Literacy Learning Research Articles

Application of Digital Literacy Using Mapalus Techniques in Learning in North Sulawesi

Entering the era of the fourth world industrial revolution in this case information technology has become the basis of human life. In this era almost all life effects utilize digital, including in learning, one of which is digital literacy. Along with technological advances and the increasing individualism of society due to globalization, for this reason this study collaborates digital literacy and local culture, namely mapalus which means cooperation in learning in North Sulawesi. The purpose of the study is to determine the process of implementing digital literacy with the mapalus technique and to evaluate the effects of implementing digital literacy with the mapalus technique in learning. This research is a descriptive qualitative type of research. The data collection techniques used are observation, interviews and documentation. The results of the study show that the application of digital literacy in learning facilitates easy access for students to materials and assignments given by educators. This also increases students' interest in using technology in the learning process and by using the malapus technique which makes students work together and work together to complete the tasks given in learning.

“Close to my Heart”: Teacher Educators Building Racial Literacies

Although building preservice teachers’ racial literacy is a key goal to reducing racial inequity in K-12 settings, little attention has been paid to how literacy teacher educators are prepared to conduct this work. This is unsurprising given the neoliberal logic underpinning universities today. In this multiduo autoethnographic study, six literacy teacher educators utilized reflection on critical incidents to examine their own racial literacy development. By forming cross-racial pairs and utilizing a combination of writing and dialogue, these six participant/researchers interrogated their own views and experiences of race and racism. Findings suggest that the examination of critical incidents can support teacher educators’ racial literacy growth. Specifically, participants reflected on the vulnerability necessary to support preservice teachers’ racial literacy development and utilized ethnographic methods to build the practice of sharing about their own racial literacy learning. They also used critical incidents to come to a deeper understanding of the construct of racial literacy itself. These results imply that for professional organizations such as the Literacy Research Association to deliver on their espoused commitments to addressing ongoing institutional racism, they must intentionally create professional spaces for coreflection and dialog about racial literacy. Further, we consider the implications of this work for literacy doctoral programs and teacher educator preparation within contexts of college and university-based teacher education programs.

Student Literacy Through Library Visits and Gemini AI Programs at SD Negeri Potrobangsan 2

People often say that literacy is the foundation for a person's lifelong education. Improving students' literacy skills is one of the main focuses in today's education world. Literacy, which includes reading, writing, and understanding information well, is an essential foundation in the learning process at all levels of education. Good literacy skills help students succeed academically and equip them with the critical and analytical thinking skills needed in everyday life. We need to consider literacy development because it is a fundamental ability that every individual must possess to navigate life in the future. This study aims to develop a strategy to improve the literacy of fifth-grade students at SD Negeri Potrobangsan 2 through a combination of library visits and the Gemini AI program. We expect library visits to cultivate students' interest in reading physical books, while the Gemini AI program serves as an interactive digital literacy medium to enhance students' learning experiences. This research approach uses a qualitative method with observation, in-depth interviews, and focus group discussions (FGD) as the primary instruments for data collection. The study results indicate that integrating traditional literacy learning with digital technology can improve students' literacy skills holistically. Students showed increased reading comprehension, higher involvement in literacy activities, and mastery of digital literacy skills. Implementing this strategy also increased motivation among students to read and utilize the library optimally. Therefore, elementary schools can apply this strategy as an effective literacy learning model.

Correlation of The Application of Teaching At The Right Level (Tarl) With Students' Basic Literacy Outcomes

This study aims to identify the correlation between the implementation of the TaRL (Teaching at the Right Level) approach and the improvement of grade I students' basic literacy learning outcomes. Using a quantitative correlational method, the study involved 25 students grouped into four ability levels: Special Intervention, Basic, Proficient and Advanced. The test results showed that 17 students were at the Special Intervention level, 1 student at the Basic level, 7 students at the Advanced level and none at the Proficient level. Meanwhile, to get data on learning outcomes, students were given multiple choice questions to measure their abilities. Data analysis using the Pearson Product Moment test showed a correlation value of 0.812, which is higher than the critical value of 0.396 at the 5% significance level. This indicates a very strong correlation between the application of TaRL and the improvement of basic literacy learning outcomes based on correlation interpretation. Thus, the null hypothesis (H0: no correlation) is rejected, and the alternative hypothesis (H1 : correlation) is accepted. In conclusion, the application of the TaRL approach is positively related to the improvement of students' basic literacy learning outcomes, demonstrating the effectiveness of this approach in literacy learning.

Word work: Practical tools to empower language and literacy learning in the high school classroom By Amber M.Simmons, Chanpaign, IL: National Council of Teachers of English. 2023. pp. 233. $39.99 (Paperback version). ISBN: 978‐0‐8141‐0131‐5

Word work: Practical tools to empower language and literacy learning in the high school classroom By Amber M.Simmons, Chanpaign, IL: National Council of Teachers of English. 2023. pp. 233. $39.99 (Paperback version). ISBN: 978‐0‐8141‐0131‐5

A study on the affordances of digital fairy-tale rewriting: A critical literacy approach to digital multimodal composing

Digital multimodal composing (DMC) is the production of texts using multimodal semiotic resources and digital tools. This study integrated critical literacy pedagogy into DMC in an EFL context through both course design and task design, proposing digital fairy-tale rewriting (DFTR) as a genre of DMC for critical literacy practices. Taiwanese university students in the study created multimodal videos of retold fairy tales addressing social issues to promote critical literacy. The study adopted a conceptual framework of DMC affordances to examine the possibilities afforded by DFTR. Affordances refer to the potential and limitations of a mode for meaning representation and communication, as perceived by teachers and students. Data collected included participants’ surveys, reflective writings, and analysis of the DMC artifacts. Results indicated substantial evidence of technological, educational, and social benefits of DFTR compared to past learning experiences, with enhanced affordances including transmediation, multiliteracies, creativity, and civic participation. Digital skills and multimodal literacy were developed to strengthen critical literacy learning across four dimensions, enriching prior studies on DMC affordances and critical literacy scholarship. The study also contributed a refined conceptual framework of DFTR affordances, expanded by new affordances of generating interest, nurturing creativity and multiple perspectives, and promoting more active civic participation.

Emotional literacy and problem-solving skills with pbl model and hpc strategy: Circulatory system concept

Emotional literacy as a new 21st-century literacy is one-factor influencing student learning success. This study aims to analyze the differences in emotional literacy and problem-solving skills in Problem-Based Learning (PBL) model learning with Homogeinity psycho cognition (HPC) Strategy and PBL. This study included quasi-experiment research with a pretest-postest nonequivalent control group design. The research sample was 75 fifth-grade students taken randomly from several elementary schools in the Nusaniwe Sub-District based on the placement test. The research instruments were an emotional literacy questionnaire and a problem-solving skills test instrument consisting of 20 statement items and 8 problem items related to the human circulatory system. Data analysis used the Mann-Whitney U Test and one-way ANCOVA. The results showed no difference in emotional literacy between the treatment group (PBL with HPC strategy) and the control group (PBL). The ANCOVA test results concluded that students' problem-solving skills in the PBL model with the HPC strategy were superior to those in the PBL model. This finding helps develop appropriate and strategic science-biology learning in elementary schools.

Development of An Integrated Assessment Instrument to Measure Students’ Critical Thinking and Chemical Literacy Skills for Rate of Reaction Topic

Critical thinking is one of the 21st-century skills needed. Understanding chemical literacy can encourage students to be able to think more critically. Given the importance of critical thinking and chemical literacy in chemistry learning, there is a need for an assessment instrument that can measure both abilities. Based on this, the integrated assessment instrument was developed to determine the characteristics and feasibility of the integrated assessment instrument that can measure students' critical thinking skills and chemical literacy on reaction rate materials. The sample in this study is 154 students from two high schools in Makassar City. The feasibility and characteristics of the integrated assessment instrument were analyzed using the Rasch model with the Partial Credit Model-1 Logistic Parameter (PCM-1PL) approach. The results of the analysis show that the 10 items developed are valid and have a high reliability value. The integrated assessment instrument has the characteristics of fit with the model, and the difficulty level of the items is classified as good. The results of this study show that the integrated assessment instrument can be used as a good instrument to measure students' critical thinking skills and chemical literacy on reaction rate materials

Improving accessibility, engagement and usefulness of online information literacy tutorials based on student feedback

PurposeIn order to evaluate a new series of online information literacy tutorials, students in a first-year experience program were invited to take a perception survey. The survey asked respondents if they perceived the tutorials to be accessible, engaging and useful. The feedback informed changes to tutorial learning objects in order to improve student learning of information literacy concepts.Design/methodology/approachData were collected using a survey instrument comprised of quantitative and qualitative questions about online tutorial accessibility, engagement and usefulness. All students enrolled in first-year experience courses at the end of the Fall 2022 semester were invited to take the survey.FindingsThe results suggest that the majority of respondents perceive the tutorials as useful for completing college-level assignments (62.5%) and easy to access and navigate (85%). Ratings for engagement are mixed; less than half of respondents perceive the tutorials to be engaging (44%). Analysis of qualitative questions may point to a connection between the perceived usefulness of a tutorial and a user’s engagement with the material.Originality/valueThis paper discusses the evaluation of tutorials comprised of vendor-produced content mixed with institutionally created content. It includes the survey instrument designed to collect student perceptions of these tutorials.

Method Digital Learning for Increase Ability Early Childhood Literacy

One of the learning media is a digital fairy tale application available with pictures​ for download on the Google Play Store. The objective of this study is to learn in a way comprehensive how using digital learning media increases the ability of literacy children age early. Research quantitative This uses articles and journals accredited nationally as data sources and references. Research This in a way special see how digital learning media can help children Study literacy. Knowledge of letters, knowledge of sound letters, consciousness of phonemics, and comprehension of the concept of writing are indicators important to skills literacy. Digital applications that can be accessible to everyone, including teachers, parents, and students, used in the study This For looks for solutions for problem literacy. Study This is classified as in type study qualitative and using approach studies case. Analysis results study show that using learning media digital can also increase the skills and literacy child age early in PAUD institutions with give teachers the tools they need need for use it. Research This shows that tool digital learning can be used to increase ability literacy child age early PAUD institutions.

Transforming Literacy and Social Skills through Storytelling in a Community-Based Setting

The research question of this study evaluates the impact that the storytelling tradition at Rumah Baca Rambutan has on children concerning literacy, emotions, social skills, and creativity. Through the qualitative case study, the study discovers that storytelling enhanced the children’s reading appreciation, language, and literacy learning as well as culture. Emotional literacy interconnection was also achieved through the use of storytelling since learners developed empathy and social relationships with characters. In addition, storytelling can develop creative thinking and imagination, through which children can act as main constructors of narratives what would support their cognitive flexibility and problem solving. Notably, the study enjoys the use of storytelling in the passing of cultural values of a certain group besides enhancing the sense of belonging in children. The study contributes to the knowledge that informal narrative intervention enhancing formal and community learning can promote literacy, well-being, and cultural identity when implemented in low and rural context, such as Indonesia. Implications of these outcomes for reform in education include the need to embrace cultural production approaches that are educationally relevant so as to facilitate consideration of children’s developmental experiences.

Understanding Maritime Subjects in Vocational High Schools through Online Learning

This study explores the effectiveness of online learning for maritime subjects in Indonesian vocational high schools, focusing on how the rapid advancement of information technology has reshaped education in this unique field. Using a quantitative approach with 275 respondents, the research analyzes key factors that influence students' understanding of maritime subjects, such as digital literacy, motivation, and their perceptions of the effectiveness of online learning. The findings indicate moderate levels of both digital literacy and motivation for online learning, with flexibility being the most appreciated benefit. However, challenges related to social isolation were also noted. A predictive model developed during the research accounts for 43% of the variance in comprehension of the subject matter, identifying digital literacy and perceived online learning effectiveness as the strongest predictors. Additionally, the grade level of students significantly influenced their comprehension scores. This study emphasizes the need to integrate digital skills training and to employ engaging instructional strategies to enhance learning outcomes. Future research could investigate the use of immersive technologies, such as virtual reality or simulations, to better support practical skills development in maritime education, ensuring that students are well-prepared for real-world challenges in the maritime industry

Teaching with ChatGPT as a linguistically responsive tool for multilingual learners

This study investigates the instructional applications of ChatGPT and other AI tools in the context of K-12 multilingual learner (ML) education in US public schools. Framed within a translanguaging lens, the research seeks to empirically document how these technologies are used by teachers to support language and literacy learning among MLs. Data was collected from two cohorts of in-service teachers enrolled in a professional development course focused on culturally and linguistically responsive pedagogy, with classroom observations and post-observation interviews conducted with 42 teachers across various grade levels and content areas. The findings reveal several key practices, including using ChatGPT to facilitate communication, differentiate content, provide structured support for prompting, and engage in multimodal literacy experimentation. These practices align with dimensions of translanguaging pedagogy, particularly in terms of affordances, production, and co-labor, although gaps remain in the areas of assessment and reflection. The study highlights the potential of AI tools to enhance MLs’ linguistic responsiveness and agency, while also emphasizing the need for critical engagement and explicit instruction to address the challenges and ethical considerations associated with AI integration in education.

Using drama to enrich a genre-based pedagogy for teaching academic writing across content areas

Drama has the potential to enrich and enliven established approaches to literacy learning, engaging students and expanding their possibilities for meaning-making. Drama-rich pedagogy is well-established as an effective tool in supporting language and literacy development. However, research to date has not explored the possibilities of using drama to enrich established genre-based approaches to teaching writing. This article reports on findings from an interventionist case study in an Australian primary school examining how a Year Three/Four teacher used drama-rich pedagogy to support students’ academic writing of a scientific explanation text. The findings indicate three key pedagogical benefits of employing drama to build conceptual understandings of the field of study and relevant academic language as part of a genre-based pedagogy for teaching writing. Firstly, drama experiences can make visible students’ prior knowledge of a topic, allowing teachers to identify, interrogate and transform students’ misconceptions through reflective dialogue on embodied experience. These embodied and interactive experiences also support the development of shared understandings of key concepts and language. Finally, drama experiences provide embodied and interactive contexts in which students can move from common sense to more abstract/technical understandings of the topic of study which they can apply in writing their own texts. In sharing these findings, this article aims to illustrate how drama can be used to develop the conceptual and linguistic understandings required by genre pedagogy in engaging, embodied ways that draw productively on the diverse resources that students bring to their learning.

Learning apps at home prepare children for school.

The usage of high-quality learning applications (apps) at home may increase children's mathematical and literacy competencies. This approach was tested in a family intervention study. Intervention families (n = 302) in two German cohorts (N = 500; M (SD)age = 61.0 (4.6) months; n♀ = 302) received tablets with newly developed learning apps focusing either on mathematical or literacy learning for every-day usage at home across half a kindergarten year. Compared with two control groups with and without tablets, children in the intervention groups significantly enhanced their specific competencies (η2 = .03-.10). Higher app usage was associated with greater gains (ΔR2 = .01-.02). Consequently, an easy-to-apply app-based intervention supports children's development of cognitive competencies and helps prepare them for school.

Growing Our Roots

This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in homes, schools, and communities.

Pulled In All Directions

Kindergarten educators are experiencing tensions with pedagogical approaches for early literacy learning (e.g., Forgie et al., 2022; Pyle et al., 2018). They feel pressured to abandon play-based approaches in favour of direct instruction due to changes in provincial curriculum and school board policies (e.g., OHRC, 2022). This paper highlights themes and responses by participants in a study with kindergarten educators during the fall of 2023. Challenges expressed included changing messages from school boards, a lack of clarity regarding direction, and the introduction of prescriptive programs. Suggestions of ways educators can build knowledge and agency through collaborative conversations will be shared.

Effectiveness of Digital Literacy Learning Model with Video Content Project In Enhancing Sustainable (SDG) Civic Intelligence

Objective: This study aims to find the effectiveness of a newly developed learning model, namely a digital literacy model with a video content project in improving citizenship intelligence, as an effort for sustainable development goals. Theoretical Framework: The theoretical framework is drawn from the utilization of digital technology and social media in learning practices. However, the utilization of digital technology does not show good digital literacy, the learning outcomes have not had an optimal impact, especially in improving citizenship intelligence. Method: The approach used in this study is a quantitative approach, quasi-experimental method. Sampling was sorted purposively, the experimental and control classes totaled 140 people from six classes, all classes used as research samples came from Mandiri University, Subang University, and Subang State Polytechnic. Data collection techniques were carried out with pre-post tests and questionnaires. Results and Discussion: The results of the study based on the pre-post test gain test showed that the experimental class got a gain value of 0.71 which was in the high criteria, this value was much different from the control class which got a gain value of -0.04 which was in the low criteria. Therefore, the digital literacy learning model with video content projects proved to be effective in increasing Civic Intelligence, compared to the conventional exploratory model with lecture and question and answer methods. Research Implications: This research has implications for the development of learning theory, because this model itself is the result of innovation from the philosophy of constructivism learning and cybernetic learning theory. Originality/Value: Practically, the results of this study are useful in improving the quality of learning practices, this model can be used by lecturers and students to achieve learning objectives.

A Learning Model for Explanation Text Literacy Using Flipbook Applications in SMP/MTS

This research aims to develop an explanatory text literacy learning model using the flipbook application as media in SMP/MTS. The background to this problem 1) How is the planning for an explanatory text literacy learning model using the flipbook application as a medium in class VIII SMP/MTS? 2) How to implement an explanatory text literacy learning model using the flipbook application as a medium in class VIII SMP/MTS? 3) What is the effectiveness of the explanatory text literacy learning model using the flipbook application as a medium in class VIII SMP/MTS? This research uses the Research and Development (R&D) research and development method with the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model. The steps of this research consist of, needs analysis, learning model design, learning model development, implementation of learning model products, evaluation of learning model products. Data collection in this research was by collecting data from the results of expert validation questionnaires and questionnaires from student assessments. The data obtained was analyzed descriptively using a Likert scale. The results of the validation test by media experts obtained a score of 77.94%, the validation test by language experts obtained a score of 81.25%, the Indonesian language teacher's response score obtained a score of 97.33%, and the average student response obtained a score of 82.13%. The conclusion of this research is that the explanatory text literacy learning model using the flipbook application media in SMP/MTS meets the appropriate criteria to be used as a learning model by students or teachers in Indonesian language subjects with explanatory text material in class VIII SMP/ MTS students.

Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers.

Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first- and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers. A conventional content analysis approach was used to analyze caregivers' written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n = 23) and caregivers of TD children (n = 22). Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child's well-being and literacy learning were most prevalent and prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and remarks related to protective factors. Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.