Recognition Of Literacy Research Articles

The caving in and the crawling out: creating intergenerational vernacular food literacies

ABSTRACT Competing ideologies of literacy are well documented in the literature, articulating the gap between everyday literacies in people’s lives and formalised literacy norms. Despite this recognition of literacy as ‘situated’, the gap in perceptions across generations regarding knowledge content and learning forms remains underexplored. This article attempts to bridge this gap by investigating the effects of intergenerational learning on indigenous farming communities in western India from a vernacular food literacy and agricultural perspective. Examining what social meanings are ascribed to literacy using a qualitative case study, it investigates the value attached to different knowledges across the generations. Problematising literacy, it explores what knowledge is considered valid and worth preserving for sustainable development. The author argues that intergenerational knowledge and everyday literacy practices contest the hierarchies of learning and call for an urgent reconstruction of literacy from a vernacular food perspective.

BUKU POP UP DAN IMPLEMENTASINYA SEBAGAI SARANA MEDIA PENGEMBANGAN LITERASI ANAK USIA DINI BAGI GURU PAUD DI KABUPATEN BANYUMAS

A pop up book is a book with an embossed, two-dimensional or three-dimensional image display. Pop-up books can be used as a learning medium to develop literacy in early childhood. Based on a survey of 103 ECCE teachers in Banyumas District, data related to teachers' responses to the use of pop-up books was obtained. The data showed that respondents had an understanding that literacy recognition could be conveyed to learners through pop-up books. The basis for consideration of using pop up books can be used as a learning medium, because pop up books:(1) can be used to show the ability to recognize several symbols and signs including language (35%), (2) able to communicate learning messages with more concrete thoughts/ideas (65%). Respondents stated that pop up books can be used in learning activities, because pop up books can serve to support literacy: 1) reading literacy with the introduction of letters, words, and sentences (68.9%), 2) knowing stories (2%) and numeracy literacy, knowing numbers (29.1%). Although respondents mostly understand that pop-up books can be a learning medium to improve children's literacy, not many respondents have used them in learning activities. Based on respondents' answers, only 35% claimed to have used pop up books in learning activities, the remaining 65% of respondents admitted that they had never used pop up books in learning activities. Respondents who have not used pop up books, stated that it is not easy to find pop up books in bookstores. Another respondent stated that the price of pop up books is quite expensive, and hoped that the government would provide assistance in providing pop up book packages to schools. Keywords: pop up books, learning media, literacy

MENGEMBANGKAN KEMAMPUAN MENULIS AWAL ANAK USIA DINI DENGAN MEDIA PUZZLE

Now the initial writing activities at school need to be developed and modified again to attract early childhood interest in early writing activities through media puzzle. Early writing skills have a very important role in literacy recognition. The purpose of this study is to find out and describe more deeply and comprehensively about the effect of puzzle media on the early writing ability of group B TK Agripina Surabaya. The method used in this study is a quantitative research method using the One Group Pretest - Postest design. The sample used was all students of Group B TK Agripina with a total of 20. Data were collected from the results of observations of performance tests, with instrument performance observation sheets. Data analysis techniques using the t test formula. The results showed that the calculated value t = 8.40 is greater than the value of t table (1.72913) at the 0.05 significance level and (2.53948) at the 0.01 significance level, then the null hypothesis was rejected so that the working hypothesis was accepted. This shows the Working Hypothesis proved to be very significant. Thus it can be stated that "Media Puzzle has a very significant effect on the early writing ability of Group B TK Agripina Surabaya”.

Upaya Meningkatkan Kemampuan Berbahasa dalam Pengenalan Keaksaraan Menggunakan Media Gambar pada Anak Kelompok B2 TK Negeri Pembina Kecamatan Temanggung

Efforts to Improve Language Skills in Introduction to Literacy Using Image Media in Kindergarten Children Group B2 in State Kindergarten Pembina, Temanggung District, 2017-2018 Academic Year. The basis and background of this research is the number of parents of children who want their children to be able to read and write in kindergarten. While achieving this requires an understanding of literacy as a basis for children's ability to start reading beginning. What happens in B2 class is a lot children have not memorized and understood literacy or the letters of the alphabet although in making various good strokes of ability. And the teacher still uses the old pattern so that the child tends to be passive. To be able to investigate this, the researcher takes class action, can literacy recognition be improved by using media images? students of B2 group TK Negeri Pembina, Temanggung District. This research method uses data collection techniques, interview observation, questionnaires and documentation. Technical analysis of the data used in the study is qualitative analysis. Analysis is carried out on qualitative data obtained from observations made on children and things that appear during the course of research. analysis will be used as a basis for the preparation of action plans at a later stage. The results of this study indicate that learning using picture media can improve children's ability in literacy recognition and even improve children's ability to read a few words. Children's creativity, children's shame, children's attention becomes focused, and the learning atmosphere is more interesting and enjoyable. This can be proven from the initial conditions of the ability to recognize literacy which increased 59% to 85%. Out of 24 children, 18 children were able to succeed according to the assessment criteria, 4 children still needed rocks and 2 children still needed intensive guidance.

Literacy and technology studies: Past, present, future

In this presentation, I examine what we have learned from research about the complex connections between literacy, technology and learning. The beginnings of research in this area coincided with the introduction of PCs into educational settings in the late 1970s. For the first decade, researchers asked the kinds of questions best explored using quantitative methods. They set out to determine whether the use of computers enhanced writing. The findings, however, were equivocal. By contrast, sociocultural understandings of literacy, which became more widely accepted in the mid-80s, provoked a different research orientation and different kinds of questions. The Digital Rhetorics project (Lankshear et al 1997) is an example of research informed by the recognition of literacy as social practice. Further, it exemplifies the shift towards qualitative research approaches in the field of literacy and technology studies. To provide a context for the concurrent sessions and panel discussion that follow mine, I include an overview of the Digital Rhetorics project, giving particular attention to its sociocultural perspective and qualitative methodology. Finally, I consider future directions for research and practice in this area. We have reached what could be called a maturing of the field of literacy and technology studies. The research agenda is fertile with possibilities. The challenge is to undertake studies that will continue to inform effective practice, mediated by new communication and information technologies, at all levels of education. Bio-details: Dr Ilana Snyder is a Senior Lecturer in the Faculty of Education, Monash University. Her teaching and research focuses on the new literacies and changes to pedagogical practices associated with the use of digital media and telecommunication technologies. Two books, Hypertext: the electronic labyrinth, (Melbourne University Press 1996) and Page to screen: Taking literacy into the electronic era (Allen & Unwin 1997), explore these changes. She was one of the team of nine investigators in the DEETYA-funded literacy and technology research project, Digital Rhetorics (Lankshear et al 1997). With Colin Lankshear and Bill Green, she has co-authored Teachers and Technoliteracy: Managing literacy, technology and learning in schools, which draws on the final report. It will be published by Allen and Unwin in March 2000.

Medieval Literacy outside the Academy: Popular Practice and Individual Technique

Perhaps the most intellectually stimulating result of the literacy crisis has been our recognition of literacy as a continuum of expertise, practices, and beliefs. We know that literacies range from oral and orthographic practices involving print and electronic texts to isolated and social behaviors encompassing the informational sphere of home, society, or school. Academic literates have come to recognize the wide range of literacies in play today and to realize that many literacies are outside our own literate experience-or rather, we have come to realize that we are outside observers to those literacies that we have not experienced. Although we are indelibly inscribed with our own literate practices and deeply entrenched in our academic culture, we can still recognize the continuum of literacies. However, we have difficulty fully understanding and valuing those literacies that function outside the academy. No matter how wide-ranging our twentieth-century views of literacy might be, whether we refer to Shirley Brice Heath's studies in the American Piedmonts, Sylvia Scribner and Michael Cole's Vai project, E. D. Hirsch's cultural literacy, or Walter Ong's and Eric Havelock's theories of orality and literacy, we continue to privilege the written word. Even our respectful explorations and discussions of Vai and Piedmont literacies are implicitly situated in comparison with schooled literacy. Our concepts of literacy are inevitably colored by our own dependence on the physical artifact (on handwriting, on hard copy) and on our deep-seated insistence that reading and writing are inseparable language arts. Thus, the text-dependency-reading books, writing books, and reading and writing about those books-in our own documentary culture and noetic world makes very difficult an accurate conception of alternative literacy practices, be they current or distant in time. But medieval popular literacy can provide a crucial link for understanding those alternatives; medieval practices prefigure and explain some of our own literacy practices, especially those outside the academy.