is a qualitative approach. The location for community service was carried out at SDN 028 Balikpapan Tengah, participants in this activity included students and teachers. Data collection uses observation, interview and documentation techniques. The results of community service through the contribution of the 6th class of teaching campus students explained that the implementation of the program for implementing numeracy literacy included: integration of literacy, numeracy and technology adaptation (SI 3), literacy and numeracy classes, cognitive and non-cognitive assessments, adaptation technology with the theme "opening the door to the digital world", a library program with the theme "gateway to knowledge adventure", learning outside the classroom and media can improve students' literacy skills, there is an increase of 8% and numeracy has increased by 14%. So it can be concluded that the contribution of campus students to teaching can improve students' numeracy literacy at SDN 028 Balikpapan Tengah.

Cultivating Critical Thinkers: Independent Curriculum Strategies to Enhance Critical Thinking Skills in Elementary Students

Students are required to have critical thinking skills in order to be able to implement their knowledge. However, in reality, many students still have low critical thinking skills. Many students are less enthusias-tic about asking, answering, and expressing their opinions. This research aims to describe strategies for building critical thinking skills in elementary school students through an independent curriculum. This type of research is qualitative with a descriptive design. Data collection techniques include interviews, observation, and documentation. Data analysis uses interactive analysis techniques with three stages: data reduction, data presentation, and drawing conclusions. The results of the research are: the principal's strat-egy for improving students' critical thinking skills by implementing extracurricular activities. Class teach-ers, by implementing differentiated learning, implement projects to strengthen the profile of Pancasila and literacy students. As well as campus students, by implementing morning numeracy, morning literacy and additional classes for students who need intensive assistance. After implementing these various strategies, students' critical thinking abilities can improve, and even their' character can improve.

Buraku women, literacy as a path to empowerment

ABSTRACT Based on the analysis of the life histories of buraku women in the latter half of the 20th century, this paper explores the empowering potential of literacy classes and other educational activities. The paper focuses on the case study of Yamamoto Eiko, a woman born in the pre-war period in a poor buraku family in Kyoto who dedicated her adult life to the literacy movement and education. To have a deeper understanding of how multiple, interconnected factors such as buraku discrimination, poverty and gender have impacted buraku women’s life experiences, the paper adopts an intersectional perspective to look at education as a specific field of discrimination. I argue that literacy can become a tool for empowerment both on a personal level, making women more independent and raising their self-esteem, and on a societal level because it allowed them to participate more actively in the liberation movement and advocate for women’s needs. Still, buraku women’s experiences reveal the deep-rooted patriarchal social structure inside buraku communities and the gender discrimination they encountered inside the liberation movement itself.

전공맞춤형 미디어리터러시 교과목 긍정탐색 (Appreciative Inquiry) 교수법 적용 설계 연구

In order to achieve the goal of media literacy, this study applied the Appreciative Inquiry teaching and learning method and focused on learners’ creative thinking and self-development in the 4D learning process to improve self-directed learning and creative convergence capabilities of students in convergence majors. The purpose is to design classes and produce results so that students can become familiar with problem-solving skills and creative cooperative learning through strengthening and team-based learning. To this end, in applying the Appreciative Inquiry teaching and learning method to media literacy class design, we followed the ADDIE teaching system development model and used the creative convergence competency learn ing performance rubric evaluation sheet and class satisfaction questionnaire as research tools. Operation results were measured for second semester students. As a result, effective education can be realized in strengthening learners’ creative convergence capabilities, reinforcing learner-centered proactive attitudes, pro moting creative thinking through team-based cooperative learning, implementing classes based on instructor-learner exchange methods, and improving the quality of classes through 4D learning activities.

Peran Guru PAI Dalam Gerakan Literasi Di Madrasah Ibtidaiyah Negeri Kota Banda Aceh

This research examines the role of Islamic Religious Education (PAI) teachers in implementing the Literacy Movement in MIN 1 and MIN 11 Banda Aceh City. The aim is to identify the strategies and methods PAI teachers apply in fostering students' basic literacy, explore supporting and inhibiting factors in implementing the literacy movement, and formulate practical recommendations for stakeholders to increase the effectiveness of the literacy movement in madrasas. This research uses a descriptive qualitative approach with the type of field research. Data collection was carried out through participant observation, unstructured interviews and documentation. The research results show that the role of PAI teachers is very important in the literacy movement, including educators, teachers, inspirers, initiators, motivators, facilitators, class managers, mediators and evaluators. Implementing the literacy movement for students is carried out through three stages: habituation, development and learning. Activities include library visits, morning reading, building a physical environment rich in literacy, writing works, and learning outside the classroom. This research contributes to the development of educational science, especially in Islamic religious education and literacy, by integrating religious aspects to foster students' basic literacy.

Strategy for increasing Public Speaking skills through the News Anchor method

Public speaking skills are a competitive value, which is useful, and they will become an important aspect for teenagers facing the competitive world of work in the future. The additional skills are communication skills, confidence, and learning skills that can be useful for developing soft skills using the news anchor method through the SMA Muhammadiyah 3 Yogyakarta literacy class. These skills are given to students in literacy classes. This activity aims to train public speaking skills and recognize one's potential by identifying rhetorical skills and confidence in appearing in public. This article aims to find strategies for improving public speaking skills through the news Anchor method with direct field studies from the author in the literacy class at SMA Muhammadiyah 3 Yogyakarta. This writing uses qualitative descriptive research methods based on Aristotle's Rhetorical Theory. The results of this research are that the application of this learning media provides benefits for students in developing communication skills, courage to speak, techniques for conveying news well, as well as providing experience as a news anchor as a whole, both in terms of attitudes, knowledge and complete skills. This learning is good for developing students at SMA Muhammadiyah 3 Yogyakarta and allowing them to face opportunities and challenges in a competitive era like today. Improving public speaking skills through the news anchor method, including the following aspects: body language, tone of voice, or aspects of vocal processing including articulation, intonation, tempo, pauses, visual cues, or using visual cues in this case through the visual medium of a camera supported by the aspect of will to achieve ability in terms of increasing public speaking capacity using the news anchor method, it is supported by the element of willingness to gain the ability to increase public speaking capacity using the news anchor method.

초등 학습자를 위한 뉴스 리터러시 수업 프로그램 개발 연구

Purpose: This study aimed to develop a program for news literacy classes for elementary school students.
 Methods: In this research, we examined theories related to news literacy before analyzing curriculum, textbooks, and students' comprehension patterns to develop a program for news literacy classes.
 Results: The objectives of the news literacy class were presented by dividing them into the areas of knowledge, skills, and attitudes. The instructional stages were proposed as five steps: access, analyze, evaluate, produce, and reflect.
 Conclusion: News literacy classes should cultivate elementary school students' abilities to access, comprehend, judge, and engage in productive and collaborative communication with the news. It is hoped that the results of this study can serve as foundational material for designing media-related lessons in elementary school.

The Google Earth app, geography teaching and children in the literacy process

The New Information and Communication Technologies are tools that can help in everyday life, as well as offering support to contribute in the classroom with the aim of instrumentalizing the teaching of geography. This paper presents a report on a classroom experience with children aged six (6) and seven (7) in which the Google Earth application is used to demonstrate how children in the literacy phase express and use geographical knowledge in a meaningful and spontaneous way in their daily lives. However, there are criticisms of the risks of romanticizing the use of information and communication technologies. That said, the step-by-step process is described, from arriving at the school to using the app, the frustration at not being able to use it in the first lesson, and the difficulty of accessing the necessary resources. The children's speeches are transcribed, their reactions as they follow and view the images that the Google Earth application makes available, during the lesson proposed and carried out. At the end, we present some images that reveal how the children express their spatial experiences in drawings. Thus, we advocate the possibility and importance that from elementary school onwards, including in literacy classes for children aged six (6) and seven (7), it is conceivable to develop activities that contribute to the construction of ideas and knowledge pertaining to the teaching of school geography with children who are at the beginning of the literacy process of their language.

A Study on the Effectiveness of Media Literacy Class - Focusing on the Case of C University -

A Study on the Effectiveness of Media Literacy Class - Focusing on the Case of C University -

Critical literacy in an indigenous elementary EFL classroom

The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.

Implementasi Program Literasi Dalam Meningkatkan Motivasi Belajar Siswa Di UPT SPF SDN Gaddong II Kota Makassar

This research aims to determine the description of the implementation of the literacy program in increasing student learning motivation at UPT SPF SDN Gaddong II, supporting and inhibiting factors in implementing the literacy program at UPT SPF SDN Gaddomg II. This research uses a qualitative approach with a qualitative descriptive research type. The research objects are students at UPT SPF SDN Gaddong II. The data sources used in this research are observation, interviews and documentation. Data in this research. .Based on the research that has been conducted, the results obtained are (1) an overview of the implementation of literacy programs in increasing student learning motivation at UPT SPF SDN Gaddong II, carried out with several literacy programs such as study quizzes, literacy classes, and library visits. With this literacy program, students are more motivated to learn. This is evident from the students who take part in the literacy program held by the teacher, (2) the supporting and inhibiting factors in implementing the literacy program at UPT SPF SDN Gaddong II are: supporting factors are the cooperation of the principal and teachers, the active role of students and appreciation of the school . while inhibiting factors are internal factors such as family, school environment and psychology, external factors such as society.

The impact of integrating Jolly Phonics Lessons application into English literacy lessons on UAE preschoolers’ phonics skills

The Jolly Phonics Lessons application is a digital tool that is designed to enhance the preschoolers’ reading and writing skills through synthetic phonics approach. This study examined the impact of integrating Jolly Phonics Lessons application into literacy lessons on the emergent reading and writing skills among kindergarten students, ages 4-6, in the United Arab Emirates through a comparative study between pupils (Group-A), whose literacy classes were integrated with the application, and pupils (Group-B) who were taught using the traditional method of teaching literacy. Mixed methods research design was followed to analyze the effects of integrating the application. The Phonemic Awareness Assessment Inventory (PAAI) tool, field notes, and artifacts were utilized to measure the development of students’ letter-sound identification, letter formation, phoneme blending and segmenting abilities. In addition, the paper compared the growth on phonics skills between students in Groups A and B. The results showed that students in Group-A outperformed pupils who received literacy instruction through traditional methods. The findings from the PAAI scores exhibited dramatic growth in letter-sound recognition and letter formation, and substantial increase in phoneme blending and segmenting abilities of Group-A. The T-statistic for differences between two means at 95% confidence revealed that there is a significant difference between the performance of students in Groups-A and B. Implications from this study highlight the positive impact of incorporating Jolly Phonics Lessons application into literacy classes on low-achieving students. On this bases, future research of Jolly Phonics Lesson application to support mixed-ability classes or students with dyslexia.

Patterns of information literacy and their predictors among emergency department nurses: a latent profile analysis based on the person-context interaction theory

BackgroundWith the development of information technology, information has been an important resource in clinical medicine, particularly within the emergency department. Given its role in patient rescue, the emergency department demands a high level of information literacy from nurses to effectively collect, analyze, and apply information due to the urgency and complexity of emergency nursing work. Although prior studies have investigated the information literacy of nursing staff, little has been undertaken in examining the patterns of information literacy and their predictors among emergency department nurses.AimTo clarify the subtypes of information literacy among nurses in the emergency department and explore the factors affecting profile membership.MethodsA cross-sectional study was conducted among a convenience sample of 2490 nurses in the emergency department from April to June 2023. The clinical nurses completed the online self-report questionnaires including the general demographic questionnaire, information literacy scale, self-efficacy scale and social support scale. Data analyses involved the latent profile analysis, variance analysis, Chi-square tests and multivariate logistic regression.ResultsFour latent profiles were identified: ‘Low information literacy (Class 1)’, ‘Moderate information knowledge (Class 2)’, ‘High information knowledge and support (Class 3)’ and ‘High information literacy (Class 4)’, accounting for 20.14%, 42.11%, 23.36% and 14.39%, respectively. Each profile displayed unique characteristics representative of different information literacy patterns. Age, years of work, place of residence, hospital grade, title, professional knowledge, using databases, reading medical literature, participating in information literacy training, self-efficacy, and social support significantly predicted information literacy profile membership.ConclusionsInformation literacy exhibits different classification features among emergency department nurses, and over half of the nurses surveyed were at the lower or middle level. Identifying sociodemographic and internal-external predictors of profile membership can aid in developing targeted interventions tailored to the needs of emergency department nurses. Nursing managers should actively pay attention to nurses with low information literacy and provide support to improve their information literacy level.Relevance to clinical practiceInsights from the current study of the latent profile analysis are beneficial to hospital managers in understanding the different types of emergency department nurses’ information literacy. These insights serve as a reference for managers to enhance nurses’ information literacy levels.

A formação de professor alfabetizador

This article discusses the training of literacy teachers working in the early years of elementary school and in the Youth and Adult Education (EJA) teaching modality, establishing a reflection on the concepts of initial, continuing and ongoing teacher training. It also discusses the teacher training process, taking into account the knowledge and know-how needed to develop work aimed at elementary school and EJA students, in order to contribute by presenting the common aspects and specificities of the training processes for working in literacy classes. To this end, it dialogues with authors such as Freire (2015), Nóvoa (1991, 1997, 2017), Gatti (2009), Heinz and Koerne (2013), Castro and Amorim (2015), Gadelha (2020), Candau (1996), Imber-nón (2009) and Tardif (2002). It is a qualitative, bibliographical and pertinent study, considering the author's decision to conceptually defend the three types of teacher training mentioned above, present some considerations about elements of public policies on training and learning processes and the need to significantly promote literacy among children, young people, adults and the elderly.

O SENTIDO SOCIAL DO TRABALHO DAS PROFESSORAS ALFABETIZADORAS DA REDE PÚBLICA DE ENSINO DO DISTRITO FEDERAL

This article discusses the social meaning of the work of literacy teachers, based on the methodology of meaning nuclei in Aguiar; Ozela (2006). To this end, interviews were conducted with literacy teachers working in the Initial Literacy Block (BIA) classes in the public school system in the Federal District, guided by the analytical axes of teaching work, the specificities of literacy work in the early years of elementary school and the theoretical-methodological perspectives of literacy and literacy. The results showed that, in the speeches of the teachers participating in the research, the teaching work carried out in literacy classes presents elements that, when acting in the mediations of this teaching action, generated in the teachers a certificate of how their work is recognized, or not recognized, valued or devalued, supported and charged in the social totality in which it constitutes a social practice.

The Information Literacy Class as Theatrical Performance: A Qualitative Study of Academic Librarians’ Understanding of Their Teacher Identity

This qualitative study examines how academic librarians understand, conceptualize, and describe their teacher identity. The role of the academic librarian has greatly changed due to the advent of information technology. Traditionally, they were generalists, who were responsible for selecting and maintaining library collections. Academic librarian roles have evolved into web developers, information literacy (IL) instructors, emerging technology innovators, marketing and outreach coordinators, open education resources (OER) advocates, and scholarly communication experts. This research investigates the academic librarian as teacher phenomenon, how they describe their professional identity as teachers, the skills, knowledge, and competencies they teach, and their beliefs of how they are perceived by faculty. The author conducted interviews with six participants via Zoom. Using in vivo and descriptive coding, the author analyzed the interview data and three broad themes emerged: philosophy, identity, and perception. This study contributes to the literature of the importance of IL as a key facet of academic librarians’ professional identity, their instructional role on campus, the increase in their teaching responsibilities, and how they describe their professional identity as teachers. Further, this research contributes to academic librarians’ teaching practices and may inform LIS program administrators to update their curriculum and offer more courses on instruction, pedagogy, and learning theories. The study also illustrates a disconnect between academic librarians’ lack of instructional preparedness and an increased demand for teaching among academic librarians.