Literacy Process Research Articles

ANALISIS KEBUTUHAN BAHAN BACAAN ANTI BULLYING UNTUK OPTIMALISASI GERAKAN ANTIBULLYING DI SD NEGERI 1 SUMITA

Based on the discussion review, it can be concluded that the results of this study are that there are differences in perception between teachers and Principals regarding the frequency of bullying incidents. The majority of teachers stated that bullying rarely occurs, while Principals identified that bullying often occurs. This difference indicates the need for relevant reading materials to improve understanding of bullying, both for students and teachers. Teachers agree that anti-bullying reading materials are very important in helping students understand the negative impacts of bullying and instilling anti-violence values. This study suggests the development of anti-bullying reading materials that are interesting, easy to understand, and supported by images in order to increase students' awareness and interest in understanding the issue of bullying. In addition to the research findings, best practices in this study include the following: Development of Interesting and Relevant Reading Materials, Involvement of Teachers in the Anti-Bullying Literacy Process, Use of Reading Materials as Discussion Tools, Combination with Guidance and Counseling Programs, Collaboration Between Schools and Parents, and Developing special guidelines containing practical steps in handling bullying cases at school.

Training of women in the methodology of Gamification for the promotion of healthy habits in children

Abstract Background It has been evidenced that gamification has scope in the change of people behavior and in the acquisition of knowledge, therefore this methodology contributes to the promotion of health and adapts to the needs of children from the language of play, which increases their motivation in health literacy processes, so it is necessary to encourage the acquisition of new methodologies for community mothers and women caregivers, who are configured as promoters of healthy habits with their children. Objectives To train 150 women in the methodology of Gamification for the promotion of healthy habits in children; for which 20 sessions were developed addressing the following modules: a) Empowerment of women b) Gamification methodology c) Healthy habits and lifestyles d) Healthy eating e) Physical activity. Results The training of women evidenced a) the empowerment and recognition as health promoters for their life and that of their community b) the identification of the methodology of gamification and its application in processes of promotion of healthy habits c) a high adherence in the participation and learning through gamification methodology, training 150 women through sessions mediated by Information and Communication Technologies (ICTs), Learning and Knowledge Technologies (TACs) and Technologies of Empowerment and Participation (TEP) enabling the participation of women from urban and rural territories, which accounts for an inclusive process and democratization of health knowledge, impacting both women and their families, communities and children under their care, an average of 5 members per woman, benefiting 750 people in health promotion actions. Conclusions 150 women were certified, who from the application of the gamification methodology promote healthy habits in children, in their families and their communities, starting from the recognition of the experience of these in themselves to be health promoters in their territories. Key messages • Training women in gamification methodologies to promote healthy habits in children strengthens the health system by empowering them in their role as health literacy teachers in their territories. • ICT, TAC and TEP enable access to health education from an inclusive process that democratizes knowledge so that communities are active agents in health promotion activities.

The Mathematical Literacy Process Based on The Students' Mathematical Resilience

Mathematical literacy is very important in daily life, however, the mathematical literacy of Indonesian students is still low. Improving mathematical literacy requires a resilient and unyielding attitude known as mathematical resilience. This study aims to find out the process of mathematical literacy reviewed from the mathematical resilience of students. This research uses a qualitative method. The subject of this study is a grade VIII student at one of the junior high schools in Semarang City. Data collection uses questionnaires, written tests, interviews and documentation. Data analysis uses triangulation techniques. The results of the study show that the students' mathematical literacy process has not been optimally achieved against the existing stages of the mathematical literacy process.

Linguistics and reading: learning in the school library to promote reflection on the functioning of language

Reading promotes the approach to new knowledge in school and reinforces comprehension already acquired (Colomer, 2015; Ballester, 2015; Lockwood, 2011), and it frees the teaching of the literacy process from being subordinated to the literal to position itself as a powerful epistemic tool (Ruiz, 2009). The need to value and offer educational aids around reading and language development arises because evidence indicates that Chile is characterized by an unequal distribution of access to education for school students according to the types of schools and the fact that there are low results in national reading comprehension tests (OECD, 2016). This text presents pedagogical proposals and theoretical reflections from linguistic (Stubbs, 1984; Calsamiglia and Tusón, 2008; Bosque and Gallego, 2016) and pedagogical approaches (Spolsky, 2008) and language teaching (Camps, 2006; Cassany et al., 2007), whose application is expected to promote the development of abstract thinking and visits to the school library, as well as to strengthen language teaching and reflection on its functioning in reading instances.

AQUISIÇÃO E DESENVOLVIMENTO DAS COMPETÊNCIAS DE LEITURA E ESCRITA

The process of acquiring and developing reading and writing skills constitutes a fundamental and extremely relevant stage for the student’s social insertion and academic success, especially in societies that value written language. This study aims to contribute to deepening knowledge about the methods of acquiring and developing reading and writing in children during the literacy process. The importance of this knowledge in the training of new educators is emphasized, as well as the challenges associated with the educational process. The purpose of this article is to understand the process of acquiring and developing reading and writing skills. To this end, a qualitative methodological approach was adopted, which included an exploratory and careful review of the literature, selecting relevant works that allowed the organization and synthesis of ideas according to their importance, aiming to establish the central ideas for solving the research problem. In this context, the discussion is not limited to choosing between literacy or literacy, but rather the harmonization of these two processes, guaranteeing students the appropriation of the alphabetic-spelling system and the ability to use the language in social practices of reading and writing. It is observed, therefore, that the most effective and productive pedagogical action is the one that integrates, in a simultaneous and articulated way and literacy.

ALFABETIZAÇÃO E LETRAMENTO: ASPECTOS DA PRÁTICA DOCENTE NAS SÉRIES INICIAIS

The literacy process is an extremely important and fundamental stage for the student’s social and educational integration, especially in contexts where written language is widely valued. This study aims to contribute to the understanding of literacy methods for children in the initial grades of elementary school. The central objective is to analyze the literacy process from the perspective of pedagogical practices, seeking to understand the factors that lead to school failure. To achieve this objective, we used a theoretical foundation based on authors such as Silva e Silva (2018), Santi (2014), Barbosa (2013), Demo (2007), Kleiman (2007), Arelaro (2015), Rego ( 2016), Oliveira (2012), Mello (2015), Mortatti (2016), among others. The methodology adopted was qualitative, involving exploratory reading and selection of relevant materials, with the aim of organizing and synthesizing ideas in order of relevance, facilitating the identification of the essential elements for solving the research problem. Literacy and literacy are complementary processes, and it is essential that innovative pedagogical practices emerge that promote the continuous qualification of literacy teachers. This, in turn, must be in constant development, aware of its responsibility in forming critical citizens committed to society. The study considers that literacy and literacy are distinct, but integrated and interdependent methods, both fundamental for the acquisition of reading and writing by students.

LIRIS (Literasi dan Riset) sebagai Inovasi pada Problematika Gerakan Literasi Sekolah dalam Pembelajaran Sejarah di SMAN 1 Sumenep

Literacy activities in education hold a crucial position, particularly reading within history education. Addressing literacy challenges encountered in the history learning process at State Senior High School (SMAN) 1 Sumenep, there arises a necessity for innovation in implementing school literacy movements. LIRIS stands as an innovative initiative formed by the School Literacy Team (Tim Literasi Sekolah/TLS) at SMAN 1 Sumenep, aimed at addressing literacy challenges by amalgamating literacy processes with research. This research aims to find out the implementation and problems of history learning in the GLS program and find out how LIRIS can be an innovation in literacy activities. Employing a qualitative descriptive approach, data is collected through interviews, observations, and documentation, then analyzed through data reduction, presentation, and verification. Findings reveal: (1) GLS implementation in history education generally follows existing guidelines, observable in familiarization, development, and learning stages, yet specifics vary based on classroom conditions and teacher innovation, (2) literacy activity issues in history education arise across student, teacher, and school support aspects, and (3) LIRIS emerges as an innovative literacy activity addressing both general and specific history education challenges, albeit still necessitating evaluation and refinement.

Effect of the development of precursor skills for literacy in Spanish on learning to read in English

The purpose of this study was to analyze the effects of Spanish literacy precursor skills on reading learning to read in the mother tongue and their degree of transfer to English. A quasi-experimental design was used, which allowed for a repeated measures comparison between two groups of students, who underwent a follow-up assessment one year after the end of the intervention. A total of 386 schoolchildren, aged 6–7 years at the time of the intervention, who were beginning to learn to read, participated in the study. The results show that the implementation of teaching models that favor the development of precursor reading skills in a first language, such as Spanish, contribute to the literacy process in a second language such as English, and that the benefits acquired are maintained over time.

CHALLENGES IN WRITING ACQUISITION

The study “Challenges in the acquisition of writing: an inclusive approach” aims to analyze the difficulties faced by students in the literacy process, focusing on writing, and proposing inclusive pedagogical practices. The research, conducted in collaboration with the Nepedhi Research Group, adopts a qualitative methodology, using data collection methods such as direct observations, writing hypotheses and diagnostic evaluations. The authors highlight the importance of didactic planning that meets the diversity of students, promoting activities such as reading, creative writing and family involvement. In addition, the study addresses the negative impact of COVID-19 pandemic on children's writing skills. The research aims to rethink the pedagogical doing to ensure the inclusion and development of writing capabilities, contributing to the formation of a more accessible and effective educational environment.

Literasi Keagamaan Katolik dan CharacterBuilding Peserta Didik Sekolah Menengah Kejuruan “Barries and Challenges”

This research based on the problems about catholic religion literacy, impact, obstacles and challenges toward students’ character building in vocational school. This research aimed to be solution for Catholic religion literacy at school which bring impact to the students’ character building at vocational school in Pontianak. The method used in this research was descriptive qualitative. The sources of the data were primary data, they were the result of interview and the secondary data were the result of observation of Catholic religion literacy. The finding of the researchs howed the process of Catholic religion literacy started from some stages, start from the schedule of Catholic religion literacy, time and place of literacy activity, and the people involve in the literacy activity and the media used. The literacy activity such as reading activity, material session, and catholic religion literacy assessment. The religion literacy at vocational school brought good impact to the students. The result of the religion Catholic activity raised the reading interest, found the source of religion references on the media, and gave impact toward students’ character building to be better.

Eco-Friendly information literacy in green and sustainable business programs

Background of the study: Eco-friendly information literacy plays an important role in helping to change public behavior towards a more environmentally friendly lifestyle. Purpose: The aim of this research is to examine various aspects of information literacy within the green and sustainable business programs conducted by The Local Enablers (TLE) in an eco-friendly context. Method: The research method employed is qualitative descriptive study. The research subject is based on the involvement of specific parties with the research object to be studied in-depth. The subjects involved in this study consist of several individuals who play roles in the TLE project team during the planning and implementation of green and sustainable business programs. Findings: This research outlines the information literacy process in the green and sustainable business program at TLE according to the Big6 Model theory, from problem formulation to information evaluation. The Big6 Model assists TLE as a problem-solving framework for the information needs of the green and sustainable business program. Each member of the TLE team is able to explain the process of searching for and using information during program development. Conclusion: Eco-friendly information literacy is well-established within TLE, where they actively seek out and implement new environmental information within the TLE ecosystem. In designing and implementing green and sustainable business programs, TLE recognizes the urgency of environmental issues and understands that the process of information literacy is an effective problem-solving tool.

Medicinal plants as a generative theme for the study of organic functions and scientific literacy in chemistry

Chemistry teaching requires the use of approaches that provide students with conditions so that they can critically interpret the reality in which they live. This implies the need to link the content worked with the social context in which the student is inserted. However, the practice of contextualizing is rarely addressed in the classroom, especially when it comes to teaching Organic Chemistry. Therefore, this research aimed to propose a didactic intervention based on the theme of medicinal plants as a proposal to integrate the student's daily life with the construction of knowledge about Organic Functions, in order to make the teaching and learning process more meaningful in accordance with the proposal for Scientific Literacy. The research was carried out with students from a 3rd year class of Integrated Technical High School in Computer Science for the Internet at the Federal Institute of Education Science and Technology Baiano - Campus Guanambi, in the period between November 2022 and May 2023 and involved six stages, with diverse activities. The use of the theme met the objectives of the study proposal, as, depending on the receptivity of the participants, it constitutes a teaching resource that brought the study of Organic Functions closer to everyday life, favoring more meaningful learning. The proposed use of the generating theme also demonstrated that it aroused the students' curiosity and interest, given their active participation in the construction of knowledge, which may have contributed to the teaching and scientific literacy processes.

Students' Thinking Literacy Process in Mathematical Problem-Solving

This study explores and investigates the process of students’ mathematical thinking literacy in solving mathematical problems. This qualitative descriptive research used a test sheet consisting of one item adapted from the PISA mathematical problem model and interview guidelines, as the instrument. One male and two female participants were selected based on problem-solving characteristics. After that, task-based interviews were carried out to investigate the process of students’ mathematical thinking literacy. Data analysis was initiated by reviewing, reducing, and concluding all collected data to describe students’ mathematical thinking literacy in solving mathematical problems. The findings suggest that mathematical thinking literacy is initiated by understanding the problem (understanding), presenting the problem in a simpler form (specializing) to represent ideas, and creating patterns or relationships (generalizing). Based on the relationship between the problem, the subject predicts a solution (conjecturing) or determines the solution to the problem, re-checks (justifying) the problem-solving process to find a logical final result, and communicates the reasons (convincing) to convince the truth of the results obtained. The results of this study help teachers understand the process of students’ mathematical thinking literacy in solving mathematical problems so that it can be used to determine the appropriate strategy in the learning process to improve students' mathematical problem-solving abilities

Pendampingan Literasi Bahasa Inggris Komunitas Anak Kampung Walal (KAWAL) di Kabupaten Sorong

In the 21st century, the acquisition of English as a second language is very important for a group of children in Walal Village who are currently studying at elementary school. This is useful for supporting 6 skills of 21st century education, namely critical thinking, communication, creativity, collaboration, culture and connectivity. Walal Village is one of the model villages in Sorong Regency which has a high enthusiasm for creating the latest breakthroughs, especially in the field of education. Walal Village is located in Salawati District which must be traveled 35 kilometers from Sorong City. Thus, access to information related to education is very limited for children in Walal Village. In this case, students of the Community Service Lecture (KPM) at the Muhammadiyah Sorong Education University provided one month of English literacy assistance for the children of Kampung Walal community. The aim of this assistance is an effort to empower Human Resources (HR) through a community empowerment program for English language learning guidance. This English literacy assistance is very important to provide to Walal Village children who are already aware of the importance of English around them. This program is also related to the description of the Walal Village Government's vision and mission in developing human resources in terms of quality education. English literacy assistance includes acquiring English, processing language in the form of remembering and memorizing words or terms, and understanding meanings that can be applied to listening, reading, speaking and writing skill activities. The efforts of this English literacy assistance are to change the mindset of the children of Walal Village that learning English is fun, regardless of age, and affordable. In fact, through mentoring, children in Walal Village experience changes in knowledge and attitudes during the English literacy process.

O PROCESSO DE ALFABETIZAÇÃO NO 3° ANO DO ENSINO FUNDAMENTAL

The present research was outlined in literacy in the 3rd year of elementary school: an analysis of challenges faced by the family and post-pandemic pedagogical strategies. The objective was to present the challenges faced by the family and pedagogical strategies in the post-pandemic literacy process, in the 3rd year of Elementary School. The work unfolds in three points. First, the pandemic and post-pandemic scenario is presented. In the second and third points, they analyze, based on data collected through the application of questionnaires with the families of students in a 3rd grade class of a public school in Cascavel-PR, about the family's perception regarding literacy and the challenges faced during the pandemic, and the post-pandemic pedagogical strategies. It reflects on the importance of the mediation of the teacher and the school as an educational institution in the teaching-learning process, especially for students in the literacy phase.

LITERACY IN A MULTIGRADE CLASS IN A RURAL SCHOOL

This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher’s pedagogical work organization. The discussion emphasizes how the teacher – by means of a planning structure – develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students’ collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes.

MÉTODO DE ALFABETIZAÇÃO EM PAULO FREIRE NO ESTÁGIO DE EDUCAÇÃO DE JOVENS, ADULTOS E IDOSOS

ABSTRACT This article aims to reflect on the literacy process based on Paulo Freire's epistemological perspective and his political-emancipatory method, as well as contextualizing the Paulo Freire “method” according to the proposal made with students in training and their illiterate or poorly educated family members, experienced as a reinterpretation of the forty hours in Angicos. The theoretical support used is based, especially, on the contributions of Paulo Freire, Brandão, Lyra, among others. In the methodological scope, this is a qualitative participant-type research, with data production through observation, recording in a field diary, and analysis of documents (reports). The results point to Paulo Freire's valuable literacy method and how it proves to be current, constituting the basis of the literacy process of the working class. Furthermore, the data reveals the importance of Paulo Freire's legacy and the need for its constant reinvention, as proposed by the author himself.

Literary history as bestseller: the life and opinions of a fraudulent philologue

In this article we reveal the publishing ventures of Octav Minar (1886-1967), one of the Romanian authors that was disesteemed by fellow literary historians on account of his counterfeiting acts such as forgery, plagiarism, plastography or trick photography. Related to the book market of interbellum Romania, Minar was frequently branded as the “man-of-the-day” while his publications followed the logic of the “hand-in-glove” ephemerides Notwithstanding the challenges of the term “bestseller,” we turned to it so as to better describe Minar’s cultural products as multiple-layered offers, catering for both low-brow and high-brow readership and seizing signals from both public’s expectations (myth-making, melodrama, sensation, narrative simplicity) and enormous patrimonial gaps (editing the classics, writing the recent authors’ biographies). After a careful examination of Minar’s works, we reached the conclusion that he was an exceptional entrepreneur of letters and, nonetheless, a literary historian endowed with a “melodramatic imagination” as well as with a playwright’s and a genre novelist’s plume. A swift intuition of marketing basics helped him realize, quite rapidly, that historical facts and documents could be merchandized: this is how his impressive collection of Romanian writers’ miscellanea was wrapped as a commodity for the public. If the juridical and moral aspects of his literary ventures were put in between brackets, we would discover an astonishing and ingenious personality who glided between different speech registers, and popularized literary history as a genre belonging to the big tent of mass culture. We should thus take into consideration that the logic of the paraliterary circuit can also be applied to literary history. Boiled down to essentials, counting on citations and on minimal critical comments, spiced with images (facsimile and pictures), Minar’s literary histories had their share in speeding the process of cultural literacy of average Romanian readers and in institutionalizing literary ideas.

The Google Earth app, geography teaching and children in the literacy process

The New Information and Communication Technologies are tools that can help in everyday life, as well as offering support to contribute in the classroom with the aim of instrumentalizing the teaching of geography. This paper presents a report on a classroom experience with children aged six (6) and seven (7) in which the Google Earth application is used to demonstrate how children in the literacy phase express and use geographical knowledge in a meaningful and spontaneous way in their daily lives. However, there are criticisms of the risks of romanticizing the use of information and communication technologies. That said, the step-by-step process is described, from arriving at the school to using the app, the frustration at not being able to use it in the first lesson, and the difficulty of accessing the necessary resources. The children's speeches are transcribed, their reactions as they follow and view the images that the Google Earth application makes available, during the lesson proposed and carried out. At the end, we present some images that reveal how the children express their spatial experiences in drawings. Thus, we advocate the possibility and importance that from elementary school onwards, including in literacy classes for children aged six (6) and seven (7), it is conceivable to develop activities that contribute to the construction of ideas and knowledge pertaining to the teaching of school geography with children who are at the beginning of the literacy process of their language.

CONTINUING TRAINING AND CONSTRUCTION OF CONCEPTS ABOUT LITERACY AND LITERACY

Literacy and literacy are constant concepts in the daily life of the teacher who introduces the first contact with reading and writing into the student's life. These concepts differ in the context of the appropriation of language and writing, but one complements the other. Due to the confusing understanding of the effect of these two concepts, continuing education appears as a bridge of clarification and job training for the education professional with resources that promote both the student's performance in writing, reading and understanding. With the aim of demonstrating the main difficulties of the literacy teacher in the pedagogical process of literacy, when inserted into literacy and the importance of continued training for clarification and qualification of the same, the present work proposes to expose and discuss the proposals of some training programs , in the light of the theories of (SOARES, 2003), (FREIRE, 1989), (FALSARELLA, 2004), among others, aiming to improve the training of literacy teachers and their interaction with new literacy methodologies.