Literacy Knowledge Research Articles

Oral Health Literacy Status, Knowledge Levels, Beliefs, and Behaviors of Pregnant Women.

Pregnancy may exacerbate the frequency and severity of some dental problems. However, most pregnant women avoid going to the dentist. To examine the oral hygiene and dental care behaviors of women during pregnancy, to measure their knowledge levels, to reveal their oral and dental health literacy status, and their beliefs about treatment. The study was conducted for a period of 1 month with pregnant women over the age of 18 who presented to the obstetrics outpatient clinic and agreed to participate in the study and who had no known anomalies or complications. A survey was completed by face-to-face interviews with 317 pregnant women of different ages and gestational weeks. Participants were asked questions regarding their sociodemographic characteristics, pregnancy characteristics, oral hygiene-related beliefs, behaviors, and knowledge levels. The data obtained in the study were analyzed with SPSS 21.0 program. Since the kurtosis and skewness values were between +3 and -3, parametric tests were used. In total, 317 pregnant women between the ages of 18 and 43 participated in the study. The most common beliefs are listed as; babies receive the necessary calcium from the teeth, antibiotics given during dental treatment harm the baby, and panoramic radiography taken during treatment harms the baby. 91.5% of the participants did not visit the dentist after planning a pregnancy, and 89% of them did not visit the dentist during pregnancy. The most common reason not to visit the dentist is not having a dental problem. The rate of knowing that dental infections during pregnancy will affect the baby is 50.5%. In the present study, it is seen that pregnant women do not have adequate oral hygiene. The reasons were listed as various false beliefs and lack of sufficient knowledge. Health professionals should provide information about oral hygiene to pregnant women and direct them to the dentist.

Tantangan dan Solusi Orang Tua dalam Membangun Kecakapan Literasi Anak Usia Dini

This research aims to identify and analyze various challenges and solutions for parents in building early childhood literacy skills. This research uses a literature study method obtained from various sources. The results of this study show that one of the challenges is that the lack of knowledge and understanding of literacy can be overcome by holding training or workshops for parents on how to support children's literacy by focusing on reading techniques, playing with words and introducing books from an early age. Another example is that time limitations and busyness can be overcome by creating a daily routine that involves short literacy activities such as reading together before bed or listening to audio stories by paying attention to the abilities of parents and early childhood skills.

Cultural Landscape of Industrial Heritage: Aesthetic Literacy Education of the Spatial Production Thought

As China’s economy and culture become increasingly globalized and open to exchange, students’ aesthetic views have revealed potential danger signals during the evolution of civilization, sometimes manifesting as deliberate neglect and challenge to righteous culture. This study focuses on the issues faced by contemporary aesthetic education for students, particularly the oversight by teachers during lesson preparation in identifying learning materials that are both engaging for students and have experiential educational value. Based on the immersive learning characteristics of intuitive experiential education, the study employs an exploratory case study method, utilizing the industrial heritage cultural landscape of Fanshan Town in Anhui, China, as a tool and resource for students’ aesthetic education. It constructs a knowledge system of alum culture landscape aesthetic literacy, grounded in the thought of “Harmony between Man and Nature”, centered on the elements of contemporary students’ aesthetic literacy. The findings indicate that the cultural landscape of the alum industrial heritage situates the construction of the aesthetic literacy knowledge system within a broader and more credible temporal and spatial context. This provides high-quality learning materials for the experiential teaching process, helping students draw lessons from historical reflection and enrich their aesthetic cultural literacy.

Challenges of ICT Teachers in Integrating Digital Literacy Post-COVID-19 Curriculum Revisions in Thailand’s English Teacher Education Programs

After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers’ ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

How much ICT literacy is required? The epistemic perceptual framework of Iranian university faculty members during the COVID-19 pandemic

Nowadays, information and communications technology literacy (ICT) means more than achieving isolated digital and technological skills. ICT literacy means the skills young people need in the digital world in which information and interaction are accessed through such digital technologies as social networks, virtual environments, and smartphones. To enhance the ICT literacy of these “digital natives”, university faculty are encouraged to implement digital technology in their classes and this will be fulfilled if they are highly competent in the area. This situation gained more prominence during the COVID-19 pandemic as the educational systems all around the world were reshaped requiring educators to embrace new educational technologies in instruction. This study is based on the premise that faculties play a key role in successful incorporation of digital technology in higher education. To explore the issue, the epistemic perceptual framework of 285 male and female university faculty members teaching different fields of study in both public and private universities in Iran was investigated considering their knowledge and perception of ICT literacy, its integration at academic levels, and how coronavirus pandemic has affected the incorporation of digital technology in teaching. Exploring the results showed that there was a significant difference between the lecturers’ actual and perceived ICT literacy in Iran. It was revealed that some faculty had never used technological tools in their classes before the pandemic and the situation has forced them to adopt digital teaching. However, most faculty favored digital integration claiming the pandemic had caused them to improve their ICT literacy and teaching methods. The findings called for an urgent need for faculty’s continuous and effective ICT education upgrading which in turn results in training a more efficient young generation for the digital world.

Improving the Prospective Math Teacher's Literacy Skills by Using Digital Images in STEM-Based Instruction

The demands of high school education are not only increasingly complex and difficult subject content, students are also required to be able to think critically and reason in solving everyday problems. This mathematical ability is known as mathematical literacy proficiency. This is where the teacher's role as a facilitator who provides stimulus in the form of learning strategies, guidance and assistance when students experience learning difficulties is a key factor. For this reason, students as prospective mathematics teachers need to have good mathematical literacy skills and knowledge and skills to guide students to achieve 21st century abilities and skills. This research was conducted to apply a STEM approach in learning so that students can improve the mathematical literacy skills of students majoring in Mathematics Education as prospective teachers and introduce and equip them with knowledge about STEM. The research was carried out using problems related to the relationship between mathematics and digital images in STEM. Data is collected through tests and assessments of student activities that integrate STEM in solving problems. The research results show that digital images have the potential to help students understand mathematical concepts in various fields, especially computer graphics. Students' literacy skills also increased significantly at the significance level α = 0.05. Students' mathematical literacy proficiency level increased from 90% at maximum level 1 to 90% at minimum level 5

Persian Translation, Cross cultural Adaptation and Validity and Reliability of the Mental Health Literacy Knowledge Assessment Tool in Iranian Students

Persian Translation, Cross cultural Adaptation and Validity and Reliability of the Mental Health Literacy Knowledge Assessment Tool in Iranian Students

Health literacy and non-communicable disease knowledge of pregnant women and mothers in Tasmania: Qualitative exploration.

The World Health Organisation is prioritising health literacy development to address the growing burden of non-communicable diseases (NCDs). Empowering pregnant women and mothers through health literacy development may help to reduce the intergenerational impact of NCDs. However, significant gaps exist in understanding the health literacy needs of this priority population globally. This study aimed to qualitatively explore the health literacy strengths and challenges as well as NCDs knowledge and beliefs of pregnant women and mothers with young children (0-8 years) in Tasmania. Data were collected online using in-depth semi-structured interviews and analysed inductively using reflexive thematic analysis. Twenty women (mean age 35.5 years, standard deviation 5.13) participated. Four parent themes were generated from the data: perceived knowledge and awareness of NCDs and their causative factors; social determinants of health and the surrounding environment; social networks and peer support as health navigator; and trust in health services and social connections. These themes highlighted diverse factors that influenced the participant's access and use of health information and services and their engagement in healthy lifestyle practices and active health management. Participants demonstrated good knowledge and awareness about NCDs and associated risk factors but experienced numerous health literacy strengths and challenges which influenced their access to health care and engagement in healthy lifestyle practices. This study highlights the need to address the diverse health literacy needs of pregnant women and mothers through codesigning locally informed health literacy development strategies combined with the creation of enabling service environments to reduce the growing burden of NCDs.

Double Literacy, Double Protection?: Minimising Gen Z's Risky Digital Credit Behaviour In Surabaya Through Financial Literacy And Digital Financial Literacy

This study aims to investigate the credit risk issues that Generation Z is facing In Surabaya, particularly digital credit and loans. This study utilises a closed-ended questionnaire to explore Generation Z’s knowledge and awareness of subjective financial literacy, digital financial literacy, and risky credit behaviour, so that the results can reveal the influence of subjective financial literacy and digital financial literacy on risky credit behaviour controlled by gender and financial condition of Generation Z in Surabaya. To the best of the researcher’s knowledge, there are no studies that specifically highlight the influence of subjective financial literacy and digital financial literacy on risky credit behaviour. Based on the results of the multiple linear regression approach, researchers found that subjective financial literacy and digital financial literacy have a significant positive effect on risky credit behaviour, which means that the higher the subjective financial literacy and digital financial literacy, the riskier credit behaviour is minimized, gender has no significant effect on risky credit behaviour, financial condition has a significant negative effect on risky credit behaviour.

Psychometric properties of the knowledge and understanding questionnaire of the canadian assessment of physical literacy-2 in low-income brazilian children

This study aimed to translate and cross-culturally adapt the Physical Literacy Knowledge (PLK) questionnaire from Canadian Assessment of Physical Literacy-2 for Portuguese version, and to evaluate its psychometric properties (construct validation, content, composite reliability, measurement invariance) in low-income Brazilian children. The sample comprised of 562 children (247 girls), aged between 8.00 and 12.99 years-old (10.20±1.20 years), enrolled in the 12 public-school in Lagoa do Carro city, Pernambuco, Brazil. A translation and cross-cultural adaptation of the PLK questionnaire was carried out. Content validity was determined by calculating the content validity coefficient, which assesses the relevance, clarity and pertinence of total (CVCt) and each question individually (CVCi). The dimensional structure of the PLK and alternative models were considered with first and second order models. Internal consistency was assessed using composite reliability. Structural invariance (configural, metric, scalar and strict) between sexes was also assessed using a multigroup factor analysis. Content validity was considered acceptable, varying between 0.88 and 1.00 for CVCi, and 0.91, 0.94 and 0.99 for clarity, pertinence and relevance in the CVCt, respectively. Construct validity was considered adequate, with 3 dimensions and 9 items model being the most appropriate [χ²(df)=34.01(24); CFI=0.92; TLI=0.87; RMSEA=0.03; SRMR=0.04; 90%CIRMSEA=0.00-0.05]. The questionnaire was structurally invariant (all ΔCFI<0.05). Based on the findings, the PLK questionnaire has adequate psychometric properties to assess the cognitive domain of Physical Literacy in low-income Brazilian children. Key-words: Physical Literacy; Cognition; Children; Psychometry; Child Development.

Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes

Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings.

Fostering AI literacy: overcoming concerns and nurturing confidence among preservice teachers

Purpose This study aims to investigate how preservice teachers’ stages of concern, beliefs, confidence and interest in AI literacy education evolve as they deepen their understanding of AI concepts and AI literacy education. Design/methodology/approach AI literacy lessons were integrated into a technology integration course for preservice teachers, and the impacts of the lessons were evaluated through a mixed-methods study. The Concerns-Based Adoption Model was employed as the analytical framework to explore participants’ specific concerns related to AI. Findings Findings revealed that participants initially lacked AI knowledge and awareness. However, targeted AI literacy education enhanced preservice teachers’ awareness and confidence in teaching AI. While acknowledging AI’s educational benefits, participants expressed ongoing concerns after AI literacy lessons, such as fears of teacher displacement and the potential adverse effects of incorporating generative AI on students’ critical learning skills development. Originality/value Despite the importance of providing preservice teachers with AI literacy skills and knowledge, research in this domain remains scarce. This study fills this gap by enhancing the AI-related knowledge and skills of future educators, while also identifying their specific concerns regarding the integration of AI into their future classrooms. The findings of this study offer valuable insights and guidelines for teacher educators to incorporate AI literacy education into teacher training programs.

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions. A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators. Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest. There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.

Knowledge, Attitude and Practices of Financial Literacy and Management among Household Women in Lahore

Knowledge, Attitude and Practices of Financial Literacy and Management among Household Women in Lahore

The Need for Consumer Literacy Education among Children in India

Children in countries like India are experiencing obesity as a disease during their childhood, due to the intake of processed foods in a large quantity. The role of marketing plays a vital part in persuading children towards such food habits and leads to greater consequences both physical and mental wellbeing. The term consumer literacy is the needed antidote for children to cultivate within them during their childhood so that, they can safeguard themselves from the marketing tactics of businesses. This study focuses on the attributes that determine the consumer literacy knowledge of children and differentiates the attributes that need improvement among children before they get influenced by the marketing efforts targeted towards them. The results show that children were finding it difficult to critically understand advertisements and tend to believe blindly to it. And also, they were more allowed to do impulse buying during shopping. Parents, teachers and government should teach and educate children about the marketing nuances so that the forthcoming generation can develop wise consumption habit and contributes towards sustainable future. Keywords: consumer literacy, Children, wise shopping, literate consumers, advertisements.

Analisis Pengaruh Penggunaan Buku Digital (E-Book) Terhadap Minat Dan Kebiasaan Membaca Mahasiswa Universitas Nurul Huda

In this digital world, it is no longer taboo that many students and the general public rely more on smartphones which are more practical for reading than carrying books. Digital books are a great way for students to carry lots of books in one hand to study. This research was conducted because it is rare to see students using and reading books in the library, because digital books have become part of students' reading habits. This research was conducted to find out how digital books influence students' reading habits. The subject of this research is a friend of the author who is a student at Nurul Huda University. E-books are a practical form of electronic book that can be carried and accessed anywhere and can be used to support learning and the world of work which is often used in this digital era, so Therefore, this has a big influence on the world of education, including students. From this research we will know whether reading e-books can influence students' reading habits and interest or not. The analytical method used in this research is a qualitative method with a descriptive approach with a collection method. Questionnaire data and interviews are methods that focus on in-depth research and direct immersion in the situation that occurs. The final results of this research contain three main points, namely as follows: 1) E-books can influence students' interest and reading habits 2) E-book reading habits can influence students' literacy knowledge and interest in reading 3) digital books can facilitate and change several habits students in reading because it is easy to carry and can be accessed at any time.

Exploring Health Literacy and Vascular Access Decision Making: A Scoping Review.

One in seven adults in the United States has chronic kidney disease (CKD) and individuals with the most severe form, end stage kidney disease (ESKD), may require renal replacement therapy with hemodialysis. Despite well-established guidelines indicating that arteriovenous access is the preferred type of vascular access for hemodialysis, in 2021, 85.4% of patients initiated dialysis with a CVC. While the reasons for this evidence-practice gap are unclear, health literacy and patient disease-specific knowledge may play an important role. Importantly, 25% of patients with CKD have limited health literacy. While there is an abundance of research regarding the presence of poor health literacy, poor kidney disease-specific knowledge, and their association with health outcomes in patients with CKD, there is currently a paucity of data about the relationship between health literacy, vascular access-specific knowledge, and vascular access outcomes. The aim of this narrative review is to describe the relationship between health literacy, disease-specific knowledge, and vascular access in patients with CKD. A better understanding of health literacy in this population will help inform the development of strategies to assess patient vascular access-specific knowledge and aid in vascular access decision making.

Status of local knowledge and information literacy among The Minangkabau Community in Indonesia

Background of the study: The topics of local knowledge and information literacy have tremendously been discussed in research on information literacy and local knowledge around the world, including in Indonesia. However, these aspects are still under-researched particularly when it comes to the issue of the status local knowledge and that is related to information literacy. Based on this main gap, this paper presents a study that examined local knowledge and information literacy, to specifically address the issue. Purpose: To identify the status of local knowledge and information literacy among the Minangkabau Community in Agam district, Indonesia. Method: A quantitative approach by using a survey was conducted involving 384 Minangkabau communities in Agam district, Indonesia selected using a random sampling technique Findings: The findings reveal a significant value of 0.000 (p0.05), indicating that there is a substantial positive link between tacit and explicit knowledge and information literacy. Furthermore, the Pearson correlation coefficient value shows a value of 0.712 which is in the range of 0.60 – 0.799 so it is in a strong category. From the results, the analysis shows that the Minangkabau community has positive information literacy and the local knowledge processes variable can encourage activities of local knowledge in the community, special in Agam district, Indonesia. Conclusion: Status of local knowledge cover combination of knowledge such as from tacit and explicit will support the Minangkabau community to sustain their local knowledge with accurate information seeking strategies

Locating critical design literacy

This paper addresses one of the challenges presented in the call for the October 2022 symposium prior to this special issue: How would we expect design literacy (knowledge) to be demonstrated by non-designers? The study focuses on Norwegian pupils aged 15–16 years who were tasked with designing shared-living spaces for an ecovillage, aiming to encourage mixed use, inclusive social interaction, and a reduction in the carbon footprint. The study explores the level of critical design literacy demonstrated in 55 digital submissions from the pupils. The results indicate that the pupils are more proficient in expressing and discussing aspects of social sustainability than they are at addressing environmental sustainability. The paper concludes by discussing how teachers might structure projects to encourage pupils to engage more deeply in transformative design practices.

Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

The study aimed to analyze the knowledge, attitude, and behavioral components of environmental literacy of prospective teachers for quality education in District Lahore. The objective of this study was to assess the ecological literacy of future teachers in terms of the information, attitudes, and behaviors they possess. The methodology employed in this investigation was a quantitative one. A convenient selection sample of 325 graduate aspiring educators at Lahore's 13 public universities enrolled in teacher education programs was chosen. Two tools were employed in this investigation. The survey was broken up into two sections. Section A contains fundamental demographic information, while Section B is subdivided into Environmental Knowledge (EK), Environmental Attitudes (EA), and Environmental Behaviors (EB) categories, respectively. This study found that prospective educators have a moderate level of ecological literacy. The survey found that male prospective teachers were more literate than their female counterparts, but there was no discernible gender gap in environmental literacy. Future educators do have favorable perspectives and actions toward the environment. No significant gender differences in prospective teachers' attitudes or actions were discovered. It is suggested that colleges and universities that prepare future educators must include environmental studies.