Literacy Learning Research Articles

THE EFFECT OF NUMERICAL LITERACY LEARNING MODEL ON THE FIFTH-GRADE STUDENTS’ MATHEMATICS LEARNING OUTCOMES AT SD NEGERI 156320 SIMPANG TIGA 2

This paper describes the effect of applying the numerical literacy learning model on students’ mathematics learning outcomes in the material of collecting and presenting data in class V at SD Negeri 156320 Simpang Tiga 2 in the academic year 2022/2023. The research uses a quantitative research method. The research population is 30 fifth-grade students of SD Negeri 156320 Simpang Tiga 2, which consist of 16 male and 14 female students. The sampling technique uses a purposive sample, which distributes in class V with the number of 30 students. The research results indicate that students’ learning outcomes using the numerical literacy model are considered in the good category with an average score of 77.96 and a correlation test result of 0.983, which means rcount (0.983) ≥ rtable (0.361), hence Ha is accepted. Thus, there is a very strong influence between the use of the numerical literacy learning model on students’ mathematics learning outcomes in the material of collecting and presenting data in class V at SD Negeri 156320 Simpang Tiga 2. It can be seen from the results of the T-test research where tcount 28.266 ≥ ttable 1.697 so that it can be stated that Ha is accepted. It shows that there is a significant positive effect from the use of the numerical literacy learning model on students' mathematics learning outcomes in the material of collecting and presenting data in class V at SD Negeri 156320 Simpang Tiga 2 in the academic year 2022/2023.

Shared Reading With Learners Who Are Deafblind: Instructional Materials and Learning Environments

Introduction: Shared reading has shown the ability to enrich language development in children (Dowdall et al., 2020) and academic skills into adulthood (Mol & Bus, 2011). However, due to the complexities of deafblindness and its effect on communication, some individuals may not be able to participate in traditional shared reading. Although there is very limited research on literacy for learners who are deafblind (Bruce et al., 2016), with appropriate materials and supports within the immediate environment, shared reading has the potential to be a vehicle to support literacy and communication development for learners who are deafblind. Methods: A mixed methods online survey ( n = 60) and follow-up interviews ( n = 10) helped to explore how parents, teachers, and interveners curated materials and structured the learning environment for shared reading. Descriptive statistics and inductive analysis were applied to analyze quantitative and qualitative information. Results: Information on how materials (e.g., type, selection, and adaptations) and the learning environment (e.g., location of the activity, learner positioning, and instructional supports) were utilized to support learners who are deafblind during shared reading is presented. Considerations for materials selection and development included access needs (vision, hearing, tactile), communication abilities, interests, and previous experiences. The learning environment was often intentionally selected or designed with considerations for lighting, noise, and distractions. Discussion: Materials were individualized and personalized, with supplementary items added to support communication and comprehension of the text. Learning environments were literacy-rich and accessible to the learner. Future intervention research is needed on shared reading for learners who are deafblind. Conclusion: Because of the nature of deafblindness, careful planning and implementation are needed when designing materials and learning environments for engaging learners in literacy. Future intervention research is needed to demonstrate the effective implementation of individualized and personalized literacy materials and identify environmental considerations for learners who are deafblind.

The Problem of Non-Comprehension in Literacy Classrooms: An Exploration in Indian Context

The role of literacy is very significant in any person’s life and so is for the development of any nation. It is assumed that learning literacy would bring positive changes in person’s life. The literacy reports and documents inform a very grim picture of literacy in India. Children in primary schools are not able to read with comprehension and write meaningfully. Despite spending huge amount of money we still lag way behind to attain literacy. Reading and writing abilities of students are confined to gaining mastery over decoding skills and copying the text in the notebook. Study reports inform that such pedagogy pushes children to drop out from schools even without completing the primary schooling. The situation compels us to question the issue of development in such scenario. There is also an urgent need to challenge the existing definition and pedagogy of literacy. The present paper explores the definition of literacy from socio-cultural and critical literacy framework. The following section will critically discuss the pedagogy of literacy in classrooms and the final section will discuss about an alternative pedagogy for literacy teaching.

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

During the COVID-19 pandemic, researchers faced challenges conducting data collection. However, emerging communication technologies, such as web-conferencing platforms, provided an alternative mode of data collection. Among these platforms, Zoom stands out for its functional affordances and unique features that support data collection methods, including screen-capturing, digital photography, drawing, polling, and artifact-based interviews, which attempt to reveal a child's viewpoint and ability. In this article, we explore the feasibility of using Zoom to conduct educational research by investigating the mathematical learning experience among 26 primary 1 and 2 students in Hong Kong on two topics—understanding time and addition and subtraction. Five mathematics teachers were recruited to participate in 2-month online workshops with assessments among three groups of students to understand the suitability for data collection. Based on teachers’ observations and students’ responses, our findings suggest that Zoom is a viable and effective tool for qualitative data collection. It offers a cost-effective method for researchers and educators to examine students’ mathematical performance in an online environment. We also investigate students’ perceptions of online assessment strategies, perceived usefulness of various Zoom functions, and explore the benefits and challenges teachers and students perceived throughout mathematical education using Zoom. However, several technical difficulties were encountered, such as the digital literacy gap and privacy concerns. Therefore, improving students’ digital literacy for remote learning and triangulation is important for online mathematical data collection and assessments.

Strengthening the Literacy and Numeracy of “Kampus Mengajar 4” Program in the Education Unit Medan Belawan State Elementary School

Kampus Mengajar is one of the Ministry of Research, Technology, and Higher Education programs (Merdeka Belajar Kampus Merdeka), which provides a platform for students to be independent in determining their future by learning outside the classroom. On this platform, students become teacher partners in the learning process in the fifth-grade class. The students accomplished the program activities at school for 108 working days or five months, starting from August to December 2022. One of the learning programs is to improve Literacy and numeracy learning at the basic education level. Methods of strengthening literacy learning are selecting particular reading texts for the elementary level, basic literacy concepts, good practice of literacy strategies, and the School Literacy Movement. The method of implementing reinforcement for numeracy is to provide good practice of numeracy strategies through games and media to improve students' numeracy. The learning outcomes were based on the result scoring test of the Minimum Class Competency Assessment students at the 5th grade elementary in the target school.

Evaluasi Program Pembelajaran Literasi Multibahasa di Sekolah Dasar

This research aims to evaluate the multilingual literacy learning program at SDN Ciborelang I. The research method used is a qualitative approach with phenomenological research design. Data were collected through interviews, classroom observations, and document analysis. The results of data analysis showed a significant improvement in students' multilingual literacy skills after participating in the program. These findings support previous research findings on the effectiveness of multilingual learning programs in improving students' language skills. Practical implications include the importance of developing inclusive curricula, providing ongoing teacher training, and involving parents and communities in supporting multilingual learning programs. Recommendations for future research include the development of new learning methods and deeper program evaluations. By implementing these steps, it is hoped that multilingual literacy learning programs can become more effective in preparing students to meet the demands of globalization and become competent citizens in various languages. This abstract provides a brief overview of the research and its findings, as well as presenting implications and recommendations for the development of multilingual learning programs in the future.

A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Protocol.

Physical literacy is crucial for children's appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children's physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8-10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8-10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.

Research on early literacy in Reggio and Montessori classrooms: A scoping review

This article presents the findings of a scoping review of 26 empirical studies that examined early literacy in Reggio Emilia and Montessori classrooms. A five-stage framework for conducting scoping reviews was used and led to the review of the selected studies. In addition, a thematic content analysis was conducted resulting in four main themes associated with the studies: 1. avenues for literacy learning, 2. home-school connection, 3. early literacy advantages, and 4. enriched literacy environments. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the research that has been conducted on early literacy in Reggio and Montessori environments. In addition, patterns across the two contexts are discussed and suggestions about future research are offered.

Understanding visual literacy on teachers and students between Indonesia and Malaysia

Visual literacy is a very important skill in the 21st century. Visual literacy skill is part of the learning process for producing quality works of art. Building visual literacy competencies can provide long-term benefits in critical thinking skills. This study explored the ability to understand visual literacy in teachers and students in Indonesia and Malaysia. This study used qualitative research, and the respondents were lecturers and students of Universitas Negeri Semarang, Indonesia and Mara Technology University, Malaysia. The results indicated that Malaysian and Indonesian respondents did not know much about the images presented. The results of this study indicated that there were different perspectives on viewing and understanding visual literacy for teaching staff and students in Indonesia and Malaysia. The perspective of Indonesian respondents was more specific while explaining the answers to questions, whereas Malaysians tend to be less specific and general. The results also showed that each answer of each Indonesian respondent tends to be different from one another, while Malaysia tends to agree with other respondents. Dealing with the research is expected to make visual literacy learning methods suitable for education in Indonesia and Malaysia

The Influence of Digital Literacy in Online Learning on Student Learning Outcomes


 
 
 
 
 The purpose of the study was to describe the effect of digital literacy in online learning on student learning outcomes and identify the constraints of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. The research is an ex post facto research with a quantitative approach. Data were collected through questionnaires and learning outcomes test documents on 37 students at SDN Klurak Kec.Candi Kab.Sidoarjo. Data were analyzed using descriptive analysis and simple linear regression analysis.
 The results of the first study showed that the calculated t value was 0.625 < t table 2.030, so there was no effect of digital literacy in online learning on student learning outcomes at SDN Klurak Kec.Candi Kab.Sidoarjo. This is because students' understanding of digital media and the internet in online learning is very limited and does not lead to the use of digital media and the internet to find information.
 The second research result on digital literacy constraints in online learning on learning outcomes, including motivation/attitude and physical access. Motivation/attitude, including 4 students not having friends, 6 students not understanding the material, and 3 students having time problems, boredom, and sleepiness. Physical access, 5 students did not have a digital device, 5 students did not have a quota, and 3 students had problems with the signal..
 
 
 

Pengaruh Pembelajaran Literasi Dengan Aplikasi Quizizz Terhadap Kemampuan Literasi Siswa di MI Miftahul Ulum Pandanarum

Learning literacy with the quizizz application is considered fun and engaging for students at Islamic elementary school Miftahul Ulum Pandanarum, where the application can motivate students, and align with the opinion of the grade V teacher that the literacy learning implemented feels interesting and not boring. Therefore, one of the task of teachers is to improve student’s literacy skills, which can be done by using the quizizz application. This application enables the enhancement of student’s literacy skills.
 The main objective of this research is to investigate the impact of literacy learning with the quizizz application on student’s literacy skills. Non equivalent control group design with a quantitative approach is used in this study, involving a population of 25 participants. The data sampling technique used in this research is a written test (questionnaire). Based on the data analysis conducted, the average score before implementing the literacy learning treatment with quizizz application was 42,52. Meanwhile, after the literacy learning treatment using quizizz application, the score obtained was 76,20. Therefore, it can be concluded that literacy learning with quizizz application has an effect on student’s literacy ability.

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

The concept of identity has been used to interrogate a wide range of topics about children’s learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study.

Review and Scholarly Syntheses as Anti-Racist Action

At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy. The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.

Capturing the protective value of culture: The ‘Deadly Gaming’ pilot

ABSTRACT This paper details the ‘Deadly Gaming’ pilot (DG). DG centred research has been designed to exploit the protective value of Indigenous culture, to nurture translational literacies (e.g., cultural capital, academic confidence, teamwork, problem solving, critical thinking, and 21st century skills) necessary for academic success in an urban Australian school. Underpinning this pilot was the research question, ‘how does the use of curriculum aligned digital gaming impact on Indigenous engagement and performance in a non-conventional school-based learning space’? DG operated across three phases:(1) development of a culturally responsive digital gaming curriculum, (2) implementation of this curriculum across a mixed age (e.g., P-Year 6) Indigenous only cohort, and (3) evaluation of the efficacy of digital gaming as a culturally responsive learning tool. In phase three, the research team aligned case study methodology with aspects of action research and in-class portfolio assessment to appraise student and teacher attitudes across the implementation phase. The evaluation revealed the significance of culturally responsive digital gaming as a motivation and engagement tool for learners across our cohort. Our findings highlight the broader role 21st century technologies (i.e., digital gaming), and culturally responsive pedagogy can play in addressing the embedded sociocultural challenges that Indigenous learners continue to face in school. Future educational design might explore methods to integrate digital gaming as a tool to build translational literacies for learners who struggle in mainstream learning contexts.

Potentials of Blended Learning in Changing the Delivery of Literacy Education and Skills Acquisition in Nigeria in the Digital Age

The potential for blended learning to change how literacy instruction and skill acquisition are delivered in Nigeria in the digital age, as well as its many advantages, are covered in the paper. Learning has become more appealing and efficient thanks to blended learning’s flexibility and interactive features. Additionally, it has helped students access education and helped faculty members get ready for the digital age of employment. In essence, it improves teaching and learning opportunities, student academic accomplishment, and access to education for all. In order to strengthen our literacy education delivery in Nigeria in light of the Covid-19 pandemic’s resurgence, blended learning must be included into the delivery of literacy education and the acquisition of skills. The concept of blended learning, a conceptual view of literacy in literature, a new construct of literacy and its recognition of its core values, a concept of skill acquisition, a theory of blended learning, roles of information and communication technology in blended learning effectiveness in the digital age, the challenges in integrating blended learning into Nigerian literacy education, and the conclusion are all explored in this paper. The report ends with suggestions for tactically implementing blended learning in Nigerian literacy and skill development.

KICK-START LITERACY FOR ALL. COMPARATIVE RESULTS FROM ROMANIAN PREPARATORY GRADE CLASSROOMS

Research shows that reading performance in the early grades is a strong predictor of reading ability throughout the school years, and is therefore likely to impact children’s academic and career trajectories, with those of children coming from disadvantaged socio-economic backgrounds being negatively impacted (Cunningham & Stanovich, 1997; Dolean et al., 2019). Using a comparative approach, the present study aimed to determine whether there were differences in literacy skills development in children from low socio-economic backgrounds who received specifically developed emergent literacy instruction (intervention group, IG) and those who did not (control group, CG). The literacy program was developed based on recent scientific evidence (Bear, 2022) emphasizing the importance of the following in emergent literacy instruction: concepts about print (1), alphabet and letter-sound knowledge (2), concept of word (3), phoneme awareness (4), and word recognition (5). The intervention took place in the 2021-2022 school year, over an 8-month period, and consisted of using emergent literacy assessments, as well as literacy learning materials developed specifically for the preparatory grades. The total sample consisted of 300 children in 25 preparatory grade classes, divided between intervention and control groups (260 and 40 students, respectively), who were all assessed on the five abovementioned emergent literacy concepts and skills, pre- and post-intervention. ANOVA analyses were conducted to test for differences between children in the two groups. Results highlight significant differences in terms of literacy development, with children in IG showing higher scores on all the five measures than children in the CG.

Application of Physics E-Learning Material Integrated Social-Scientific Issue Context to Improve Students’ Scientific Literacy Skills

Conceptual understanding and scientific literacy of science are important part for students. Through a good understanding of scientific concepts and literacy, it is easier for students to learn new material and solve the problems they face. The purpose of this research is to improve students' learning Literacy through E-teaching materials with the context of Social-Scientific Issue (SSI). The research method used is Classroom Action Research with the Kemmis and Mc Taggart action research model. The research was conducted at SMA N 3 Padang in March 2023. The research subjects were students of class X E 3 in the 2022/2023 academic year with a total of 35 students. Data collection techniques in this study were observation and tests. Data analysis techniques in quantitative and qualitative descriptive research. The results of classroom action research were carried out in 2 cycles with the stages of planning, implementing, observing and reflecting. The use of the e-learning material in the context of Social-Scientific Issue (SSI) can improve students' ability to understand concepts and scientific literacy skills on Renewable Energy material. Therefore, e-teaching material can be used by physics teachers to improve the students’ conceptual understanding and scientific literacy.

Numeracy Literacy Course Learning Evaluation for Teacher Education Students – Early Childhood Education

Literacy and numeracy are one of the government's focuses in developing human resources in Indonesia. According to several studies, Indonesia ranks lower in literacy and numeracy. In one of the efforts to improve human resources in Indonesia regarding literacy and numeracy, the government makes regulations in implementing literacy and numeracy in education. The method used is qualitative, with a program evaluation approach to obtain materials for preparing literacy and numeracy learning strategies. Participants in this study were ten students consisting of three classes at Muhammadiyah University Jakarta, who were surveyed using a questionnaire related to their knowledge and understanding of numeracy literacy. The results show that much needs to be prepared in the literacy and numeracy learning process from both the lecturer and student perspectives because there are obstacles when learning literacy and numeracy in terms of preparation, learning, and evaluation. In addition, support from relevant stakeholders is also very much needed in collaboration to create a complete understanding

PERANCANGAN VIDEO ANIMASI PEMBELAJARAN LITERASI DI SD NEGERI 101944 DELI MUDA

Animated Literacy Learning is an animation that provides learning about literacy, specifically focusing on reading materials in the form of original data messages to its users. The reading literacy material includes learning letter recognition, reading skills, and reading exercises. This research aims to develop an application that can be used to enhance students' skills, particularly in reading. Additionally, the learning process with this application is expected to be more enjoyable and can further motivate users to learn, as it incorporates images, sounds, and animations. The objective of this learning application is to train and enhance students' literacy skills, as it also includes exercises to assess the students' proficiency level in the given teaching materials. The research methodology employed in this study includes literature review, data collection, needs analysis, system design, implementation, and evaluation. The final outcome of this research is an animated literacy learning video specifically designed for students at SD Negeri 101944 Deli Muda. It is anticipated that this video will increase students' interest and literacy skills while providing an enjoyable and interactive learning experience.

Assessment management through planned intermediation in children's literacy learning

The study analyzes how two teachers establish a relationship between reading and writing rights and/or skills, assessment management through planned intermediation in learning, and the progress of children in the literacy cycle/Cours Préparatoire - CP/Cycle2 -, over the course of the year. The theoretical foundation exposes the management of teaching and assessment for teaching-learning and literacy. The methodology is qualitative and describes the organization of pedagogical work in Brazil and France; and we use content analysis. The result indicated that teaching management is based on building a professional pattern; and that the assessment management through planned intermediation happens when the teacher ponders about practice and recreates it to meet the heterogeneity of learning.