Literacy Education Research Articles

Pedagogy of Belonging: Cultivating wellbeing literacy in higher education

AbstractWellbeing literacy is the capability to set intentions and comprehend and compose wellbeing language. This is cultivated and embodied across contexts with the intention of maintaining or improving the wellbeing of oneself, others, or the world. In this paper, as co-authors we share the way we understand our wellbeing as educators in higher education, that is, through a Pedagogy of Belonging. Belonging is one of the domains to our wellbeing as academics and educators, as well as students in the studied higher education learning context. Pedagogy of Belonging helps us develop our wellbeing literacy individually and collectively. Through an authentic inquiry framed by hermeneutic phenomenology, we highlight four vignettes, showcasing what this looks like across different disciplines located in one school of an Australian university. In these vignettes, we look at what it means to engage with diverse areas of wellbeing that enhance our collective capacity to flourish. We have paused, listening deeply to our academic and wellbeing needs, addressing these together to develop a shared language that supports our wellbeing. We describe the valuing of meaning, curiosity associated with relationship building, multi-modal ways of being with each other, passion, and positive emotions that promote academic wellbeing capabilities that, in turn, support, develop, and sustain a wellbeing literacy. In demonstrating how a wellbeing literacy can be developed, maintained, and/or improved, we open new avenues of investigation that interrupt the dehumanising of higher education learning contexts.

Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.

DIGITAL LITERACY IN MODERN EDUCATION

This article examines the important role of digital literacy in contemporary educational systems. It highlights the importance of equipping students with the skills to effectively navigate and utilize digital technologies, which are increasingly integral to both personal and professional spheres. The article discusses various components of digital literacy, such as critical thinking, online communication, and information evaluation. It also addresses the challenges educators face in integrating digital literacy into curricula, including the digital divide and the need for teacher training. By underlining successful strategies and potential solutions for developing digital literacy presented by experts around the world, the article calls for necessity of digital literacy in education, aiming to prepare students for a rapidly evolving digital future.

Information Literacy Education in University Libraries: A Comparative Study in Taiwan and South Korea

ABSTRACTThis study aims to compare the information literacy education practices of university libraries in Taiwan and South Korea using the Framework for Information Literacy for Higher Education (ACRL, 2016). The result shows that while Taiwanese institutions demonstrate comprehensive coverage across all six frames, South Korean university libraries lack some frames. The identified gaps will be analyzed thoroughly with ongoing research. This research will contribute to understand the shortcomings in the information literacy education provided by university libraries and suggest how we can further research and improve in the future.

How Can Academic Librarians Support Generative AI Literacy: An Analysis of Library Guides Using the ACRL Information Literacy Framework

ABSTRACTThis poster investigates how ACRL award‐winning libraries address generative AI literacy in their libguides. Using the ACRL “Framework for Information Literacy for Higher Education,” we analyzed newly created guides from 28 libraries. We found that this framework could serve as a foundation for AI literacy. The coding scheme developed from this analysis can be used as a reference for librarians when planning instruction or creating libguides. In addition, we identified common strategies and literacy components that librarians emphasize at this stage.

Discipline as Context: Arts and Science Students' Views on Key Concepts in the ACRLFramework

ABSTRACTThe introduction of the Association of College and Research Libraries' (ACRL, 2016) Framework for Information Literacy for Higher Education, or “the Framework,” has fostered efforts to apply the document's concepts to information literacy instruction (ILI) to meet the needs of post‐secondary students across faculties. However, little research has directly compared students' perspectives on the Framework's concepts by discipline. This poster presents findings from a larger, mixed‐methods project investigating student perspectives on the Framework in which participants in the faculties of arts (n = 123) and science (n = 90) expressed distinct views and rankings. Their perspectives particularly diverged around perceived roles in assessing the authority of information sources and how “relevant to their experience in school” they found most Framework frames. This project expands upon emerging learner‐centered research aiming to meaningfully improve Framework‐based ILI through its direct disciplinary comparisons and use of the recently developed Information Literacy Reflection Tool (ILRT; Robertson et al., 2022).

Digital Literacy Education for Older Adults: A Scoping Review

ABSTRACTIn the context of global aging, digital technologies are increasingly recognized as a means to address the challenges associated with aging. Although many studies have explored the relationship between older adults and digital literacy, there is a gap identifying their necessary skills, challenges, and learning motivations. This review identified 30 articles from 2014 to 2024 and delineated five areas of digital literacy skills that older adults acquire, the hurdles they face in this process, and what drives their learning efforts. The difficulties faced by older adults in learning digital literacy include unfamiliarity with technology, cognitive decline, emotional barriers, limited access to digital resources, and physical and health issues. These challenges may lead to frustration in their use of devices and apps, which may affect their willingness to learn. This study, despite a small sampling size, paves the way for future research, including evaluating online fake information and addressing safety risks.

예비문해교사의 중학과정 문해교육 교원연수 참여 경험에 관한 질적연구

The purpose of this research is to understand the status of adult literacy teacher training through the experience of participating in adult literacy education teacher training for academic accreditation, and to find ways to successfully operate literacy teacher training. To this end, this qualitative study was conducted on the experiences and perceptions of four pre-service teacher participants who took part in the literacy education teacher training program at the institute for Lifelong Education. The collected qualitative research data were analyzed using MAXQDA 2020. As a result of the analysis, first, it was found that pre-service literacy teachers participate in the literacy training program with various motives, and are “curious” about the actual field stories of literacy education and the experiences of literacy teachers. Second, it was found that pre-service literacy teachers recognized the literacy education training program as “non-systemetic” and wanted to have an opportunity to do microteaching. Third, after completing the literacy teacher training program, the pre-service teachers recognized the treatment of literacy education teachers and field of literacy education as “ambiguous” and suggested literacy training contents to be added to the literacy teacher training program. Based on these research results, improvements were discussed to improve the quality of literacy education teacher training program.

Diskurser om att lära sig läsa och skriva som vuxen

This article investigates discourses about basic literacy learning for adult second language learners in the program Swedish for Immigrants (SFI), study path one, which is for students with little or no prior schooling. The study has its theoretical basis in nexus analysis, which here means that literacy education is studied as a social act through these three discourses: discourses in place, historical bodies, and interaction order. These are investigated through the analysis and study of current policy documents, teacher interviews, and classroom observations. Current documents emphasize that the design of teaching programs should be functional. This corresponds with teachers’ views about how literacy education forms part of general education in Swedish and how it has clear ties with what students perceive they need on an everyday basis. At the same time, the shortcomings pointed out in audits and reports that look at procedures to adapt teaching to individual needs correspond with the findings of the observation and interview data in the present study. There is a clear need for improvement both in this area and in the teaching of the alphabet, which does not have a prominent place in current policy documents and which appears to be taught separately. Currently, knowledge about the early literacy development of adult second language learners is not a formal requirement in teacher education, and only one of the 24 teachers in this study claims to have such knowledge. Usually, the acquisition of knowledge about early literacy development is included in the training of primary school student teachers and is foremostly in the teaching of first language learners. This study, however, shows the need for increased knowledge about initial literacy development for adults as part of the professional development of SFI teachers.

Mapping digital literacy in language education: A comparative analysis of national curriculum standards using text as data approach

Mapping digital literacy in language education: A comparative analysis of national curriculum standards using text as data approach

The Relationship between Knowledge and Attitudes with Financial Literacy Program Among Secondary School

This study was conducted to determine the relationship between students' reaction towards the financial literacy education program with the knowledge and attitudes acquired after the program. This study is also to determine differences in knowledge and attitudes and skills of students before and after the program. Quantitative research design involved the respondents' secondary school. Questionnaires were distributed among secondary school students and analyzed using the descriptive statistic, paired t-test and correlation. The findings show that student reaction towards the financial literacy program was good and there is a significant difference between knowledge and attitude before and after the program undertaken.

Developing a conceptual framework for Artificial Intelligence (AI) literacy in higher education

This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the curriculum. It builds on previous conceptual papers, which provided initial suggestions on integrating AI into teaching. The approach to developing the conceptual framework includes drawing on existing frameworks, AI literature, and case studies from the Queen Mary University of London President and Principal, an AI literacy-funded project. The opinion piece aims to advance our thinking on creating a teaching and learning toolkit to support educators in integrating AI into their teaching, enhancing students’ AI literacy and skills. This paper has two main objectives: first, it develops an AI literacy conceptual framework to support educators in integrating AI into their teaching, and second, it provides suggestions on how to engage with it.

Financial citizenship education and the elusive power of critical inquiry

ABSTRACT It is well established that financial literacy education should incorporate systemic prerequisites, such as financial, economic, and societal structures, to help students develop suitable financial literacy. In relation to financial literacy teaching and learning, critical inquiry and critical thinking have also been identified as key components. However, it remains unclear how to design a teaching approach that invites students to learn about current financial prerequisites while simultaneously encouraging them to critically assess and discuss these systemic features. This study analyzes results from a financial literacy teaching intervention that combines systemic teaching with tools for critical inquiry. The results show that while students express an elaborate understanding of systemic issues, their critical perspectives and discussions remain within the bounds of the current systemic order, which raises further questions about how financial literacy should be formulated as a mandatory feature in school systems.

Community stakeholder feedback for development of a volunteer-coached behavioral activation for youth in a low-resource community

Youth in low-resource communities have limited access to mental health (MH) services. This exploratory study reports community stakeholder feedback for stressors affecting youth MH and development of a volunteer-coach provided behavioral activation (BA) program for youth in a low-resource community. Eight focus groups with youth (n = 7) and adults (n = 35) were conducted during January-September 2023. Data analysis followed the inductive thematic analysis steps. Participants attributed the high prevalence of youth MH problems to high-pressure environment, lack of support, hopelessness about the future, and negative impact of social media. Youth participants expressed mistrust of MH professionals and were hesitant to endorse a volunteer-coached BA program. They stated the non-professionals will be better than professional therapists but mentioned the stigmatization of mental-health help-seeking and related fear of bullying. Adults were more supportive of the program but pointed out such practical barriers as lack of parental support and availability of youth time due to after-school extracurricular activities. Participants also provided suggestions to increase parents’ buy-in of the program. Stakeholder feedback illustrated multiple challenges for developing and implementing an evidence-based MH intervention program for youth in a low-resource community. MH literacy education and alleviation of stigma about MH help-seeking are essential steps.

Enhancing Cultural Literacy in Elementary Students: The Impact of the STAD Cooperative Learning Model

This study investigates the impact of the Student Teams-Achievement Divisions (STAD) cooperative learning model on the cultural literacy skills of fourth-grade students at SDN 183 Pekanbaru. With growing emphasis on cultural literacy in education, it is essential to evaluate effective pedagogical approaches, such as cooperative learning, that may enhance these skills. A quantitative approach was used with a quasi-experimental design, employing a non-equivalent control group format. Simple random sampling selected 50 students, with 25 placed in the experimental group (class IV D) and 25 in the control group (class IV A). Data were collected using pretests, posttests, and cultural literacy questionnaires. Analysis was performed using IBM SPSS Statistics 24, with hypothesis testing conducted through an independent sample t-test. The hypothesis test showed no significant difference in cultural literacy skills between the experimental and control groups. The independent t-test yielded a significance value of 0.828 (p 0.05), leading to the acceptance of the null hypothesis (H0) and rejection of the alternative hypothesis (Ha). Furthermore, the n-gain test in the experimental group indicated a mean score of 0.23 (≤ 0.3), suggesting the STAD model contributed to a 23% improvement in cultural literacy skills. Although the STAD cooperative learning model demonstrated only a modest influence on students’ cultural literacy, the 23% improvement is meaningful given the study's constraints. This suggests that STAD has potential but requires further investigation under varying conditions. The STAD cooperative learning model has a limited but noteworthy effect on enhancing students' cultural literacy, warranting additional research to explore its full potential.

What counts as ‘evidence’ in literacy education?

A recent issue of the Australian Journal of Language and Literacy included an article reporting on a systematic narrative review of the research literature that indicated that there was insufficient evidence to conclude whether genre theory and systemic functional linguistics either ‘worked’ or ‘did not work’. The criteria used to evaluate these studies excluded any study that did not conform to the ‘gold standard’ associated with experimental research such as randomised controlled trials. In response to this provocative finding, a group of SFL researchers decided to examine just what counts as evidence of quality literacy research these days. In this paper, we question the overreliance on experimental research at the expense of other methods. We illustrate this with a sample of notable studies that do not meet experimental criteria, but which nevertheless have made a significant contribution to school literacy outcomes in Australia and elsewhere.

The Impact of Digital Literacy on the Creativity of Art Major University Students

This paper discusses the influence of digital literacy on the creativity of college students majoring in the fine arts. In the context of the rapid development of information technology, digital literacy has become an important part of artistic creation. An analysis of the impact of access to information and digital technology on the creative process reveals that rich knowledge reserves and access to information can stimulate inspiration and promote artistic creativity. Moreover, the use of digital tools provides creators with broader creative space and flexibility, thus enhancing their creativity. The paper also highlights the shortcomings of digital literacy education in colleges and universities and proposes suggestions for improvement, including updating the curriculum, improving equipment and strengthening teacher training, to better support the enhancement of digital art creation and the creativity of fine arts students.

Amplifying Religious Literacy Education through the Frameworks of Global Competence

Since the turn of the millennium, many individuals and groups, including Diane Moore, Stephen Prothero, the American Academy of Religion, and The National Council for the Social Studies, have advocated for better religious literacy education (RLE) in K-12 curriculum and public schools [1-5]. Despite these calls, RLE has yet to make significant inroads in K-12 curriculum and public schools. This paper aims to define religious literacy and RLE, provide current rationales for its inclusion in K-12 curriculum and public schools, identify barriers to RLE, and explore the potential of global competence in promoting RLE.

Navigating affective and sensory fluidity in plurilingual and intercultural pedagogies in English language and literacy classrooms

This article examines the transformation of Australian EAL/D (English as an additional language/dialect) classrooms, transitioning from a monolingual focus on Standard Australian English (SAE) to embracing plurilingual and intercultural approaches in English language and literacy teaching and learning. Employing hermeneutic phenomenological and narrative analyses, the study reflects on the lived experiences of 16 English teachers who learned English as an additional language and migrated to Australia. The research highlights the significance of fluid affective processes, cultural responsiveness, plurilingualism, and intercultural identity development in language and literacy classrooms. Findings emphasise the central role of affect in EAL teaching and its implications for cultural responsiveness and linguistic diversity. The lived experiences of these teachers underscore the transformative potential of diverse teaching strategies that resonate with students on affective and cultural levels. Implications include fostering plurilingual literacy and identity development, promoting global identity, and cultivating intercultural capabilities among learners and educators. Ultimately, the article highlights the paradigm-shifting power of English language and literacy education when enriched with empathy, creativity, and a commitment to linguistic and cultural diversity. This approach not only enhances EAL/D education but also offers valuable insights and implications for other areas of the curriculum and pedagogical practices, promoting a more inclusive and responsive educational environment across disciplines.

Becoming propaganda: critical race theory and the effect of fiction on education

ABSTRACT How does a social cause like race in public education get revived and reinvented? How do political interest groups mount a campaign that flows internationally from the United States to Australia and leads to the political exclusion of Critical Race Theory from the Australian Curriculum? This article addresses these questions by examining how social media has been used to distribute propaganda that infers racial literacy education is a problem for Australian schools. Drawing on Hannah Arendt’s theories of propaganda and using artefacts from multiple Internet websites, including social media, this article examines how conservative lobbyists in education have adjusted claims from the United States to suit the highly mediated political culture of Australia in 2021. These conservative groups worked to gain political ground by deliberately subverting Critical Race Theory, turning it into a political weapon that has been deployed by political actors across the US, UK and Australia. This article traces the subversion of CRT and efforts by social media creators, editors and academics to control the meaning of the Law School concept. It concludes by discussing the consequences the use of CRT as a political weapon has had on Australian education.