Literacy Curriculum Research Articles

The effects of an adapted mental health literacy curriculum for secondary school students in Germany on mental health knowledge and help-seeking efficacy: results of a quasi-experimental pre-post evaluation study.

Because the majority of mental illnesses develop early in life, effective preventative public mental health interventions are needed. Interventions fostering mental health literacy can be used to enhance personal resources and capacities to facilitate mental health care and thus, address help-seeking barriers. A Canadian mental health literacy school curriculum was adapted, piloted, and evaluated for the use in German schools. The study presents the intervention's effects on mental health knowledge and help-seeking efficacy among 10th grade students in Germany. 10th grade students (aged 14-17 years old) from one secondary school participated in a pre- and post-intervention control group study. Both groups completed a questionnaire at two time points assessing mental health knowledge and help-seeking efficacy. Repeated measure analysis of variance (ANOVA) was employed to evaluate the intervention's effects. Data from 188 students was eligible for analysis. The analysis of the baseline data reveals a high comparability of the two groups in terms of demographics, and initial mental health knowledge and help-seeking efficacy scores. ANOVA results showed significant improvements for the intervention group having a large effect size for mental health knowledge (f = 0.574, p < 0.001, partial η2 = 0.25) and a medium effect size for help-seeking efficacy (f = 0.311, p < 0.001, partial η2 = 0.09). The first-time application and evaluation of an adapted mental health literacy school curriculum shows significant increases in mental health knowledge and help-seeking efficacy, two core dimensions of mental health literacy, among 10th grade students in Germany. Further studies are needed to confirm these results as well as have a more in-depth analysis on the interrelations of the different dimensions of mental health knowledge and help-seeking practices.

IB MYP 학교 교육적 실행 양상과 과제

Objectives This study aimed to obtain educational implications for the settlement of IB public education by identifying the educational practice patterns and perceptions of teachers applying the program in IB MYP schools introduced into public education. Methods To this end, data were collected through group focus group interviews, class observations, and teachers' council visits with 16 IB MYP candidate schools and world school teachers (as of ΄21) in A region that are introducing the IB program in public education. Analyzed and organized. Results As a result, teachers' curriculum literacy improved in the process of understanding the national curriculum for the application of the IB program, and professionalism, autonomy, and responsibility increased in the composition of classes and assessments. Although the IB evaluation system was cited as the biggest factor in improving class instruction, under the current situation, they felt the burden of operating dual evaluation systems such as nice evaluation and summative evaluation, relative evaluation and absolute evaluation, and short answer and multiple choice evaluation. Most of the teachers said that systematic IB education contributes greatly to the development of teacher professionalism and the strengthening of students' competence, but it is very important to secure the research time necessary for teachers' class design and preparation. Teachers said that the ‘evaluation system’, ‘school quality management system’, and ‘structure that induces collaboration’ were attractive in IB education, while lack of research time, sense of responsibility and pressure for IB program application classes and evaluation, and individual feedback The large number of students managed and the burden as a leading teacher appeared as job stress. Teachers thought that the IB program was a very good educational device, but it should be accompanied by training support, work reduction, and changes in the form of entrance exams to secure teacher expertise. Conclusions Therefore, in this study, in order for IB education to stably settle in public education, the feasibility of introducing IB education and the formation of strong consensus among members on the educational effects, securing teacher research time, supporting IB teacher network establishment, and developing IB school teachers and student growth. Necessities such as development of measuring tools, improvement of teacher training system, accumulation of data on introductory evaluation method, and exploration of the IB program applied curriculum education implementation process were suggested.

High School Students’ Use of Information, Media, and Technology Skills and Multidimensional 21st-Century Skills: An Investigation within the Context of Students, Teachers, and Curricula

The aim of this study is to determine high school students’ information, media, and technology skills and their level of use of multidimensional 21st-century skills. A mixed quantitative and qualitative method was preferred in the study conducted in Northern Cyprus. Quantitative data were obtained from 612 senior high school students, and qualitative data were obtained from teachers and three different curricula. Face-to-face interviews were conducted with 10 teachers in order to determine the in-class activities that teachers carried out to provide information, media, and technology skills. The degree to which the Turkish language and literature, English, and mathematics curricula, which are among the basic courses offered in the senior year of high school, have outcomes for gaining information, media, and technology skills was determined through document analysis. The results obtained from the study revealed that the students’ use of information, media, and technology skills was generally moderate. The students’ use of programming skills, which are among the sub-dimensions of information, media, and technology skills as well as their problem-solving skills, were found to be very inadequate. Students’ use of information and data literacy, communication, and collaboration skills, which are among the sub-dimensions of information, media, and technology skills, were found to be adequate. Similarly, it was concluded that the students’ use of multidimensional 21st-century skills was also adequate. The results revealed that the classroom activities implemented by the teachers were insufficient in developing students’ problem-solving skills in particular. Moreover, the results obtained with respect to curricula revealed that the mathematics curriculum had the highest number of outcomes related to information, media, and technology skills. The Turkish language and literature curriculum had the least number of outcomes related to information, media, and technology skills. The results of the research also revealed that the learning outcomes in the curricula were mostly related to communication and collaboration skills. The skill with the lowest number of related outcomes was found to be problem-solving.

‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment

AbstractIncorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy production. Preservice teachers rated each text's enjoyability for students, the credibility of the content, and discussed the underlying assumptions about natural resources in each narrative. A sequential explanatory mixed‐methods analysis was applied. Findings suggest that preservice teachers generally found texts about energy production to be enjoyable for children, and they did not believe that books on energy production might evoke fear or frustration amongst elementary students. However, they differed in their views of authorial credibility. Some felt that personal experiences with text content (i.e., being an indigenous author writing about the need to preserve tribal lands) strengthened authors' credibility while others believed personal closeness made the text more opinionated and therefore less credible. This research suggests the need for elementary teachers to be better prepared to interrogate corporate bias and personal bias in texts about climate change.

Scaffolded, embedded required: information literacy education in undergraduate health sciences.

The Health Sciences Library and Bachelor of Health Sciences (BHSc) program at McMaster University worked together to build a multi-year information literacy (IL) curriculum embedded within the program under a suite of courses called Praxis Pathways. Praxis Pathways consists of four Threads. Thread 4: information literacy is the focus of this case report. The authors will describe the multi-year embedded IL curriculum, which is scaffolded to build both IL skills, such as database searching, and introduce students to key conceptual conversations in IL, production, and dissemination. BHSc program graduates in 2023 will be the first to have completed all four years of the Praxis Pathways courses, including the IL program developed and delivered by the library. The authors will describe how the impact of the program will be evaluated qualitatively and quantitatively going forward. Embedded librarianship for multi-year, scaffolded IL education in undergraduate programs continues to be a rarity, despite acknowledgement that one-shot instruction has several limitations. The authors present this case report to share how they embedded a for-credit IL curriculum in an undergraduate program that looks beyond the one-shot, skill-based tutorial and focuses on developing adaptive, information literate lifelong learners.

Examination of Curriculum Literacy Levels of Secondary School Teachers: A Mixed Method Research

Examination of Curriculum Literacy Levels of Secondary School Teachers: A Mixed Method Research

Analysis of the framework for realizing core literacy in teaching physical education and health curriculum based on the ordinary differential error approximation method

Abstract The key to implementing the fundamental task of establishing moral education is how the abstract and broad physical education and health curriculum core literacy is translated into concrete and visible physical education and health subject curriculum and teaching practice. This paper firstly explains the framework for the realization of core literacy in PE and health curriculum in teaching and learning, specifically from three perspectives: context, health behavior, and physical virtue. Secondly, the abstract core literacy of physical education and health curriculum is transformed into a side problem of ordinary differential equation with unknown parameter initial values by using the method of ordinary differential error approximation, which can obtain the parametric expressions of the approximation of function values at the nodes and realize the concretization. The experimental results show that there is a significant difference between the core literacy of physical education and health curriculum based on the ordinary differential error approximation method before and after the application of the core literacy in teaching, in which the comprehensive improvement of motor ability is 23.7%, the comprehensive improvement of health behavior is 19.2%, and the comprehensive improvement of physical morality is 26.6%. This paper successfully visualized the core literacy issues of physical education and health curriculum based on the ordinary differential error approximation method, which provided a reference for physical education teaching, improved the professional competence and quality of school physical education teachers, and formed the characteristics of school physical education and health curriculum.

Scaffolded Information Literacy Curriculum

The one-shot library instruction model emphasizes skill training, which fits well into the transactional structure of higher education. Therefore, one-shots often perpetuate the status quo by focusing on individual skills rather than systemic barriers to information literacy. Slow librarianship radically counters these neoliberal values. This article provides a concrete model for how slow librarianship can empower librarians to develop a scaffolded series of information literacy sessions. The author explores how, rather than just a series of one-shots, these collaborative sessions provide space for librarians to journey with students by creating lesson plans which challenge racism and other biases.

Cultivating criticality in a neoliberal system: a case study of an English literature curriculum at a mega distance university

AbstractNeoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students’ epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good.

Curriculum Literacy Perception Level of Teachers

The main purpose of this study is to determine the curriculum literacy levels of the teachers. For this purpose, the study was designed as correlational research. The participants of the study consisted of 447 teachers working in Birecik district of Şanlıurfa. The data were collected using the “Curriculum Literacy Scale” developed by Bolat (2017). In analyzing the data, measures of central tendency (mode, median, arithmetic mean) were used to determine teachers’ curriculum literacy perception levels. Mann Whitney U test was used to determine whether their perception level differed according to gender variable. Kruskal Wallis H test was used for measurements related to the school level, year of work experience, and age variables. As a result of the study, it was found that the reading perception level (X̄=89.86), writing perception level (X̄=85.57) and curriculum literacy level of teachers were at a very high level (X̄=87.79). Curriculum literacy perception levels of the teachers were found to differ according to gender variable. On the contrary, no significant difference was obtained between curriculum literacy levels and age, school level, year of work experience and postgraduate education status variables.

IMPLEMENTING LITERACY PROGRAM TO OVERCOME MADRASAH ALIYAH STUDENTS’ DIFFICULTIES IN MINIMUM COMPETENCY ASSESSMENT

This study seeks to describe the literacy curriculum in MAN 1 Bogor as a solution dealing with the Minimum Competency Assessment (AKM). AKM is one of the primary instruments of the National Assessment that serves as a replacement for the National Examination and provides data for mapping and evaluating the education system. AKM is administered to pupils at all levels of education, including grade 4 elementary school, grade 8 junior high school, and grade 11 high school / vocational school with varying levels and question counts. The results of AKM can depict the actual state of students' mastery of reading and numeracy literacy skills. This form of research is qualitative and descriptive. The participants are pupils enrolled in AKM MAN 1 Bogor, West Java, for the 2021/2022 academic year. Interviews and questionnaires were used to collect information for this study. 81% of the respondents at MAN 1 Bogor demonstrated the need for an adult literacy program. Three students with varying levels of ability were also interviewed to strengthen the research findings

Literacy Curriculum Development as Correlates to International Positive Schools and Well-Being in Nigeria

Implementation of Curriculum forms a crucial part of teacher’s activities carried out for students in school, this is very vital to meet up with the demands of education and needs of society. It is carried out to help students to understand the discoveries and other definite activities around them. Implementation of literacy curriculum development is all about working with the acquiring skills, applied, practiced and socially situated for learning and teaching processes. The purpose of the study is to examine the concept of implementation of literacy curriculum developed to determine international positive school, the factors guiding implementation literacy curriculum development and the importance of implementation of literacy curriculum development to influence international positive school in the country. Specifically, the study reviews the factors influencing implementation of literacy curriculum development and studies that influence teaching and learning in schools. This study is significant because literacy curriculum development as correlates to international positive schools and well-being would inspire students’ education to be respected and recognized globally. It would also equip students with quality education. It would expose students to knowledge that could handle future challenges of life. It would also serve as opportunity for social interaction among teachers and students from various countries. The conclusion drawn for the paper is that literacy curriculum development should be seen as an avenue which could attract international positive schools and well-being of the students, country and the world at large. It would help to find solution to educational problems by incorporating new developments in the nation’s school system. It promotes educational linkages among nations. There would be healthy interaction among teachers and students which would contribute greatly to the effectiveness of teaching and learning in the classroom.

Analysis of Information Literacy Programs in Libraries based on the SCONUL Seven Pillars Model

Background of the study: This study aims to find out what are the information literacy programs in the UIN library in East Java and whether the information literacy programs meet the SCONUL Seven Pillars information literacy model standards. Purpose: To find out what information literacy programs are and whether these programs meet the SCONUL Seven Pillars information literacy model standards. Method: This study uses a qualitative descriptive approach. The data analysis technique was carried out by observing the selection of informants, collecting data in the form of observations and interviews, followed by the process of analyzing qualitative data up to the interpretation of the data. Findings: The first result, in general, the training programs at UIN are similar, although there is no uniformity in the curriculum. The second result is that of all the pillars of the SCONUL Seven Pillars standard, the UIN Maulana Malik Ibrahim Malang Library has provided all capabilities in the form of information literacy programs to users and the other three libraries have not met these standards. Conclusion: There is no uniformity in the information literacy curriculum at UIN libraries in the East Java region. So that there is a need to improve and hold collaborative information literacy training program curricula.

Exploration of Teaching Practice on the Integration of the Chinese Discourse into Foreign Literature Curriculum Against the Background of Integration of Ideology and Politics into Courses

Exploration of Teaching Practice on the Integration of the Chinese Discourse into Foreign Literature Curriculum Against the Background of Integration of Ideology and Politics into Courses

Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools

Teachers often report inadequate training in and insufficient time for social-emotional learning (SEL; Buchanan et al., 2009). Thus, it is not surprising that tremendous variability exists in the implementation of school-based SEL interventions (Durlak, 2016; Rohrbach et al., 2006), which has been closely linked to program outcomes for teachers and students (Domitrovich & Greenberg, 2000). In this study, we used a quasi-experimental design to better understand the utility of providing structured, evidence-based teacher coaching to support SEL program implementation. We paired an integrated SEL and literacy curriculum, 4Rs (Reading, Writing, Respect, & Resolution), with a validated approach to supporting curriculum implementation, MTP (MyTeachingPartner). Across 91 classrooms within 15 urban public elementary schools, we assessed one central research question: does the integration of 4Rs with an evidence-based coaching model, MTP, lead to greater classroom-level effects on students’ social-emotional and academic functioning than 4Rs only during a single school year? In summary, 4Rs + MTP classrooms showed significantly lower levels of hostile attribution bias and aggressive interpersonal negotiation strategies, as well as, greater attendance rates and teacher-reported academic skills.

Strengthening Language and Literature Competencies of High School Student

The scientific approach and contextual teaching which is widely used in science learning has not been widely used in language learning, especially in the 2016 Indonesian Language and Literature Curriculum. This study aims to analyze the relationship between the application of a scientific approach and contextual teaching in the application of the 2016 Indonesian language and literature curriculum with the achievement of learning Indonesian language and literature for class X SMA students. This study uses a type and quantitative research approach with surveys with correlational techniques. The research subjects were students of senior high school. Samples were taken randomly in class X. Data collection method uses in this study are observation, documentation, and interview. The research instruments were interviews and objective tests and essays which had been tried out before being used. Data analysis techniques used are product moment correlation, partial correlation, and double regression. From the results of the analysis, it can be concluded that there is a significant relationship between the use of SA and CTL together with achievement in learning Indonesian Language and Literature (score above 78). The implication of this research is the importance of using SA and CTL in private schools that have not used these two approaches in learning.

고전극 교육 제재로서 우희의 의의와 교육 방안

Objectives The purpose of this study is to analyze the current status of classical drama education in literature education and to clarify the significance of U-hui as a subject of classical drama education.&#x0D; Methods To this end, the content related to theater history presented as educational content in the literature curriculum was examined diachronically. In addition, the educational content related to theater history covered in current literature textbooks was analyzed by dividing them into explanatory materials, work materials, and learning activities in the textbook history section. Based on the structure of the revised educational goal classification system, a method for generating knowledge according to the development of the learner's cognitive process was presented.&#x0D; Results The influence of the syllabus and the period of the 4th curriculum on classical theater education leads to fixed knowledge, and in textbooks, academic discourse on theater history in the past is reproduced or knowledge that has formed an issue is avoided. Accordingly, the content of education was organized around the theater and commoners in the late Joseon Dynasty.&#x0D; Conclusions In order to solve this problem, the current academic discourse related to Woohee should be included, and the cognitive process in which learners evaluate knowledge and create new knowledge should be used as an educational method. Taking U-hui as a subject of classical drama education enables a change from the educational content centered on the common people in the late Joseon Dynasty to encompassing various eras and enjoyment classes. In addition, the change in teaching and learning methods that utilize research historical issues has significance in helping learners maintain an open attitude toward knowledge of the history of literature.

Student’s Statistical Literacy Skills (1980-2023): A Systematic Literature Review with Bibliometric Analysis

There have been demands to enhance the statistical literacy in the mathematics curriculum due to the vital role statistics plays in both everyday life and professional environments.The main purpose of this research is to investigate the heterogeneity and research landscape pertaining to students' statistical literacy skills.This research employs a systematic literature review approach combined with bibliometric analysis as the chosen methodology. Data obtained from the Scopus database which has been refined through the PRISM method. The results show that the publication trend has increased in recent years. Publications in 2017 had the most impact in this area. The United States of America is the most influential country in this study. Most of the research was conducted at the secondary school level and most were published in Q3 journals. The learning method most often used in research related to students' statistical literacy skills is project based learning. Information on research developments related to students' statistical literacy skills can serve as a valuable reference for future researchers. It is strongly advised for educators and researchers to conduct further investigations into the statistical literacy skills of students in Asia and Africa, particularly focusing on the primary school level.

Delivery of a Prevention Program in Large College Classes: Effectiveness of the Expectancy Challenge Alcohol Literacy Curriculum

Background: Despite modest reductions in alcohol use among college students, drinking-related harms continue to be prevalent. Group-delivered programs have had little impact on drinking except for experiential expectancy challenge interventions that are impractical because they rely on alcohol administration. Expectancy Challenge Alcohol Literacy Curriculum (ECALC), however, offers a non-experiential alternative suitable for widespread implementation for universal, selective, or indicated prevention. Objectives: ECALC has been effective with mandated students, fraternity members, and small classes of 30 or fewer first-year college students. Larger universities, however, typically have classes with 100 students or more, and ECALC has not yet been tested with groups of this size. To fill this gap, we conducted a group randomized trial in which five class sections with over 100 college students received either ECALC or an attention-matched control presentation and completed follow-up at four weeks. Results: ECALC was associated with significant changes on six subscales of the Comprehensive Effects of Alcohol Scale (CEOA), post-intervention expectancies predicted drinking at four-week follow-up, and there were significant expectancy differences between groups. Compared to the control group, students who received ECALC demonstrated significant expectancy changes and reported less alcohol use at follow-up. Conclusions: Findings suggest ECALC is an effective, single session group-delivered intervention program that can be successfully implemented in large classes.

Information literacy curriculum mapping in the health sciences

Instructional medical librarians are uniquely positioned in a context governed by multiple instructional frameworks emerging from librarianship and the professions with which they liaise. Yet very little literature exists on medical librarians’ use of curriculum mapping to align their instruction with these frameworks. This review illuminates the current state of curriculum mapping in medical librarianship. We searched five bibliographic databases for articles published between 2010 and August 2021 and centred on information literacy (IL) curriculum mapping within a health sciences university context. Studies were included based upon pre-determined inclusion and exclusion criteria. Data were extracted using an instrument developed primarily a priori, with some codes developed emergently in response to preliminary review of the data. We included 127 studies focused on curriculum mapping, of which only 24 included structures which might be considered “curriculum maps”. Across all 127 studies included, The Association of College &amp; Research Libraries’ Information Literacy Competency Standards for Libraries for Higher Education was the most-used IL framework, though versions of evidence-based practice were used more often, with a great deal of diversity and incomplete reporting on how these frames informed instruction of discrete concepts and skills. Within the 24 articles containing figurative curriculum maps, the same diversity of concepts and incomplete reporting was present, with librarians mapping IL frameworks to classroom activities more often than learning outcomes or competencies. Development of curricular maps aligning discrete IL concepts and skills with different disciplinary contexts is needed to provide instructors with a modular structure they might implement in their own contexts. To further the identification of best practices, future research should examine existing curricular maps made by librarians.