Context Of Literacy Research Articles

DELVING INTO WRITING STRATEGIES AND DIFFICULTIES OF PRIMARY LANGUAGE LEARNERS

Writing has been regarded as a most challenging language skill; which has been placed at the center of the research and teaching activity over the last decades. Writing skill along with reading are the two key-skills that shape the context of literacy in a target language while special emphasis is placed on developing and empowering different aspect of students’ literacy repertoire to students even from an early age. This paper presents and describes a multidimensional study which was designed and carried out to investigate primary education students’ difficulties in writing Greek texts. In parallel; the study aimed at investigating the strategies that employed by the students throughout the writing phases. To this end; thirty-five 10-year-old students attending Greek primary education classes took part in this study during the school year of 2020 – 2021. The students lived in Larissa; a city in Central Greece and they participated upon receiving the agreement of their parents. They were engaged in semi structured interviews related to writing a text and they were also invited to complete specifically designed questionnaires focusing on both students’ writing difficulties and the strategies they employ pre- while and post- writing texts in Greek. Both the interviews and the record protocols have been designed and developed by the researcher in an attempt to focus on the students’ writing profile in multidimensional way. Following the data processing; the findings indicated that students were acquainted with their difficulties in writing texts in the Greek language. However; through the study it was released that the students do not make a regular use of writing strategies during their writing activity. Thus; the author of the article presents suggestions for further research and educational practice in primary education contexts.

The importance of cultural conceptualizations and metacultural competence in developing cultural literacy

AbstractCultural Literacy is an emerging, interdisciplinary approach in literary and cultural studies. As such, it seeks to grow and benefit from different fields and disciplines. Whilst there are differences between Cultural Literacy and Cultural Linguistics, there is common ground between them, and Cultural Literacy can draw immense benefit from the cross-pollination of ideas with Cultural Linguistics. This article explores the interconnections between Cultural Literacy and Cultural Linguistics, particularly in relation to intercultural communication. The article compares a number of differences and similarities between Cultural Linguistics and Cultural Literacy, in particular, the notions of ‘cultural conceptualisations’ and ‘metacultural competence’ as they are currently applied in Cultural Linguistics. The article discusses the possible use of cultural conceptualisations in Cultural Literacy, arguing that these can support the development of cultural literacy skills, by providing a strong, useful framework to enhance what is known as ‘cultural readability’. Furthermore, the paper looks at the application of strategies for metacultural competence hitherto associated with Cultural Linguistics in the context of Cultural Literacy, arguing that such strategies illustrate practical steps that can be taken toward developing an individual’s Cultural Literacy skills. Lastly, the article suggests that the ideas of transcultural competence, critical reflection and cultural readability, often used in Cultural Literacy, can enrich new discussions on Cultural Linguistics.

Digital Divide and Health Literacy in Pakistan

Although health literacy is a concept new to many members of the health care community, it has quickly caught the attention of researchers, policy makers, and clinicians due to its widespread impact on health and well-being. This article is about the importance of health literacy context related to Pakistan. I intended to discuss the significance of health literacy and e-health how both domains are interlinked with each other. Along with that the focus is on digital divide, the gap between health care information and general public including patients. In literature review found some of the basic challenges exists in making E-Health a better source for health information. Challenges that exist in spreading health information is also discussed. At the end of the article along with cited articles there is a concluded suggestions about how it could be solve through digital devices and Internet, and what could be done possibly in this modern world.

Formação e prática do professor para o uso das mídias e tecnologias na alfabetização

Neste artigo é apresentada parte da pesquisa que analisou o enfoque dado nos estudos acerca da formação e atuação docente para atuar com mídias e tecnologias em contextos de alfabetização. Parte-se do pressuposto de que a sociedade da informação impõe à escola desafios quanto as formas de ensinar e aprender de modo a superar o modelo pedagógico tradicional e propor novos modelos que que atendam as demandas do mundo digital. Essa situação suscita as seguintes questões: que formação os professores têm recebido para enfrentar os desafios frente ao uso das mídias e tecnologias? Que dificuldades e desafios estão presentes no trabalho docente para a inserção das tecnologias na alfabetização? O que as pesquisas têm apontando? Numa abordagem qualitativa, o estudo foi desenvolvido por meio de revisão bibliográfica a partir do levantamento de artigos publicados em periódicos sobre a formação e prática docente com mídias e tecnologias na alfabetização. Os resultados indicam lacunas quanto a formação de professores que contemplem a apropriação das tecnologias, assim como a escassez de instrumentos, ou da manutenção dos recursos tecnológicos já existentes nas instituições escolares. Fica iminente a necessidade da ação do poder público com investimentos que possam erradicar tais impasses e efetivar a relação entre alfabetização e as mídias e tecnologias de modo a garantir o ensino e a aprendizagem de forma significativa.

A ROLE OF CONSUMER AND FINANCIAL LITERACY CONTEXT IN NUMERACY EDUCATION FOR JUNIOR HIGH SCHOOL STUDENTS

Mathematical competency can be referred to one of the most essential competencies in the context of the exponential development of the knowledge-based economy and globalization, especially when people make financial decisions based on their mathematical literacy. Numeracy is considered one of the critical skills of the people. To develop and evaluate numeracy, the national curricula of many countries across the world, such as Australia, Germany, Singapore, or Programme for International Student Assessment - PISA have selected Consumer and financial context as teaching and assessing content. In Vietnam, in the general education curriculum mandated by the Ministry of Education and Training in December 2018, numeracy, which originated and developed substantially in Mathematics, is one of the seven general capabilities. In this paper, we present a literature review of numeracy and several pedagogical recommendations to develop junior high school students' numeracy through the context of consumer and financial literacy.

Complex Interdisciplinary Approach to Modelling Information Literacy Education

Purpose/Thesis: This paper identifies the most important theoretical issues and frameworks that may serve as a basis for models of teaching information literacy.Approach/Methods: The paper reviews relevant subject literature published between 1990s and the present to outline the disciplinary context of information literacy in order to identify concepts that might be used to model teaching of information literacy.Results and conclusions: In the light of convergences and overlaps between different literacies, this paper considers various pedagogic approaches – phenomenographic, sociocultural, and discourse analytical, to combine them with the cognitive approach to information literacy. The literature review shows that all these approaches might contribute to a theoretical foundation of information literacy across different age groups and on different levels of education.Originality/Value: Teaching information literacy is examined from a cross-disciplinary perspective with a focus on information science and pedagogy.

An analysis of the interaction between mathematical literacy and financial literacy in PISA*

ABSTRACT Nowadays, individuals are expected to be literate in different areas. Mathematical literacy and financial literacy are among them. Mathematical literacy has been evaluated in PISA since 2000 while financial literacy has been included in PISA since 2012. Based on the idea that there is a close relationship between these literacies, in this study PISA mathematical and financial literacies questions were analysed in order to identify the interaction between them. For the analysis, the interaction model of mathematical and financial literacies model, which was worked out to examine the interaction between these literacies, was used. A total of 17 PISA questions including 13 mathematical literacy questions released since 2002 and four financial literacy questions released since 2012 were analysed. The results of the study show that literacy questions have potential to support conceptual and process skills for both literacies although PISA documents state that financial situations are only a context for mathematical literacy and that mathematics, is only a tool for financial literacy. This result strengthens the idea that financial literacy education can be easily integrated into mathematics courses, at least for 15 year old students.

Profesores en la era digital: prácticas en la escuela secundaria argentina

El contexto de convergencia digital demanda de la escuela nuevas alfabetizaciones. Resulta relevante el análisis de los sentidos otorgados a los medios digitales por los profesores como pilar para movilizar cambios en las estrategias de enseñanza. Esta investigación caracterizó el uso doméstico y pedagógico de la web 2.0 por parte de los profesores, se identificaron las debilidades en la formación y los sentidos que construyen sobre el uso de los medios digitales en el contexto educativo. Se realizó un estudio cualitativo en escuelas secundarias públicas argentinas. Los instrumentos de recolección fueron: observaciones de clase, entrevistas en profundidad y notas de campo. Las dimensiones que contemplan la estrategia de recolección de información son: la identificación, la formación tecnológica, el perfil informático, prácticas pedagógicas y sentidos/percepciones. Tras el análisis del corpus, se concluyó que es necesario fortalecer la educación mediática de los profesores para transformar el uso pedagógico de los medios digitales.

Financial citizenship as a broader democratic context of financial literacy

Financial citizenship is crucial in our modern world. Financial citizenship is underpinned by the education of future generations so that they can understand both their local and global economies to make the best financial decisions concerning their lives. This paper discusses financial literacy, how it relates to individual citizens, and how it correlates with social, political and business spheres. According to current financial capability models, every individual’s financial well-being can be boosted by developing their financial knowledge and competency, which will improve their motivations and confidence. Societal constructs significantly create financial socialization, which increases our accessibility and engagements with institutions, businesses, political systems and society as a whole. Being educated about the details required for financial literacy is every human being’s right. Citizens have been characterized as being personally responsible, participatory or justice oriented; each person’s specific perspective can impact their financial lives, which supports the importance of the current concept of financial citizenship. Boosting global education about economic citizenship will help to reduce poverty, create more sustainable economic environments, and improve social outcomes and the life satisfaction of the world population. These concepts will be explored and discussed in this paper.

Narrative Inquiry as Relational Research Methodology and Andragogy: Adult Literacy, Identities and Identity Shifting

Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curriculum and life making experiences of a tutee and tutor within the context of adult literacy with a focus on learning to write. As the study progressed and as trust developed, tension filled stories were experienced, shared and reimagined. Thinking through the lens of Dewey’s continuity of experience we demonstrate the links between literacies, curriculum making, and efforts to shift identities. Field texts provided textured and nuanced descriptions of narrative inquiry as andragogy, while supporting the tutee to expand her literate identity and the tutor to become more relational. This work invites readers to reimagine the ways in which educators practice alongside adults who are described as struggling readers and writers.

Student Agency in Literacy: A Systematic Review of the Literature

Scholars contend that agency is at the heart of cultivating equitable learning spaces for all learners. While it is intuitive that literacy educators support agency during instruction, there is diverse terminology surrounding the concept of agency in the field. As a result, aligning the construct to instructional practices and developing a conceptual understanding of agency in practice has been challenging. Our research team completed a systematic literature review of agency during literacy instruction. In this article, we describe findings of this review of empirical research on agency in literacy spanning from 1975–2017. Findings highlight the complexities associated with defining agency as well as the need for diverse methodological approaches to examining agency in literacy contexts.

Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes

Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e. emotional self-regulation processes) are critical for literacy development and reading competence. Building on bio-social-ecological systems and contextual-developmental frameworks, we present a model of reading competence to integrate multidisciplinary empirical research on the fit between children’s emotional self-regulation processes and their literacy contexts and how these person-in-context dynamics influence reading competence through reading motivation and engagement. We present empirical research in support of the pathways in this model of reading competence, and call for increased multidisciplinary research that takes into consideration children’s literacy contexts and their neurobiological and behavioral assets as well as vulnerabilities in order to better understand the dynamical cognitive-emotional-motivational processes that underlie the development of reading competence from early childhood through young adulthood, including the timing and mechanisms of change to target for reading interventions to have optimal impact.

Temporal Precedence of Physical Literacy and Basic Psychological Needs Satisfaction: A Cross-Lagged Longitudinal Analysis of University Students.

Purpose: Building on self-determination theory and extending research in the physical education context in terms of basic psychological needs satisfaction and physical literacy, this study examines the bidirectional effects of basic psychological needs satisfaction and physical literacy over time in a university physical literacy context. Method: Using a two-wave design, data were collected twice with an 18-week time lag from a sample of 549 university students. Utilizing full cross-lagged analyses, we examined the bidirectional effects between basic psychological needs satisfaction and physical literacy. Results: The results provide support for a positive relationship between physical literacy (Time 1) and basic psychological needs satisfaction (Time 2), but we cannot reject the possibility of a bidirectional relation, supporting our expectations. Conclusion: Overall, the study highlights the importance of a reciprocal relationship between physical literacy and basic psychological needs satisfaction.

Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student

Background/Context Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements. Purpose Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the midwestern United States. Research Design Using narrative inquiry, we qualitatively explored the lived cultural, racial, and ethnic identities and self-images experienced by a Ghanaian-born female high school student, Akosua (pseudonym), as she navigated and resisted identities ascribed to her in the midwestern U.S. Findings The student's narratives speak to issues of culture, identity, and self-image, as well as her literate life in multiple languages and literacy contexts in and out of school. The findings reveal narratives of ascribed identities, racialization, and perceived language hierarchies in the participant's daily life and indicate a need to challenge such narratives about African immigrant students and disrupt the reproduction of linguistic and racial inequality in the school system. Recommendations While school systems do follow state-sanctioned linguistic norms and ideologies, when educators draw on students’ experiences and funds of knowledge as resources already in the room in order to find ways of negotiating and disrupting language hierarchies and the ascribed identities they support, it allows all students, including multilinguals, to have their identity affirmed, even in school systems that have historically marginalized them. This, in turn, supports educational achievement, broadly realized, not only psychologically for all students but also economically and nationally for the country—a critical accomplishment in an era when educational quality in the U.S. is losing ground to foreign achievements.

How to promote chemical literacy? On-line question posing and communicating with scientists

Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.

NCSS notable trade book lesson plan: Windows written by Julia Denos

Purpose The purpose of this paper, notable trade lesson plan, is to utilize a notable picture book in an early childhood application. Design/methodology/approach The approach of this notable trade book lesson plan is that of a hands-on interactive reading leading to a cultural exploration. Findings Young learners communicated connections with global communities, as they expressed similarities found between their evening routines and those of Germany. Opportunities arose for prekindergarten students to converse in a foreign language through a familiar song, as they discovered similarities and differences found in evening routines such as meals, games, family conversations and preparing for bedtime. Originality/value The value of this notable trade plan submission is in its ability to integrate geographical and cultural lessons into literacy contexts.

The Contribution of Home Literacy Context to Preschool Academic Competencies for American Indian and Alaska Native Children

Despite rich cultural, lingual, and tribal assets, American Indian and Alaska Native (AIAN) children experience suboptimal educational outcomes that start before kindergarten entry. Evidence suggests that home literacy activities may be supportive of developmental outcomes within this population, but these home literacy activities have not been substantially investigated with AIAN populations. This study examined how the overall home literacy context and individual home literacy indicators (i.e., frequency of shared book reading, singing songs, telling stories, and the number of books in the home) relate to AIAN children’s preschool reading and math skills. This study comprised data from the ECLS-B, which included a nationally-representative sample of 10,400 children born in 2001 and a deliberate oversample of AIAN children. Hierarchical regression analyses were conducted to investigate the relationships between home literacy and preschool reading and math skills with an analytic sample of 650 AIAN children. Overall home literacy context was supportive of AIAN children’s reading and math skill development, and the particular import of shared book reading was found in improving reading skills. Findings support the value of what parents do with their children (i.e. participate in home literacy activities) above and beyond relatively static economic or social characteristics (e.g., maternal education, income-to-needs ratio).

Children’s Studies, Archives Literacy, and Cultural Contexts: Designing Teaching for Academic Library Learning

This article examines the development of a bespoke primary source literacy module for the study of childhood in Ireland. The BA (Children's Studies) at National University of Ireland Galway is a unique interdisciplinary degree that equips students with a theoretical and practical understanding of the lives of children and childhood today. The course features an embedded archives literacy component, which is the first for an academic library collaboration in Ireland. This article traces the theoretical background to the bespoke design of the archives literacy framework, the pedagogical methodology, learning outcomes, and student feedback as part of the module delivery. It explains critical learning tools developed through an archives literacy learning prism and supported by a blended learning and “flipped assignment” methodology, designed specifically for the module. The article discusses the importance of the archive content within the course design and student assessment, which enabled diverse projects and collaborative learning through digital and print/manuscript content. Finally, it outlines how the program contributed to realizing the academic library and wider university academic learning mission as well as aiding student learning and critical thinking.

Visual and non-literal representations as academic literacy modalities

The normative understanding of academic literacy relates mainly to textual reading and writing. While texts might well be dominant, other literacies such as numeracy and visual literacy are equally dominant in higher education studies. The context of academic literacy is here located within five first-year diploma subjects where visual literacy and numeracy emerged as dominant modalities for subject content representation. Lecturers’ perceptions of reading requirements for their respective subjects and a review of summative assessments provided the data for content analysis using academic literacy specifications as data codes. Literature on academic literacies and disciplinary literacies provided the framework for data analysis and discussion. The findings revealed a constellation of textual-visual-numeracy modalities that necessitated modal shifts in translating and transforming subject content across modalities. This study foregrounds the need to support first-year students with discourse analysis of visual and non-literal representations to provide epistemological access to the field of practice.

Supporting Disciplinary Literacy and Science Learning in Grades 3–5

AbstractThe elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students’ conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in tandem in the intermediate science classroom. The authors connect each strategy to a current need in science teaching and learning and provide step‐by‐step instructions about how to use this strategy in the classroom. An authentic example of a fourth‐grade lesson is included to show how the five strategies connect with students’ literacy and science learning in the elementary science classroom and beyond.