Literacy Knowledge Research Articles

The Development of Multilingual Thematic Digital Dictionary for Elementary School Students

In global competition, one of the most important assets that must be possessed is knowledge of literacy, which is needed to be able to grow into human resources that can compete globally. But unfortunately, children in Indonesia still have a relatively low level of awareness and literacy development. Therefore, the objective is to a multilingual thematic digital dictionary to assist students in developing their literacy skills. The method used is DnD (Design and Development). The subjects are elementary school students from nine schools in Buleleng Regency, Bali. The results showed that analysis of students' needs for learning media, a digital dictionary was developed, there were 5 steps and using PowerPoint. The final result was a digital dictionary consist of ten themes, equipped with picture, list of words and example of sentences in three languages (English-Bahasa Indonesia-Balinese), also audio. Therefore, this multilingual thematic digital dictionary categorized as an excellent medium for students.

Sosialisasi Pemasaran Digital, Literasi Keuangan Dan Pelatihan Pembuatan Besek Tape Bagi UMKM Desa Kasiyan Kecamatan Puger,Jember

The impact of the COVID-19 pandemic is still being felt by MSMEs in Indonesia to this day. MSMEs need to survive in the midst of the crisis by encouraging MSMEs to adapt and transform following business trends that are currently developing. One of them is MSME fish basket craftsmen and fermented cassava (Tape) producers in Kasiyan Village, Puger District, Jember Regency who require knowledge and understanding of digital marketing and financial literacy, as well as product innovation training in the form of Besek Tape as a means of broadening their horizons so that MSMEs can develop their businesses and are ready to face business challenges in the future.

IMPLEMENTATION OF THE CONCEPT AND DESIGN OF INDEPENDENT CURRICULUM MANAGEMENT IN IMPROVING THE QUALITY OF EDUCATION

The focus of this research is to challenge the Implementation of the concept and design of Independent Curriculum Management in improving the Quality of Education at the junior high school level. The methodology or approach used in this paper uses a library research method or procedure. At the same time, data collection is carried out by studying and exploring several journals, books, and documents (both printed and electronic) as well as other sources of data and or information that are considered relevant to the study; the purpose of this study is to find out the Implementation of the concept and design of Independent Curriculum Management in improving the Quality of Education, The results of this study concluded that the Implementation of the idea of independent curriculum education in improving the quality of education integrates literacy skills, knowledge skills, skills and attitudes as well as mastery of technology. The independent curriculum is a program expected to restore learning, which offers three characteristics, including project-based learning for developing soft skills and attributes following the profile of Pancasila students, learning on essential materials, and a more flexible curriculum structure.

Examination of Teachers' Knowledge Levels of the Concept of Early Literacy in Terms of Various Variables

The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers' gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st grade students of primary school and how to increase teachers' early literacy knowledge levels. This research is a descriptive study of the nature of a survey model. In this study, in which quantitative and qualitative research techniques were used together, mixed method was used in data collection and analysis. The study group of the research consists of 52 primary school teachers who teach the 1st grade. While schools were determined through the disproportionate stratified sampling, teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers. Research findings reveal that primary school teachers have low knowledge levels regarding early literacy and their knowledge levels do not vary depending on gender, the type of school they graduated from and professional seniority. In classroom teaching departments, courses with well-prepared content on early literacy should be put in place, effective in-service training activities should be organized on the subject and classroom teachers should be exchanged frequently with their preschool teachers.

Research on the Development of Knowledge in the Core Literacy of High School Mathematics Teachers Based on History of Mathematics

Research on the Development of Knowledge in the Core Literacy of High School Mathematics Teachers Based on History of Mathematics

Role of information professionals in alleviating student plagiarism for academic integrity in Kenyan universities:

Academic integrity is the commitment and demonstration of honest and moral behavior in an academic setting. This is most relevant at the university level as it relates to providing credit to other people when using their ideas. In simplest terms, it requires acknowledging the contribution of other people. Plagiarism is the act of taking someones else’s work and passing them off as your own. Student plagiarism is a known problem facing universities around the world. Plagiarism is perceived to be a growing problem and universities are being required to devote increasing time and resources to combating it. This fraud behaviour of students in universities is great concern today. As result of explosion of plagiarism among university students, many universities in developed countries have been using technologies to combating deceitful plagiarism behaviour of students. As information literacy experts, information professionals are especially suited to take the lead in educating students about plagiarism and promoting academic integrity. University Librarians working in Kenyan universities can develop information literacy programs to address the issue of student plagiarism. Through combining librarians knowledge of research and information literacy with subject heading, and integrating these skills into the curriculum, students will feel more empowered and competent in their academic assignments. This article will review different types of plagiarism practiced by Kenyan university students and how it affects the integrity of their academic work and how this norm can be alleviated. This study aims to conduct a review of literature on the role of information professionals in alleviating plagiarism in universities in Kenya with a view of suggesting possible solutions to the named problem.

Improving Financial Literacy Knowledge from An Early Age by Socialization and Training to The Elementary School in Medan City

Financial literacy is the ability and the knowledge of individual or communities regarding to all their financial resources from decision making until how to manage it. Therefore, education about financial literacy is very necessary from an early age, especially starting from elementary school student. The problem at the 060888 Public Elementary School in Medan at this time is no financial literacy education, so that the correct introduction and implementation of financial literacy has not been implemented yet. By this community service program, students get a good understanding and knowledge about financial literacy. This program is carried out by several methods, there are financial literacy education, implementation of financial literacy, and provide reading corners by providing financial books for elementary school student as well as monitoring and evaluating.

PENGARUH FINANCIAL LITERACY DAN FINANCIAL SELF EFFICACY TERHADAP PERILAKU KEUANGAN DIMEDIASI OLEH SIKAP KEUANGAN PADA UKM KOTA MAKASSAR

Small Medium Enterprises in Makassar city still need to gain their knowledge and understanding of financial literacy, financial self-efficacy, financial attitudes, and financial behavior toward SMEs industry. The Financial attitude decisions of each SME actor dominate financial literacy and financial self-efficacy in SME players in Makassar city. This study aims to analyze the effect of financial literacy and financial self-efficacy on Financial Behavior mediated by financial attitudes in SMEs in Makassar city. The method used in this research is a descriptive research method using a quantitative approach. The approach used is quantitative with a descriptive method. The research instrument used a questionnaire given to one hundred SMEs. Data were analyzed using regression analysis and path analysis. The study's results found that financial literacy did not positively and significantly affect financial attitudes in SMEs in Makassar City. Financial self-efficacy has a positive and significant effect on Financial attitudes. Financial literacy has a positive and significant effect on financial behavior. Financial Self Efficacy has no positive or significant effect on financial behavior. Financial attitude has a positive and significant effect on financial behavior. Financial attitude cannot mediate the effect of financial literacy on financial behavior. Financial attitudes can mediate the effect of financial self-efficacy on financial behavior. This research can support research progress within the scope of SMEs in Makassar city, especially in increasing the understanding of Makassar city SMEs finances.

Evaluation of nutrition literacy and nutrition knowledge level in nursing students: a study from Turkey

ObjectiveThe determination of nutritional knowledge and nutrition literacy among nursing students will enable nursing departments to establish the needs and solutions to enhance nutrition education in their education programs. Therefore, this study is aimed to evaluate the nutrition literacy and nutrition knowledge level of nursing students.MethodThe study data were collected with ‘Information Form’, ‘Anthropometric Measurements’, ‘Nutrition Knowledge Level Scale for Adults’, and ‘Evaluation Instrument of Nutrition Literacy on Adults’. Analyzes were performed using descriptive and nonparametric tests.ResultsThe score of nutrition knowledge is 56.6 ± 6.8 and 50.5% of them have a good nutrition knowledge level. The total nutrition literacy score is 28.6 ± 4.4 and 91.6% of them have a sufficient nutrition literacy level. It was no significant difference between students’ characteristic features and nutrition knowledge score and nutrition literacy total score (p > 0.05). There was a statistically significant positive correlation between the nutrition knowledge score and the nutrition literacy total score and the nutrition literacy sub-sections scores (p < 0.05).ConclusionIt has been determined that the nutrition knowledge and nutrition literacy levels of nursing students correlated with each other. To improve students’ nutrition knowledge levels, as well as to improve their nutrition literacy and prevent non-communicable diseases nutrition lessons should be included in the curriculum.

Assessment equity for remote multilingual Australian Aboriginal students through the lens of Sustainable Development Goals

Purpose The Foundations of Early Literacy Assessment – Northern Territory (FELA-NT) was funded, developed, and implemented as part of a strategy designed to address the English literacy learning needs of the Northern Territory’s Aboriginal student population. In this paper we question whether the FELA-NT English literacy learning benchmarks are representative of remote and very remote Aboriginal students since many speak English as an Additional Language (EAL) or Dialect (EAD). Result Using a new data set of scores from 72 Aboriginal students from remote, very remote, and outer-regional communities on the FELA-NT, we demonstrate that it is the student’s experience with Standard Australian English, not their remoteness, that impacts their early literacy development. Conclusion We use this example to illustrate how current practices and policies homogenise the Australian Aboriginal student population, silencing linguistic diversity in the process. We call for clinical practitioners and educators to shift their practices to assessments and tools that recognise children and youths’ diverse linguistic skills and pathways. We talk about what empowerment, participation, and inclusion might really mean in current Australian educational and clinical contexts. We argue here that we need to fundamentally rethink how we work with children with diverse language and literacy knowledge, skills, and backgrounds if we are to reduce inequalities (SDG 10), honour quality education (SDG 4), and support sustainable communities (SDG 11).

Financial literacy mediates the effect between verbal intelligence and financial anxiety

Financial anxiety can impact financial decision-making negatively. Theoretically, knowledge is considered to help mitigate stress in making decisions. However, the empirical results are inconsistent with respect to the association between financial literacy (knowledge of financial terms and concepts) and financial anxiety, perhaps because of the employment of limited psychometric measures. Furthermore, cognitive intelligence and financial literacy inter-correlate positively, suggesting that any effect between financial literacy and financial anxiety may be accounted for by intelligence, a construct known to facilitate problem solving. Consequently, measures of verbal intelligence (vocabulary and verbal reasoning), financial literacy, and financial anxiety were administered to a sample of 553 adults. Vocabulary and verbal reasoning were found to associate positively with financial literacy, however, only vocabulary associated with financial literacy uniquely. Furthermore, while vocabulary and financial literacy correlated negatively with financial anxiety, the effect between vocabulary and financial anxiety was fully mediated by financial literacy, controlling for education and age. We conclude that financial literacy appears to have a direct effect onto financial anxiety, independently of the effects of verbal intelligence, formal education, and age, supporting the potential usefulness of financial literacy training.

Examining the relationship between financial literacy and demographic factors and the overconfidence of Saudi investors

The study explores the effects of demographic factors on basic and advanced financial literacy and financial knowledge perception. Complete data from 468 investors were collected via convenience sampling and analyzed with various technologies. Saudi investors did better on basic than advanced financial literacy questions. The regression result reveals that most demographic factors affect basic and advanced financial literacy. Only income level and occupation affect overconfidence in financial expertise. The current study is unique to the Saudi context and gives policy implications to increase financial knowledge among Saudi Arabians to promote better financial well-being and avert future financial distress.

Energy Literacy Profile of Vocational High School Teacher Candidates for Renewable Energy Engineering Expertise Program

&lt;div class="page" title="Page 1"&gt;&lt;div class="layoutArea"&gt;&lt;div class="column"&gt;&lt;p&gt;&lt;span&gt;This study examines the energy literacy profile of engineering students as vocational high school teacher candidates for renewable energy engineering expertise programs in terms of 3 energy literacy domains: knowledge, attitudes, and behavior. This research uses a quantitative approach with a descriptive-comparative design, conducted on 135 engineering students from 3 study programs at the Indonesian University of Education. The results obtained are that the energy literacy knowledge of engineering students as vocational high school teacher candidates for renewable energy engineering expertise programs is low. Still, their energy literacy attitudes and behaviors are quite good. There was no statistically significant difference in energy literacy between the female and male student groups. In this study, it was known that students from 3 study programs received energy content from different courses. Their energy literacy results were influenced by differences in the range and depth of energy content provided by each study program. The results of this study can be a consideration for universities to develop energy literacy education and learning models and pay attention to the needs, content, and depth of energy content in each study program, especially study programs that are qualified as teachers candidates of vocational high school Renewable Energy Engineering Expertise Program. &lt;/span&gt;&lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;

Pendampingan Kegiatan Literasi Digital KKN Tema Budaya Digital di SMPS Kristen Kelurahan Onekore Kabupaten Ende

The rapid development of information and communication technology demands readiness from its users. Debriefing and mentoring are things that need to be prepared and done, especially for students in schools. The purpose of this mentoring activity is so that students have knowledge and understanding of digital literacy so that they can use it safely, ethically and according to the culture of the Indonesian nation. The mentoring activity was carried out with lectures with the theme of digital culture and continued with question and answer. Lecture and Q&amp;A activities took place smoothly and brought benefits to the participants. This activity is a useful activity and must still be continued programmatically in order to bring benefits. The areas of digital literacy including digital skills, ethical digitization and safe digitization still need to be given in the next school.

TONGKONAN AS AN EDUCATIONAL CENTER FOR INTRODUCING FINANCIAL LITERACY TO BUILD AWARENESS OF SAVING FROM AN EARLY AGE IN LEMBANG LANGDA

This activity aims to provide knowledge and understanding of financial literacy through saving, to foster an interest in saving from an early age so that children get used to saving, as well as to provide examples of how to make piggy bank creations from bamboo. This activity was carried out in the tongkonan using the method of delivering socialization material then carrying out questions and answers, quizzes, and creatively making piggy banks from bamboo. From observations made in the field it was found that there was a lack of attention from parents in guiding children to learn to save from an early age. The results of this activity show change that have occurred in children such as children becoming interested in saving and some of them have started saving

Osteoporosis Risk in Hemodialysis Patients: The Roles of Gender, Comorbidities, Biochemical Parameters, Health and Diet Literacy.

Osteoporosis is a common bone health disorder in hemodialysis patients that is linked with a higher morbidity and mortality rate. While previous studies have explored the associated factors of osteoporosis, there is a lack of studies investigating the impacts of health literacy (HL) and digital healthy diet literacy (DDL) on osteoporosis. Therefore, we aimed to investigate the associations of HL, DDL, and other factors with osteoporosis among hemodialysis patients. From July 2020 to March 2021, a cross-sectional study was conducted on 675 hemodialysis patients in eight hospitals in Vietnam. The data were collected by using the osteoporosis self-assessment tool for Asians (OSTA) and the 12-item short form of the health literacy questionnaire (HLS-SF12) on digital healthy diet literacy (DDL) and hemodialysis dietary knowledge (HDK). In addition, we also collected information about the socio-demographics, the clinical parameters, the biochemical parameters, and physical activity. Unadjusted and adjusted multinomial logistic regression models were utilized in order to investigate the associations. The proportion of patients at low, medium, and high levels of osteoporosis risk was 39.6%, 40.6%, and 19.8%, respectively. In the adjusted models, women had a higher likelihood of osteoporosis risk than men (odds ratio, OR, 3.46; 95% confidence interval, 95% CI, 1.86, 6.44; p < 0.001; and OR, 6.86; 95% CI, 2.96, 15.88; p < 0.001). The patients with rheumatoid arthritis (OR, 4.37; 95% CI, 1.67, 11.52; p = 0.003) and stomach ulcers (OR, 1.95; 95% CI, 1.01, 3.77; p = 0.048) were more likely to have a higher likelihood of osteoporosis risk than those without. The patients who had a higher waist circumference (WC), HL, and DDL were less likely to have a medium level of osteoporosis risk (OR, 0.95; 95% CI, 0.92, 0.98; p = 0.004; OR, 0.92; 95% CI, 0.88, 0.96; p < 0.001; OR, 0.96; 95% CI, 0.93, 0.99; p = 0.017, respectively) and a high level of osteoporosis risk (OR, 0.93; 95% CI, 0.89, 0.97; p = 0.001; OR, 0.89; 95% CI, 0.84, 0.94; p < 0.001; OR, 0.95; 95% CI, 0.91, 0.99; p = 0.008, respectively) compared with a low level of osteoporosis risk and to those with a lower WC, HL, and DDL. In addition, higher levels of hemoglobin (Hb) (OR, 0.79; 95% CI, 0.66, 0.95; p = 0.014), hematocrit (Hct) (OR, 0.95; 95% CI, 0.92, 0.99; p = 0.041), albumin (OR, 0.91; 95% CI, 0.83, 0.99; p = 0.030), and education (OR, 0.37; 95% CI, 0.16, 0.88; p = 0.025) were associated with a lower likelihood of a high level of osteoporosis risk. In conclusion, osteoporosis risk is highly prevalent in hemodialysis patients. Improved HL, DDL, education, WC, albumin, Hb, and Hct levels should be considered in preventing hemodialysis patients from developing osteoporosis.

Implementation of health literacy training for clinicians in a federally qualified health center.

The objective of this quality improvement project was to evaluate the effectiveness of a succinct health literacy training for providers at a demanding federally qualified health center. One group, pretest-posttest design was used to measure for a change in knowledge regarding the effects of limited health literacy, a change in self-reported measure of routine screening for limited health literacy and a change in self-reported utilization of patient-centered communication techniques. The average percentage of correct responses on the Health Literacy Knowledge Check showed significant improvement from 23.6% (SD = 18.1%) to 63.9% (SD = 25.3%), p < .001. There were no significant changes in median responses at pre- and post-intervention for self-reported use of screening and communication techniques (all p > .05). This brief training was effective at improving participants' knowledge of health literacy but did not improve use of recommended communication techniques or screening for health literacy. The results suggest that emphasizing a universal precautions approach to health literacy may be more effective with participants who work in high-volume clinics. For high-volume clinics, a brief training may improve participants' knowledge but does not increase use of actual communication techniques based on self-report.

Pre-service and in-service early childhood educators’ self-efficacy and knowledge for early literacy instruction

Evidence suggests that educators are not sufficiently prepared to teach foundational literacy concepts. With early childhood educators (ECEs) on the front lines of children’s early literacy development, the present study assessed both pre-service and in-service ECEs’ early literacy knowledge and self-efficacy for early literacy instruction. The present study revealed significant gaps in ECEs’ early literacy knowledge and identified differences between pre-service and in-service ECEs’ early literacy knowledge and experiences. The lack of adequate knowledge and self-efficacy in phonemic awareness and oral language instruction among participants highlights a need for improved training and professional development for ECEs with respect to foundational literacy concepts including phonemic awareness and oral language.

Maintaining Connections, Cultivating Community: The Role of Transnational Translingual Literacy Sponsorships in One Adolescent’s Literacy Practices

Context: Transnational emergent multilingual (TEM) adolescents are young people who maintain emotional, social, economic, and physical connections and networks to more than one country, often a home country and a host country. Because of their linguistic identities and varied schooling experiences, when they enroll in U.S. public schools, many are designated as English Learners and subsequently positioned as “illiterate” or having “limited” linguistic and literacy skills through additional labels such as “limited/interrupted formal schooling.” Such linguistic and cultural erasure mirrors the systematic invisibility and intra-racial stereotyping that many adolescents, particularly those from Indigenous backgrounds, faced in their home countries. However, despite such positionings, many TEMs are highly literate and engage regularly in complex literacy practices. Purpose: The purpose of this article is to showcase the kinds of literacy practices that one TEM adolescent, Paula, engaged in, how, and to what end, as well as how those literacy practices reflected unique aspects of her multifaceted identity as an Indigenous transnational being. The languaging and literacy practices that TEMs like Paula engage in allow them to maintain their cultural and linguistic identities and social ties in multimodal, local, and transnational dimensions; yet, such practices and skills are not recognized or built upon in schools. As findings of this study indicate, TEMs’ engagement in such practices is also made possible through the support of both local and transnational “sponsorships” from individuals, including family, with whom TEMs actively maintain or establish relationships; yet, this kind of familial engagement often goes unrecognized by schools. Research Design: This article draws on ethnographic data gathered through sustained participation in the field. Data collection occurred across one school year and consisted of ethnographic observations, interviews, and artifact collection at a combined middle/high school newcomer school in an urban community. This article draws on a subset of data centered on Paula’s out-of-school literacy practices. Data analysis drew directly on the theoretical framework: Literacy sponsorship theory was used to identify who, if anyone, facilitated Paula’s participation in literacy practices and in what ways; translanguaging theory was used to identify how translanguaging was evident in the ways language was used and discussed; and border theory was used to identify the social significance of the literacy practices in Paula’s daily life, as well as how they embodied and represented her transnational identity. Such an analysis allowed for the understanding of how the literacy practices Paula engaged in reflected her life experiences as an Indigenous TEM, not only in terms of how she engaged in them, but also in terms of the significance they held in her day-to-day life. Conclusions: Findings indicate that Paula engaged in multimodal literacy practices, across languages, cultural contexts, and national boundaries, that were personally, spiritually, and intellectually sustaining. Outside the classroom, Paula was positioned as a sophisticated communicator who leveraged language and literacy knowledge to build relationships and meet the responsibilities of her daily life. Yet, the wherewithal and critical thinking visible in Paula’s life in her community were rarely visible or elicited in the classroom. As such, findings provide insights around how teachers and school personnel can better bridge the diverse community and classroom spaces TEMs navigate, thereby making school a more welcoming space for students and their families.

Effects of a state’s effort to build elementary teacher knowledge in literacy

ABSTRACT This pilot randomised controlled trial study investigated the impact of Reading Research to Classroom Practice professional development (PD) on elementary teachers’ knowledge of reading skills. This PD, developed by a United States’ state education agency, is accredited by the International Dyslexia Association. Teachers (n = 34) were randomly assigned to a treatment or wait-list control (WLC) group and participated in the 5-day, 30-hour in-person PD with up to 10 hours asynchronous application activities. Teachers completed pre- and post-knowledge surveys measuring the impact of the PD on their knowledge related to reading skills. Teachers completed a social validity survey examining their perceptions of the PD. After controlling for pre-test differences, teachers in the treatment group outscored WLC teachers on the knowledge measure at post-test. Following treatment, WLC teachers’ growth in knowledge was statistically equivalent to the growth that treatment teachers experienced. Teachers felt the PD improved their knowledge of effective reading practices. Implications for practice and suggestions for future PD are provided.