Literacy Education In Schools Research Articles

초등학습자의 쓰기 태도와 웰빙(Wellbeing) 과의 관계 분석

Purpose: The purpose of this study was to examine the relationship between elementary school students' writing attitudes and their well-being.
 Methods: To this end, this study explored the concept of well-being and examined the composition of well-being literacy to promote well-being. Next, the correlation between writing attitude and well-being and the influence relationship were investigated through regression analysis.
 Results: As a result of the study, it was confirmed that the writing attitude and well-being of elementary school students decreased from the lower grades to the higher grades. In addition, it was discerned that elementary school students' writing attitudes influence their well-being.
 Conclusion: The promotion of the well-being of elementary school students can be achieved in terms of school literacy education, and in Korean language education, students should be educated equally so that they can grow as subjects of meaning who actively read, write, and communicate at the same time.

Interactions Between Generations in Digital Literacy Education: A Case of Millennial Families in Suli, Central Maluku

This article addresses the issue of digital literacy as an essential basic need, yet there are still significant disparities in technology access and low digital literacy prevalent. To this end, the article explores the intergenerational interaction in digital literacy education among millennial families in Negeri Suli, Central Maluku. The aim of this research is to describe the patterns of intergenerational interaction in the context of digital literacy. Employing a qualitative approach, data were collected through interviews, observations, and literature studies from 10 millennial families in Negeri Suli. The primary informants involved 10 family members, as well as the King who serves as the village head, traditional leader, Saniri, and a teacher at SD XX school. The findings indicate that intergenerational interaction in digital literacy education encompasses imparting digital technology knowledge and skills to both the Z generations and baby boomers generations. This enables them to support previous generations in facing the digital era and strengthens intergenerational communication. The effectiveness of digital literacy education in schools was found through experiential-based teaching approaches and curriculum integration, successfully reducing generational gaps. Moreover, digital literacy is recognized as a crucial component in UNESCO's long-term plan for the future of education. Through digital literacy campaigns, family members are empowered to enhance their analytical abilities in leveraging digital technology optimally.

“Reading Enjoyment” is Ready for School: Foregrounding Affect and Sociality in Children’s Reading for Pleasure

While debate on declines in children’s literacy is ongoing in Aotearoa New Zealand, very little attention in research and policy is paid to reading enjoyment and its capacity to support the reading development of children. Developed alongside a series of studies on children’s reading for pleasure this article makes a theoretically informed argument to place reading enjoyment at the centre of literacy education in schools. Our argument is underpinned by a psycho-social conceptualisation of enjoyment that emphasises the fundamental sociality of emotion. Foregrounding affect and sociality in children and young people’s reading speaks to the potential of teachers being with children and their whānau together reading for pleasure. When children are at school they can participate in the sociality of reading for pleasure, sharing its enjoyment with other class members and teachers without coming into conflict with the priorities of life outside of school. If schools embed reading enjoyment in their programmes, they might then have greater capacity to follow the literacy and communication strategy and work towards sharing the collective enjoyment of reading with families, whānau, and communities.

An early warning method for extreme risks in financial markets

Purpose: The purpose of the study was to develop an education program at the high school level for financial literacy skills mentioned within the framework of general competencies and to test the effectiveness of the program developed. Research Method: Mixed method, where quantitative and qualitative research methods were used together to obtain data diversity, was employed in the research. In the quantitative part of the study, the experimental process was used, while in the qualitative aspect, the case study method benefited from it. Within the scope of experimental design with the pretest-posttest control, in the quantitative dimension of the study, the "Financial Literacy Behavior and Attitude Scale" was used. In the qualitative dimension of the research, the opinions of 12 voluntary students in the experimental group about the training were determined through an interview form. Findings: The results revealed that the financial literacy program developed for high school students positively affected their economic attitudes and behaviors. The significant difference determined between the students in the experimental group and the control group indicates that the gains aimed by the literacy training program were achieved. In addition, the results obtained from the qualitative part of the research show that the student's perception of money changed, that the program positively contributed to their lives, and that they wanted to receive the training at an early age. Implications for Research and Practice: Based on the results of the study, it is recommended for policymakers involve financial literacy education in schools in a more systematic way.

Edukasi Protokol Kesehatan dalam Menjalankan New Normal di Sekolah Melalui Pendidikan Literasi Mitigasi Bencana Covid-19

This study aims to see the effectiveness of COVID-19 disaster mitigation literacy education on students' knowledge about the spread of the COVID-19 virus, the use of masks, washing hands and maintaining a distance known as health protocols. This study also revealed the response of students to literacy education for the COVID-19 disaster in schools. The research was carried out in class X MIPA 1 SMAN 2 Mataram with Define, Design, Develop, and Desseminate (4D) designs. The results of the study found that literacy education for COVID-19 disaster mitigation was effective in increasing students' knowledge about the spread of the COVID-19 virus and the application of health protocols in schools in the normal era of life. Students also gave a positive response to the COVID-19 disaster mitigation literacy education in schools.

Digital literacy curriculum management in kindergarten

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.
 
 Keywords: Curriculum, management, digital, literacy, kindergarten.

Introducing of Financial Literacy in Shaping Saving Behavior in Elementary School Students

The purpose of this study is to analyze the extent of understanding of financial literacy in improving saving behavior in elementary school students. The method used in this research is a descriptive quantitative method. The results showed that the average post-test score of students was 71% greater than the average pre-test score of 35%, so the difference was 36%. On the basis of school indicators, financial literacy training has never been carried out and there has been no application of financial literacy values in learning. Therefore, this financial literacy program is implemented in order to improve saving behavior and can even be taken into consideration for study so that it can provide solutions in managing and making appropriate financial decisions. Starting from the curriculum level which is the basis for teaching, appropriate materials and materials, competent and dedicated teaching staff are needed for smooth implementation of financial literacy education in schools.

A Conceptual Paper on Future Development of Literacy Theories and Language Learning among Contemporary Chinese College EFL Students

This paper aims to further understand the future development of literacy theory and language learning in contemporary Chinese universities through the research on the current situation of EFL students’ literacy in Chinese universities and the teaching characteristics of contemporary Chinese teachers. In this study, literature analysis method, literature comparison analysis method, literature synthesis method and other analytical methods were used to obtain the results. Based on our results, the lack of literacy training is an extremely important reason for the defects of literacy skills of contemporary Chinese college EFL students in the process of language learning. The strengthening of literacy training is one of the key measures to improve the comprehensive level of literacy of contemporary Chinese college EFL students in the process of their language learning. Theoretically, the future development of literacy theories and language learning among contemporary Chinese college EFL students is bound to closely connect with the new theory of multiliteracies and critical literacy in literacy development and the multiliteracies teaching methodology in language learning. Practically, the new theory of multiliteracies puts forward a series of hypotheses for school literacy education to cope with the drastic changes facing the world today. At the same time, the critical literacy theory is rooted in critical education theory, focusing on the important role of literacy in the formation of individual human values. Besides, the multiliteracies teaching methodology in language learning explores how to change traditional teaching methods, effectively using multimedia resources, and cultivating language learners’ skills of multiliteracies.

Review of Collaborative Learning Communities in Middle School Literacy Education: Increasing Student Engagement With Authentic Literacy by Jolene T. Malavasic

Review of Collaborative Learning Communities in Middle School Literacy Education: Increasing Student Engagement With Authentic Literacy by Jolene T. Malavasic

Responsibilising parents: the nudge towards shadow tutoring

This article considers moral agendas projected onto parents that mobilise them to supplement school literacy education with private tutoring. The theoretical frame draws on the concepts of responsibilisation as emerging market-embedded morality, ‘nudge’ social policies, edu-business and hidden privatisation in education. This framing is applied to two empirical moments: firstly, debates around the Australian government’s ‘Tutorial Voucher Initiative’ of 2004; and secondly, tutoring advertisements and items in school newsletters collected in early 2016. In the first moment, parents were somewhat reluctant to take up free supplementary tutoring; in the second, private literacy tutoring is increasingly normalised and legitimated as parents are nudged to supplement the work of the school.

What is the status of food literacy in Australian high schools? Perceptions of home economics teachers

The high school setting has been identified as an ideal setting to teach adolescents about healthy dietary behaviours. This study explored home economics teachers' (HETs) views on the role of high schools in enhancing adolescents' food literacy and promoting healthy dietary behaviours. Semi-structured interviews with 22 HETs were conducted. The interview questions focused on the perceived strengths/opportunities and the limitations/barriers in enhancing adolescents' food literacy and healthy dietary behaviours in Australian high schools. Thematic data analysis was used to identify five key themes from the interview transcripts: (1) the standing of food-related life skills; (2) food literacy in the Australian school curriculum; (3) emphasis on resources; (4) learning through school canteens; and (5) building a school to home and community nexus. Overall, HETs reported that home economics was regarded by parents and other school staff to be less important than Maths or English for adolescents to learn in Australian high schools. Some teachers indicated that their schools offered one year compulsory teaching of food related studies which is typically delivered in the leaning areas of Technologies or Health and Physical Education (HPE). However, HETs stated that the time was insufficient to develop sustainable food-related life skills and introduce broader concepts of food literacy such as environmental sustainability. The lack of financial resources and non-supportive school food environments, including school canteens, were reportedly major factors that prevented food literacy education and healthy dietary behaviours of adolescents. Increasing the status of food literacy education in schools would support adolescents to develop food-related life skills and mobilise them as agents of dietary behaviour change in the home setting.

Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions

The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice. As a consequence, theoretical or elementary forms of vocational knowledge are dominant in the courses, resulting in the dissatisfaction of both learners and educators. Vocational literacy development proved to be a complex field that faces many challenges and is characterised by diverse internal contradictions.

Investigating sociohistorical contexts and practices through a community scan: a Canadian Punjabi–Sikh example

We describe a collaborative project in which university researchers, teachers and Grade 4–5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a ‘community scan’. Many observers have argued that schools and teachers have such minimal knowledge of the outside-school lives of their multilingual and multicultural students that they are unable to build upon the ‘funds of knowledge’ that students and other members of their communities have. In particular, a large body of recent literature argues that school literacy education should be linked to literacies that children develop in their homes and communities. We present here a study centred on a public school located in a Canadian Punjabi-Sikh community. For our scan we collected census and other demographic representations of the community, as well as media reports and academic literature concerned with Punjabi-Sikh immigration. In addition, our scan included interviews with teachers, principals, parents and community leaders. Students' investigations and representations of the community and of out-of-school multiliteracies were also collected. The authors argue that such information is crucial in the development of pedagogy that values and promotes the reworking of the practices, images, texts and symbols that children already use.

Constructing adolescents differently: On the value of listening to Singapore youngsters talking popular culture texts

In contrast to the commonsense discourse of youth-as-unruly widely circulating in the West, the kind of discourse which has become part of the Singapore public and academic imagination is one that mobilizes constructions of youth as narrowly achievement-oriented, as ‘exam-smart muggers’, who ‘lack an enquiring mind’. This study attempts to complicate this picture of Singaporean adolescents, showing them to be sophisticated meaning-makers who employ texts of different modes to construct shifting subjectivities in their everyday lives. It draws on selected focus-group data my students and I have collected over the past two years from Singaporean 10- to 12-year-olds as they talk with their peers and us about the texts they like to read and watch in their spare time [Lim, L. E. (2002). Fast cars and magical cards: A study of gendered choices in cartoons. Singapore: Nanyang Technological University, Honours Academic Exercise; Seah, H. L. (2003). Gender differences in the reading habits and attitudes of primary pupils in single-sex government-aided schools in Singapore. MA (applied linguistics) thesis: Nanyang Technological University]. Building on Moss’ [Moss, G. (2000). Informal literacies and pedagogic discourse. Linguistics and Education, 11, 47–64; Moss, G. (2001). On literacy and the social organisation of knowledge inside and outside school. Language and Education, 15, 146–161] research on knowledge about informal literacies as a ‘horizontal discourse’ (Bernstein), in the discussion of this data I argue that the youngsters whose voices we hear are not entirely trapped within monochrome schooled literacy practices, even though much of what goes on at home may reinforce these; rather, in the spaces they make for themselves, they can be seen engaged in an array of out-of-school activities around texts, displaying special competencies and taking up multiple reading strategies and positions as they navigate them. Having a better understanding of the kinds of ‘improper’ knowledge about literacy that is generated alongside the privileged pedagogized version in many Singapore homes can not only help complicate our current image of Singaporean youth but also help re-envision literacy education in schools in ways that the students’ unsanctioned experiences and competencies with texts are recognized and built upon.

CYNTHIA LEWIS, Literacy practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Lawrence Erlbaum, 2001, Pp. xi, 213, Hb $59.95, Pb $24.95 US.; LUDO VERHOEVEN & CATHERINE SNOW (eds.), Literacy and motivation: Reading engagement in individuals and groups. Mahwah, NJ: Lawrence Erlbaum, 2001. Pp. 326, Pb $39.95 Hb $79.95 US.

Literacy practices as social acts and Literacy and motivation share an interest in the question of what engages children in reading. Both are relevant to our political times, when the federal government micromanages literacy education in schools. The U.S. federal initiative “No Child Left Behind” gave rise to the Reading First grants, and both are designed to “get kids reading at grade level.” Reading First ended up not including “motivation” as a rationale for funding. The government's preoccupation with phonics instruction has superseded the more important issue of what makes a child want (or not want) to read in the first place. Literacy and motivation is a useful corrective. However, Cynthia Lewis's Literacy practices as social acts really gets at the heart of the matter.

Emergent Metaliteracies: What the Xbox has to Offer the EQAO

The conservative government of Ontario has mandated province-wide, standardized literacy testing across Grades 3, 6 and 10, and instituted a bureaucratic machinery to effect this, viz., the Education Quality and Accountability Office (EQAO). EQAO’s testing mechanisms tap pedagogically and politically selected aspects of children’s literacies, driven by a cultural literacy agenda. The concept of literacy tested in gate-keeping EQAO assessment does not include the sophisticated digital literacies children are developing in peer-mediated, screen-based, pop culture interactive media, though such media are increasingly influencing classroom materials and practices. This article questions fundamentally the epistemology of literacy in a postmodern society. Drawing on data gathered in case studies conducted in and around public schools within the greater Toronto area, and framed within provincial paradigms of literacy education, this paper asks: What literacies are children developing through pop culture interactive media and are these emerging postmodern metaliteracies being acknowledged in school literacy education and assessment?

Literacies in School Education in Australia: Disjunctions between Policy and Research

This paper outlines the different priorities of current policy and research in literacy education in Australian schools. It suggests that a number of generic and specific factors contribute to the extent of these differences: differences in perspective and responsibility of policy-makers and researchers, different underlying theoretical assumptions, and changes in the current 'balance of power' brought about by recent national policy investment in school literacy education. It also argues that implications of these different priorities are being played out, most noticeably, in three major sites: different assumptions about the nature of literacy, different ways of recognising and valuing diversity in school populations, and different emphases on, and support for, the actual teaching of literacy. The paper concludes by suggesting that the resilience of the Australian educational community offers some hope for resistance to the more extreme elements of current policy priorities.