Context Of Literacy Research Articles

Water in Balance with Mind and Body:

This article offers reflections of a thematic unit centered on water, which was part of an earlier issue of Climate Literacy in Education 1(1) This discussion emphasizes the significance of community involvement, the role of project-based learning in enhancing student engagement, and the integration of social-emotional learning within the broader context of climate literacy.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

Mapping the SDG 4 Process: Algorithmic Literacy Among Students of the University of Sarajevo

Utilizing a mixed-method approach, this research aims to evaluate algorithmic literacy among students at the University of Sarajevo - Faculty of Political Sciences and the Faculty of Philosophy (BIH), and to assess the possibilities for improving existing practices of media and information literacy (MIL) integration. The central research question investigates how current MIL educational strategies influence students' awareness and understanding of the roles algorithms play in the digital transformation of a society striving for sustainable development. Therefore, the study encompasses a descriptive method of holistic approach elements: strategic documents, MIL book edition and MOOC modules. Subsequently, a thematic analysis of ten qualitative interviews with students further explores their experiences, attitudes, and perceptions regarding information, media, and algorithms. The research results offer insights into the potential of MIL education to support algorithmic literacy and its potential contribution to sustainable development, particularly focusing on SDG 4 - Quality Education. By aligning its findings with the objectives of a universally applicable goal, this study not only addresses the context of algorithmic literacy as an integral component of quality education but also serves as a step towards advancing the interconnectedness of open education and artificial intelligence.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Yu Shuxi’s Biography and Transmission of Pingdiao Sanxianshu Chinese Folk Singing in the Context of Literacy

This study investigates the role of Yu Shuxi in the transmission and preservation of Pingdiao Sanxianshu, an intangible cultural heritage, within the context of literacy and education. By analyzing the cultural significance and pedagogical practices of Yu Shuxi’s artistry, the research explores the impact of traditional folk arts on literacy development and cultural identity formation. Utilizing qualitative methods, including interviews with key informants and field observations in Baofeng County, Henan Province, the study captures the intricate relationship between individual biographies and broader educational practices. Data analysis reveals how Yu Shuxi’s life story and teachings in Pingdiao Sanxianshu contribute to cultural preservation and literacy skills among learners, emphasizing the need for integration of traditional arts in modern education. The results indicate the potential of such arts to enhance critical thinking, linguistic abilities, and cultural literacy. Consequently, the research suggests collaborative measures across educational institutions, governmental policies, and community efforts to ensure the viability and relevance of traditional folk arts like Pingdiao Sanxianshu in contemporary society, maintaining their legacy for future generations.

What does that button do? How instructors can foster curiosity and inquiry in digital literacy

AbstractThis chapter describes how instructors can foster curiosity and exploration to improve digital literacy for college students. It also details multiple inquiry‐based teaching strategies that may be used in digital literacy contexts.

"Speech Is Golden": The Importance of Colloquial Arabic for Reading Standard Arabic for Beginning Readers.

We investigated the role of spoken language in the acquisition of literacy in the context of Arabic diglossia, where the written language, Standard Arabic, deviates substantially from the spoken language, Colloquial Arabic, children acquire naturally from birth. The participants (N = 110; 40 girls) were Saudi Arabic-speaking children in Grades 2-4. Children completed assessments of oral paragraph reading and word decoding using a vowelized script. They also completed three spoken assessments of Colloquial Arabic, which include sentence comprehension, sentence completion, and pragmatic knowledge, as well as a test of phonological awareness. We used path analysis to investigate the contributions of each of the spoken language indicators, decoding, and phonological awareness to reading comprehension (RC) in single and multiple serial mediator models. We found that spoken language (i.e., sentence comprehension, sentence completion, and pragmatic knowledge) and word decoding uniquely contributed to RC. Moreover, word decoding mediated the association between spoken language and RC. The path from spoken language to phonological awareness, then to word decoding, and finally to RC was inconclusive. While most studies on literacy acquisition in the context of Arabic diglossia focus on the linguistic distance between the colloquial (spoken) and the standard (written) language varieties, our results highlight the important contribution of spoken language skills to reading skills in Arabic despite this linguistic gap. The important implication of these findings is that spoken language interventions aimed at boosting children's narrative language skills in their home language (Colloquial Arabic) are an important tool for building a foundation for literacy in diglossia contexts.

Assistance in Designing Elementary School Learning By Integrating Literacy And Numeracy

In the era of the Industrial Revolution 4.0, the learning process must develop students' literacy and numeracy skills. Teachers need to design learning activities that integrate literacy and numeracy. Training and mentoring for teachers are required to understand the context of literacy and numeracy and how to create learning that incorporates literacy and numeracy. The problems experienced by these partners were used as the basis for the team to provide training and assistance to MINU KH Mukmin Sidoarjo teachers in the form of community service activities. This community assistance uses the Service Learning approach to enhance teachers' capacity in designing learning by integrating literacy and numeracy. The teacher's learning design is then implemented and evaluated. Based on the results of design analysis and observation of learning in the classroom, it can be concluded that teachers have been able to analyze and design learning by integrating literacy and numeracy

The Role of Digital Literacy in Islamic Religious Education Learning in the Technology Era at MAN 3 Banyuwangi

Islamic education is an important aspect of the MAN 3 Banyuwangi curriculum, which is now faced with challenges and opportunities with the development digital technology. In this era, digital literacy is becoming a crucial factor in facilitating the Islamic religious learning process in schools. Study This aim is to deepen the role deep digital literacy context learning Islamic religious education at MAN 3 Banyuwangi. With a qualitative approach, research This utilizes interviews, observations, and analysis content to explore how digital literacy influences and is implemented in Islamic religious learning in schools. Findings from the study This discloses that digital literacy plays an important role in increasing the quality of Islamic religious learning at MAN 3 Banyuwangi. Teachers use various digital resources, such as learning videos and Islamic religious websites, to enrich their experience. Study, student. Students are also actively using technology to look for information and discussion about the Islamic religion. However, there are also challenges related to accessibility, technology, and the development of digital literacy skills among students. This study also highlights the importance of integrating technology into the curriculum of Islamic religious education at MAN 3 Banyuwangi. By utilizing digital literacy effectively, schools can increase understanding and experience. Study students related to the Islamic religion. Study This contributes to our understanding of how technology can be used to enrich Islamic religious learning at MAN 3 Banyuwangi, as well as the associated challenges and strategies with the integration deep digital literacy in Islamic education.

STUDY ON LITERACY NUMERACY TOWARDS STUDENTS’ LOGIC MATHEMATICS: A LITERATURE REVIEW

Numeracy literacy and mathematical logical thinking have a significant relationship in mathematics learning. Therefore, the study of this literacy examines the relationship between literacy, numeracy, and the development of students' logical thinking in the domain of mathematics education. This research aims to delineate the impact of numeracy literacy and logical thinking in shaping students' abilities to understand and apply logical principles in the context of mathematics, given the fundamental importance of literacy and numeracy skills. In this study, a literature review is employed to examine the relationship between literacy, numeracy, and logical thinking in the context of mathematics. The methodology used involves data collection, review processes, and in-depth analysis of scholarly articles sourced from Google Scholar, JSTOR, and PubMed. A total of 105 articles were analysed and categorized into the contexts of literacy, numeracy, and logical thinking in the context of mathematics. The research findings indicate the complexity of the interrelationship between literacy, numeracy, and logical thinking in mathematics education. This research contributes to offering insights into numeracy literacy and logical thinking for educators, researchers, and policymakers interested in enhancing the quality of mathematics education.

Using design-based research to adjust lesson study with pre-service teacher candidates

PurposeThis study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.Design/methodology/approachUsing methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.FindingsInitial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.Originality/valueThis paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

Literacy, racial capitalism, and the politics of good feeling

ABSTRACT This article advances a deeply political and material understanding of feeling in the context of racial capitalism. Informed by Ahmed’s work on the ‘politics of good feeling’ (2008, 1) and Gilmore’s concept of ‘infrastructure of feeling’ (2022, 490), we interrogate how feeling is regulated in everyday literacy contexts through two examples: 1) the history of the phrase ‘joy of reading’ and its use in a text for teachers and 2) a vignette in which youth were expected to use digital media to share their grief. Both examples show how liberal sentimentality works to control unruly or unhappy feelings that disrupt the democratizing fiction of white progressivism. With a deeper understanding of the infrastructure of feeling as an analytic intervention drawing on liberatory histories and struggles, educators can work to transform these spaces into arenas of emotional negotiation and emancipation, thereby countering the oppressive reach of racial capitalism.

Three Strategies for Supporting Elementary Writers through the Practice of Sharing

AbstractAlthough orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.

The effect of teacher empowerment-based course program on teachers' knowledge of Pancasila character on the Indonesia-Malaysia literacy

The lack of teachers' ability to apply the Pancasila character can contribute to the fading of Pancasila culture abroad, especially for the families of Indonesian Immigrant Workers in Malaysia. This research aims to explore the understanding of the character of Pancasila among parents in the Indonesian-Malaysian literacy context. A quantitative research approach was used with a sample of 80 educators from the Kuala Lumpur Indonesian School and learning centers in Malaysia. The research instrument consists of a questionnaire with 15 items for the Teacher Empowerment Program variable and 14 items for Teacher Knowledge. Data analysis uses simple linear regression with validity, reliability, normality, heteroscedasticity, t test, and coefficient tests, which are processed using SPSS software. The research results found that the training program had a positive effect on teachers' knowledge about the character of Pancasila. The Teacher Empowerment Based Course Program has had a significant impact on teachers' understanding of the Indonesian-Malaysian Literacy Based Pancasila Character. After attending a course based on teacher empowerment, there was a significant increase in teachers' knowledge about the character of Pancasila based on Indonesian-Malaysian language literacy. This teacher empowerment-based course program provides educators with the opportunity to gain knowledge about Indonesian-Malaysian literacy. They can apply this knowledge through innovative and effective teaching methods. Future research could investigate further potential benefits beyond increasing teachers' knowledge after participating in this program.

Applying the principles for digital development to improve maternal and child health in the Peri-urban areas of Karachi, Pakistan.

Low- middle-income countries, including Pakistan, are facing significant obstacles in their efforts to achieve the global targets for maternal, newborn, and child health (MNCH) defined by the Sustainable Development Goals. Barriers at the individual, health system, and contextual levels undermine healthcare access for pregnant women and children, disproportionately affecting those in low-resource settings. To address these challenges in the high-mortality, peri-urban areas of Karachi, VITAL Pakistan Trust and Aga Khan University launched a digital health intervention (DHI) to stimulate demand for health services and streamline care management for health workers at the primary care level. In this case study, we present a narrative review of the design, development, and deployment of the DHI, an Android-based application, in accordance with the Principles for Digital Development. We draw on the initial experience with implementation to reflect on how each of the nine Principles was considered during different phases of the project lifecycle, focusing on the lessons learned and challenges encountered during this process. By engaging with end-users and understanding the community, we were able to map existing relationships and workflows onto a digital platform to address major challenges hindering service delivery. Leveraging insights from field observations and user feedback, we collaborated with experts in healthcare and technology to develop the DHI, which has now scaled to 44 peri-urban settlements in Karachi. Our experience underscores the value of substantiated frameworks like the Principles. However, on-ground challenges reveal important caveats requiring further assessment. These include building community trust in new digital systems and ensuring the ethical use of health data, particularly in low digital and data literacy contexts. Based on this understanding, we share recommendations for conditions central to the effective integration and uptake of technology in healthcare, specifically within the context of digital health for MNCH.

Venezuelan immigration and the context of literacy of Brazilian and Venezuelan children in municipal schools in Boa Vista, Roraima, Brazil: a look at management considerations

RESUMO Buscamos o entendimento sobre como a Secretaria Municipal de Educação e Cultura (SMEC) e as escolas públicas de Boa Vista/Roraima estão respondendo ao processo de alfabetização considerando o ingresso de crianças venezuelanas nas escolas. Este artigo é decorrente de uma pesquisa etnográfica, em andamento, em duas escolas municipais de Boa Vista/RR. Realizamos entrevistas com a secretária e vice-secretária, com a equipe gestora das 2 escolas envolvidas e os professores inseridos nelas. Elaboramos as categorias de análise: formação; atuação; relações e desafios. No que tange à formação profissional, todos os sujeitos apresentam formação condizente com a área de atuação e destacam as ações que a SMEC vem oferecendo. Na atuação profissional constata-se que os profissionais têm se empenhado nas distintas ações deliberadas pela SMEC, contudo, há a necessidade de a família estar presente neste processo. A imigração intensificou o olhar para a educação. Fica claro que o agravamento e o surgimento de alguns problemas se deram não somente pela imigração. A pandemia da Covid-19 e a questão econômica/vulnerabilidade das famílias aparecem como elementos importantes no processo de alfabetização e na relação que se estabelece entre a escola com as famílias e as crianças. Os desafios encontrados nos processos de alfabetização viabilizam e dão vazão para o entendimento de problemas estruturais decorrentes de vários fatores sociais, que passam a ser analisados e buscadas alternativas para sanar as problemáticas junto à SMEC.

OPTIMIZATION OF SPORTS LEARNING THROUGH A LITERACY APPROACH

This research aims to conduct a literature review to document and analyze the latest developments in optimizing sports learning through a literacy approach. This study focuses on understanding the concept of literacy in the context of sports, its impact on learning outcomes, as well as challenges and implementation strategies. This article discusses an innovative approach in optimizing sports learning through a literacy approach. This approach not only emphasizes the physical aspects and skills of athletics, but also involves a deep understanding of the language and literacy contexts associated with sport. Through a literature review, this article explores the basic concepts of literacy in a sports context, highlighting the benefits of integrating literacy in sports learning. Empirical findings are presented to show the positive impact of using a literacy approach on understanding sports concepts, match analysis and team communication. The conclusions from the results of this research provide a comprehensive picture of the importance of a literacy approach in sports learning, making a significant contribution to the development of holistic and quality sports education in the future.

BETWEEN METHODS AND BOOKLETS

In different moments of the historical context of literacy in Brazil, advocates of methodologies considered innovative, aimed to homogenize the process, aiming at overcoming the traditional. Various practices, methods, booklets, programs, and actions were widely disseminated, which today constitute research topics in the History of Education. In this sense, we aim to demonstrate the state of the art of scientific articles referring to the History of Literacy, published in the Brazilian Literacy Magazine, between 2015 and 2022. The investigation is based on research of the state of knowledge, and the source was constituted in the publications of mentioned journal, with analyzes based on historical-dialectical materialism. It was possible to verify the presence of 42 studies in the area, with greater emphasis on the approach to booklets and literacy methods, themes to which two dossiers of the Journal were dedicated.

Scientific production on health literacy in the palliative care context

This is an integrative review aiming to identify the scientific production on health literacy (HL) in the palliative care context. LILACS, BDENF and MEDLINE were accessed via the BVS/BIREME, and PUBMED database was also used to search. Portuguese, English and Spanish language full-text papers were included based on the research question. 10 papers were included proved different aspects related to health literacy in the context of palliative care, in which the relevance of health literacy in the self-care of patients in palliative care is highlighted, emphasizing the importance of effective communication between professionals, patients and caregivers. Underscore health guidelines is crucial and depends on adequate health literacy to be effective.

Workplace information literacy in context: scale development and validation

Workplace information literacy in context: scale development and validation