Literacy Education Programs Research Articles

Penerapan Metode Drill terhadap Peningkatan Kemampuan Menulis Aksara Ulu

This research aims to improve the application of Drill method in enhancing the writing ability of Ulu Script student of Bahasa Indonesia language and literature Education Program STKIP-PGRI Lubuklinggau. The method used in this research is a quantitative descriptive method with the research type of pseudo experiments (quasi experiment). The population in this study is all students of the third semester of the Indonesian Language and Literature Education study Program A and B class of 53 with the sampling is class B that amounted to 26 people. Data collection using an essai-shaped test. The data analysis technique uses t-test. From the results of the study obtained the average value of students after using the Drill method (84.92) is greater than before using the Drill (59.85) method and increased by 25,07. The hypothesis test results showed that at a rate of significance 5% value thit > ttab, 11,61 > 2.78 and 11.61 > 2.06. Conclusion, this means that the application of Drill method can significantly improve the writing ability of the students of Ulu Script 
 Keywords: Drill Methode, Writing, Ulu Script

PEMBERDAYAAN MASYARAKAT DESA TUYAU MELALUI PROGRAM PENDIDIKAN KEAKSARAAN USAHA MANDIRI [THE EMPOWERMENT OF DESA TUYAU VILLAGERS THROUGH EDUCATION PROGRAM ON INDEPENDENT BUSINESS LITERACY

Education cannot be separated from literacy. Even the conception is one of the benchmarks of the Human Development Index (HDI) conducted by UNDP. Today, the concept of literacy can not only be the ability of reading, writing and counting, but rather emphasize the functions of those skill in everyday life. One of the literacy education programs that becomes the focus of the government through the Directorate of Literacy and Equality Education Development is KUM. In its practice in the community, independent business literacy has been widely applied by various non-formal education units. Various non-formal education units have now been widely applied in Indonesia, both by the public, the private sector and individuals. The establishment of various non-formal education units is not only based on the philosophy of non-formal education, but more because of the needs felt by the community.
 The researcher is interested in doing an investigation related to the implementation of Independent Business Literacy in Tuyau Village with the aim of maintaining and developing literacy of students who have followed and / or achieved the basic literacy competencies through the introduction of the ability to independently work. In this study, the approach used was a qualitative approach with survey methods, through the stages of data reduction, data display and conclusion drawing. Referring to the learning process and the final assessment of independent business literacy conducted in Tuyau Village, East Barito Regency, it is known that students who were declared graduated and entitled to obtain SUKMA-L were 89 people. While the other students, 11 students, were declared not graduated for various reasons. As for the students who have not graduated (who has not reach the established competency standard yet), the treatment is still being given until now intensively and continuously.

012–Food Literacy: Can Pediatric Endocrinology Nurses Focus Upstream?

Background: American families are spending less time procuring, preparing and cooking meals at home. As well, there is less time dedicated to nutrition education in schools. Food literacy is defined as “a collection of inter-related knowledge, skills, and behaviors required to plan, manage, select, prepare, and eat foods to meet needs and determine food intake, as well as, the scaffolding that empowers individuals, households, communities or nations to protect diet quality through change and support dietary resilience over time.” Adolescents generally lack food literacy skills and increasingly consume food away from home with fast food meals and processed snacks. Approximately 1 in 3 adolescents in the U.S. are obese, increasing their risk for diabetes and cardiovascular disease. Upstream efforts continue to be explored to combat rising obesity rates. Programs that promote food literacy in adolescents have the potential to influence healthy lifestyles. Purpose: To inform pediatric endocrinology nurses about food literacy, its components, and existing food literacy education programs ready for implementation. Description of Topic: A literature review on food literacy was completed. High food literacy has been associated with improved eating of a healthy diet, including more fruits and vegetables and less fast food. Food literacy programs should address adolescents’ knowledge, skills, and attitudes to make healthy diet choices. Potential topics include gardening, recipe reading, food label reading, learning about healthy vs. unhealthy foods, food preparation and cooking, animal welfare, and farm to table slow food concepts. The USDA SNAP-Ed website provides well developed, user-friendly food literacy teaching ideas with accompanying learning objectives, lesson plans, and teaching strategies that could readily be implemented by pediatric endocrinology nurses. Clinical Implications: Pediatric endocrinology nurses typically provide care to adolescents with obesity and its related comorbidities. Pediatric endocrinology nurses have an opportunity to expand their practice to primary and secondary prevention of obesity, using upstream health education to promote adolescents’ food literacy. By partnering with schools, churches, Boys and Girls clubs, and Scouts troops, pediatric endocrinology nurses may offer health education, building food literacy skills in whole communities with the ultimate goal of slowing the rise in obesity rates. Food literacy has been described as “the ability of an individual to understand food in a way that they develop a positive relationship with it, including food skills and practices across the lifespan in order to navigate, engage, and participate within a complex food system. It's the ability to make decisions to support the achievement of personal health and a sustainable food system considering environmental, social, economic, cultural, and political components. The core of food literacy is the adolescent’s ability to use food knowledge and skills to make healthy dietary choices and encompasses aspects of planning and managing, selecting, preparing, and eating healthy foods.

Using the MULTILIT literacy instruction program with children who have Down syndrome

We evaluated the MULTILIT—“Making Up Lost Time in Literacy”—instruction program for individuals with Down syndrome. The 12-week program was administered on a 1:1 basis to participants who were assessed at three timepoints: Baseline, pre-instruction, and post-instruction. Participants were allocated non-randomly to two groups that had comparable abilities prior to intervention. These groups differed in the duration of the control period between baseline and pre-instruction: 12 weeks for Group 1 (n = 8, mean age = 168.88 months) and 24 weeks for Group 2 (n = 7, mean age = 164.71 months). Improvements in literacy skills were evaluated within participants (each participant serving as her/his own control), and the influence of control periods was evaluated between participants. Phonological awareness, word reading accuracy, and word spelling accuracy all improved significantly from pre- to post-instruction, with large effect sizes; whereas no statistically significant changes were observed during the control period (between baseline and pre-instruction assessments) regardless of the duration of this control period.

Making Citizens Behind Bars (and the Stories We Tell About It): Queering Approaches to Prison Literacy Programs

Scholarship in literacy and composition studies has demonstrated the many connections between literacy education and citizenship production (e.g. Guerra, Wan). Despite often being neglected in conversations about literacy education and citizenship training, prison education programs and incarcerated students have a unique relationship to citizenship and can make an important contribution to that scholarship. By putting literacy studies in conversation with queer studies and critical prison studies, I argue that we as literacy educators and teachers can train ourselves to notice and push back against the harmful ideologies underlying the discourse around prison literacy education programs and citizenship education. This attention to language is essential because it has a material effect on the incarcerated students we teach, as well as the futures we imagine for our classes, programs, and the wider landscape of prison education.

Information Literacy: Accessibility and Skills among Indian LIS Professionals

The radical change in provision of information through the use of Information Communication and Technology (ICT) in this age requires a lot of skills, knowledge and strategies to ensure maximum utilization of information. Beside, varied systems used by libraries and information providers across the world to classify, catalogue and make information available require special skill to access information. Information is very important and critical to every individual especially research students. Today information literacy has become an important academic product and the user should be educated apart from their day-to-day needs. In this context we have highlighted the importance of the information literacy skills among LIS professionals and how the institution will be benefited by implementing the information literacy skills. Traditional information seekers expect instant help this puts tremendous demands on the librarians and information professionals to upgrade their tools and techniques. Hence information literacy and continuous professional education and training programmes are needed for working library professionals. This study shows that most of the respondents belonging to ‘PhD in LIS’, ‘MPhil in LIS’ and ‘UG in LIS’ qualifications felt that lack of knowledge on availability is the prime problem to obtain information literacy. Most of the respondents belonging to ‘UGC NET/SET’ and ‘PG in LIS’ qualifications felt that lack of technical skills is the prime problem to obtain information literacy.

Agency

Agency

Producing PSAs on consumer culture: youth reception of advertising

ABSTRACTThis study is a qualitative analysis of Public Service Announcement (PSA) storyboards produced by 177 fourth and sixth-grade students as part of a Media Literacy Education program on advertising and commercial culture. The program curriculum addressed the ubiquity and hidden nature of ads, as well as gender portrayals, violence, and nutritional messages in advertising content. Textual analysis revealed differing patterns in student reception of the varied lesson topics. Students called for specific behavioral changes in PSAs for the topics of nutrition and gender, although most were limited to non-media-related behaviors such as improving eating habits and encouraging fluidity across roles more traditionally associated with masculinity or with femininity. The analysis also suggested responsibility for the problems students identified with advertising were largely based on individual, consumerist perspectives rather than on collective or social, citizen-based terms. Fourth graders’ storyboards especially indicated an apparent mimicry of mainstream commercial productions and practices. The analysis further explores these fourth and sixth graders’ underlying orientations toward the U.S. commercial media system as well as the potential strengths and limitations of a production component in MLE programs to promote outcomes associated with critical media literacy.

Pengembangan Berpikir Kreatif Melalui Penguatan Kepercayaan Diri Mahasiswa

ABSTRACT
 His study aims to determine the level of self-confidence of students of Indonesian language and literacy education programs and to know the influence of self-confidence in creative thinking of students. This research uses correlation method with simple linear regression analysis. The sample used is 132 students of Indonesian language and literature study program. The results showed that the students' confidence level was in the high category with the mean obtained (99.55). Based on the hypothesis test conducted to determine the effect of self-confidence to students' creative thinking obtained value (F = 49.273), value Sig. = 0.000 (P <0.05). This confirms that confidence has an influence on the creative thinking of the students of Faculty of Language and Literature Education Program. Based on statistical analysis, the research hypothesis is accepted, it means there is influence of self-confidence to creative thinking of Indonesian Language and Literature Education Study Program. The magnitude of the influence of self-confidence in student creative thinking illustrates that the value (R = 0.524a) and the value (R Square = 0.275). This shows that the magnitude of the influence of self-confidence is 0.275 which if it is minimized to be 27.5%, to the creative thinking of students of Indonesian Language and Literature Education Studies Program Faculty of Teacher Training and Education Islamic University of Riau.

Kemampuan Menulis Kata Tulisan Arab Melayu Mahasiswa Program Studi Pendidikan Bahasa Indonesia FKIP Universitas Islam Riau

This study focuses on the ability to write words in Malay Arabic script. This research problem is formulated about the ability to write two syllables and lebid from two syllables in Malay Arabic script. The purpose of the study is to describe in detail the ability to write Malay Arabic words and apply proper word-writing principles in Malay Arabic script. This research is a field research with quantitative type. This research was conducted in Language Education and Literature Program Indonesia FKIP Islamic University of Riau. The method used to collect data is by the test technique. The data of this research is the result of word writing skill test and applying correct wording principle in Malay Arabic script obtained from randomly taken sample of research. Analyzing data is done with the mean technique. The result of this research concludes that the ability of writing Arabic Malay words of students of Indonesian Language and Literature Education Program, Faculty of Teacher Training and Education, Islamic University of Riau is categorized with percentage of 71.72%. Furthermore, the ability to write Malay Arabic words of the students of Indonesian Language and Literature Education Studies Program, Faculty of Teacher Training and Education, Islamic University of Riau based on two syllables categorized with a percentage of 72.09% and based on the word syuku words more than two words low category ie 64.36% .

Literacy in Teacher Education: “It’s the Context, Stupid”

This article emphasizes the importance of understanding local contexts to provide appropriate education for teachers about literacy instruction. The author reviews general problems that follow from extrapolating from unrepresentative research samples and the errors and deficit conceptions that follow from assuming that all cognition takes place within the human skull, irrespective of the contexts that shape human development and immediate textual exchanges. The author then demonstrates challenges to his own thinking when he used a book he coedited for U.S. educators in the context of a literacy education program at the Universidad de Guadalajara, Mexico. This narrative relates how the book was rewritten by the teachers in his seminar to have relevance, with extensive adaptations required. The author emphasizes the contextual facets of literacy development, and the need to think in terms of the settings of teaching and learning in university teacher education programs.

EVALUATION OF BASIC LITERACY EDUCATOR AS SOCIAL CHANGE AGENT

Literacy is not limited to the ability to read, write, and arithmetic, but also the application of that ability to enhance the quality of life. The purpose of this study is to evaluate the role of literacy educators as agents of social change. This research is based on evaluation model with Change Model approach. The population of this study are the educators in the two institutes of basic literacy education program in Cirebon Regency. The results of this study showed that basic literacy educators have not received appropriate compensation so that their paradigm as an agent of social change has not yet been arised. Researchers recommend to reorganize the training system that has been implemented so that they get recognition from the government.

Literacy Learning Outcomes in a Longitudinal Study of a Postschool Literacy Education Program for Young Adults With Intellectual Disabilities

AbstractThere is limited research about learning outcomes for young people with intellectual disabilities (ID) in postschool education (PSE). This is a significant issue as PSE is a strong predictor of successful employment for individuals with ID. Tertiary education programs have been developed in several countries, including Australia. These programs remain rare and available to only a minority of young people. For several years, service organizations in the broader community in Australia and overseas have been developing educational programs particularly in literacy to meet the needs of this age group. However, many of these programs have been developed by practitioners with limited access to evidence‐based practice, leading to difficulties in providing evidence of their effectiveness. This paper reports the findings of a longitudinal study of the effects on literacy learning of an evidence‐based 2‐year postschool literacy program for individuals with ID. All students (n = 191) who completed the program from 1998 to 2013 were assessed for their receptive vocabulary, single word reading, and reading comprehension. These assessments were undertaken at entry to the program, the end of the first year, and on graduation. The quantitative analysis used a growth trajectory model to assess students' progress, accounting for age, disability, gender, maturation, and time. The results provide statistically significant (p < .001) evidence that individual students increased their scores in all of the assessments over time. The authors argue that appropriately designed long‐term PSE programs for literacy learning have the potential to enhance the language and literacy development of young adults with intellectual disabilities.

A Study on the Method of Character Education for Reunification(C.E.R.) Using New Media Literacy Education Program for Overcoming Bias and Developing Reflection in Elementary School

A Study on the Method of Character Education for Reunification(C.E.R.) Using New Media Literacy Education Program for Overcoming Bias and Developing Reflection in Elementary School

Focus on the facts: A news and information literacy instructional program

ABSTRACTThis article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines.

A Study on the Effectiveness of the Agricultural Literacy Education Program for Early Childhood

A Study on the Effectiveness of the Agricultural Literacy Education Program for Early Childhood

Wellbeing effects from family literacy education: An ecological study

This paper describes a study that used community psychology theories to investigate family-focused literacy education programmes, evaluations of which usually focus solely on skills gains and their economic advantage. Specifically, the study drew on an ecological systems-based, culturally adaptive framework for personal, relational and collective wellbeing bringing much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. The study traced the experiences of 19 adult participants in four family-focused literacy programmes in different communities in New Zealand over 18 months. Participant accounts from 79 key informant interviews, 12 classroom observations and programme documentation were scrutinized using latent theoretical thematic analysis which drew on broad perspectives of literacy, ecological systems theory, network theory and integrative theories of wellbeing. The study found that the programmes shared common principles and practices that prioritised holistic wellbeing whilst valuing literacy enhancement. It showed that participants experienced positive literacy, social and wellbeing-related outcomes. Programme effects were found to be interconnected and to flow on to other parts of participants’ lives and to their families and communities. We demonstrate community psychology’s critical contribution to a fuller understanding of family-focused literacy education.

Primary care intervention to address cardiovascular disease medication health literacy among Indigenous peoples: Canadian results of a pre-post-design study

ContextCardiovascular diseases (CVD) are a leading cause of illness and death for Indigenous people in Canada and globally. Appropriate medication can significantly improve health outcomes for persons diagnosed with CVD or for those at high risk of CVD. Poor health literacy has been identified as a major barrier that interferes with client understanding and taking of CVD medication. Strengthening health literacy within health services is particularly relevant in Indigenous contexts, where there are systemic barriers to accessing literacy skills.ObjectiveThe aim of this study is to test the effect of a customized, structured health literacy educational program addressing CVD medications.MethodsPre-post-design involves health providers and Indigenous clients at the De dwa da dehs nye>s Aboriginal Health Centre (DAHC) in Ontario, Canada. Forty-seven Indigenous clients with or at high risk of CVD received three educational sessions delivered by a trained Indigenous nurse over a 4- to 7-week period. A tablet application, pill card and booklet supported the sessions. Primary outcomes were knowledge of CVD medications and health literacy practices, which were assessed before and after the programe.ResultsFollowing the program compared to before, mean medication knowledge scores were 3.3 to 6.1 times higher for the four included CVD medications. Participants were also more likely to refer to the customized pill card and booklet for information and answer questions from others regarding CVD.ConclusionsThis customized education program was highly effective in increasing medication knowledge and health literacy practice among Indigenous people with CVD or at risk of CVD attending the program at an urban Indigenous health centre.

EFEKTIVITAS MODEL PENGINTEGRASIAN STRATEGI AFEKTIF DALAM PEMBELAJARAN MATAKULIAH WICARA INDIVIDU PRODI PENDIDIKAN BAHASA DAN SASTRA IKIP BUDI UTOMO MALANG

Learning strategies are steps taken by students to improve their own learning. Learning strategy is desired learners to achieve certain goals and manifest in various types. The use of this learning strategy appears in the specific actions or behaviors that the learners do to improve their language skills, for example by imitating, repeating, transferring into other languages, improving speech, asking for clarification, and so on. This research is more emphasis on affective strategy. This strategy refers to feelings, attitudes, motivations and values. There are three main sets of affective strategies (demeaning your worries, pushing yourself, and getting your emotional temperature). The general objective of this research is to describe the effectiveness of the model of affective strategy integration in learning subject course of Indonesian language and literature study program IKIP Budi Utomo Malang. Specifically, the purpose of this study is to obtain a significant description of the difference between the verbal skills in the 2014A and 2014B classes of Indonesian language and literature education programs IKIP Budi Utomo Malang and obtain a significant description of the difference in effectiveness between the learning ability of speech before and after. This research uses experimental design with non equivalent control group design. The data analysis technique used to find the difference is using paired paired t test formula for one sample and t test of the independent variable for different samples. The sample of this research is student of class of 2014A and 2014B of Indonesian language and literature education program IKIP Budi Utomo Malang. Experiments were conducted by dividing experimental and control groups. The experimental group is a student of Indonesian language and literature education program class of 2014A, while the control group is a student of language and literature education program class of 2014B, by taking pretest value and postes value. Based on the research that has been done, the result of pretest in the experimental group is still low with an average of 56,375 after being given affective strategy treatment on average value rose 20,25 points to 76,625, while the mean in control group at pretest 58,38 up 0,222 points at the postes being 58.61. The effectiveness between the postes value of the experimental group and the control group is very different. In the control group the score also increased but more increase in the experimental group. It shows the model of affective strategy integration in learning subject course of individual speech of Indonesian language and literature education program IKIP Budi Utomo Malang. From the research findings, the researcher suggested that lecturers in the environment of IKIP Budi Utomo Malang should implement learning strategies to improve student achievement and students do not feel bored.

The Impact of Financial Education for Youth in Ghana

Summary Governments and non-governmental organizations promote school-based financial literacy programs as means to instill financial behaviors that can persist through adulthood. We conduct a randomized trial of two financial literacy education programs in government-run Ghanaian primary and junior high schools. The first integrated both financial and social education, while the second included only financial education. Our study finds that after nine months, both programs had positive impacts on self-reported savings at school relative to the control group, but there were no statistically significant increases in aggregate savings nor in hypothesized mechanisms such as attitudes, preferences, or knowledge. The financial education-only treatment led to a weakly statistically significant increase in child labor relative to the control group, although the difference in impact between the two treatment groups was not statistically significant. The lack of short-term effects of these programs on financial behaviors and attitudes indicate that alternative program designs should be evaluated to understand whether and how these outcomes can be influenced among students in this age group.