Literacy Support Research Articles

Developing and Validating the Health Literacy Scale for Migrant Workers: Instrument Development and Validation Study.

Research concerning health literacy among migrant workers in South Korea has been limited, especially given the lack of validated instruments and the lack of focus on the cultural diversity of migrant workers. This study aimed to develop and validate a health literacy scale for unskilled migrant workers (HLS-MW) in South Korea. We first generated a pool of potential items based on a literature review and in-depth interviews with 23 migrant workers. Subsequently, we reviewed empirical referents from the first step to select relevant medical terminologies and passages, ultimately choosing 709 words. The study team initially generated 35 items with 709 health-related terms through empirical referent reviews. After content validity testing by an expert panel, 28 items comprising 89 terms on the 2 subscales of prose and documents were selected for psychometric testing. Overall, 402 unskilled migrant workers in South Korea completed a web-based survey between August and September 2021, with 334 responses included in the final analysis. We used multiple analytic approaches, including exploratory factor analysis, Rasch analysis (item response theory), and descriptive analysis, to examine the new scale's validity and reliability. The final sample primarily included young male workers from South Asian countries. The HLS-MW yielded 2 factors: prose and documents. The item difficulty scores ranged from -1.36 to 2.56. The scale was reduced to 13 items (10 prose and 3 document items), with the final version exhibiting good internal reliability (Kuder-Richardson index=0.88; intraclass correlation coefficient=0.94, 95% CI 0.93-0.95) and test-retest reliability (r=0.74, 95% CI 0.57-0.92). HLS-MW scores differed significantly by Korean language proficiency (F2,331=3.54, P=.004). The HLS-MW is a reliable and valid measure to assess health literacy among migrant workers in South Korea. Further studies are needed to test the psychometric properties of the HLS-MW in diverse migrant groups in South Korea while also establishing cutoffs to help identify those in need of health literacy support.

Health literacy profiles in kidney transplanted patients: A cluster analysis.

Health literacy is important in chronic conditions, such as kidney transplantation. Understanding patients' health literacy profiles can assist tailoring follow-up and educational programmes to the health literacy needs of vulnerable kidney transplant recipients. This approach enabled us to cluster patients according to their profiles of challenges and strengths in different health literacy domains. This study aimed to identify different health literacy profiles within kidney transplant recipients and what characterized the different profiles. Cross-sectional study. One hundred ninety-five kidney transplanted recipients were included. We used the self-reported Health Literacy Questionnaire and analyzed using Ward's method (hierarchical cluster approach). We also collected background characteristics and clinical variables, including psychological distress (Hopkins Symptoms Checklist) and perceived health status (visual analogue scale, EuroQol-5D). The analysis revealed four clusters with substantial differences in health literacy profiles. One cluster's patients had the most challenges in all health literacy domains constituting 24% of the sample. Compared to the other three clusters, this cluster was associated with shorter duration of kidney disease, higher number of patients in dialysis before transplantation, higher percentage of male patients, lower number of kidneys from living donors, higher number of patients not working and higher representation of psychological distress. All four clusters reported the most challenges in the same domain: the ability to critically appraise health information. In kidney transplant recipients, profiling clusters with the Health Literacy Questionnaire and Ward's method aids in identifying health literacy needs in vulnerable groups, enabling transplant professionals to offer tailored health literacy support.

Spaces, Pedagogies and Technologies

23 Things International (23T) is a 14-week, online, self-directed course for doctoral researchers, supervisors and early career researchers. It provides the basis of engagement with 23T to promote building academic and research networks, increase familiarity with resources underpinning research, and establish professional profiles. The programme, first launched in 2020 as a collaboration between UK and NZ universities, initially attracted 250 participants. In 2021 the collaboration grew, and it attracted 400. The following years, 2022 and 2023, the number of collaborating institutions grew again, reaching about 550 participants. This year there were more than 1000 participants. Adopting a socio-technical framework (Bostrom & Heinen, 1977), this paper draws on end-of-programme evaluation data from participants in 23T, delving into perspectives on whether and how they connected with peers during this course. Within a broadly interpretive approach (Erickson, 2012), the analysis involved the refinement of major and common ideas (Mayring, 2000) held by participants. Two themes emerged from the 2020 to 2023 end-of-programme evaluation: opportunities to network with the diversity of peers need to be better engineered in; and explicit pedagogical guidance is required to develop deeper partnerships among participants. Apart from grouping participants into pods based on research interests, the course includes mechanisms of support, including an engagement mentor and live networking events. However, the networking and partnership opportunities were still viewed as insufficient by participants, and the number of participants attending live events was low (average of 5 per session). One of the participants commented, “Given the lack of engagement I found within my pod, I would have preferred a much bigger facilitated session for discussions and sharing of ideas”. While it is argued that intentionally designed spaces, pedagogies and technologies can lead to enhanced learning and teaching experiences (Dron, 2023), many 23T participants did not agree. Not only was engagement in the created spaces lower than hoped, it seemed that the digital learning and teaching pedagogies (e.g., the creation of communities of practice via pods) were not as effective as intended either. The design of the spaces has been revised over the last 4 years, yet outcomes appear to be similar. The adoption of ‘proven’ pedagogies found in the literature was also in vain. The integration of digital technologies into networking and partnership opportunities seems limited. Given that the participants of 23T are in their highest qualification status, we face a conundrum about why the spaces, pedagogies and technologies within the programme appear to be not interconnected when it comes to networking and partnership opportunities as we enter the so-called “post digital learning spaces of higher education” (Lamb, et. al., 2022). We now think that building digital literacy prior to the commencement of the programme and providing explicit digital literacy support during the programme might be a key to addressing this conundrum. It is hoped that this development will increase future participants’ understanding of the networking opportunities built into the course and stimulate them to engage actively and with purpose.

Telehealth utilization among patients with chronic disease: Insights from the 2022 Health Information National Trends Survey.

Telehealth has been effectively used for managing chronic disease conditions; however, utilization patterns vary across populations. This study aims to examine the prevalence of telehealth utilization, the associated factors of telehealth modality (e.g., audio, video) among patients with chronic diseases, and the role of health literacy. Participants with at least one diagnosed chronic disease from the 2022 Health Information National Trends Survey (HINTS 6) data (n=3686) were analyzed. Differences in participant characteristics between telehealth users and non-users were compared using χ² statistics. Multinomial logistic regression models were employed to investigate factors associated with telehealth modality. About 52% of participants reported using telehealth in the past 12 months, with 34.7% using audio-only modality. Telehealth use was highest among participants with depression (61.6%) and lowest among those with high blood pressure (47.6%). Participants over 75 years old (OR, 3.11 [95% CI, 1.99-4.85]; P < 0.001) were more likely to use audio-only modality compared to the youngest group (18-34 years). Respondents with a higher educational level (bachelor's degree: OR, 0.77 [95% CI, 0.59-1.00], P = 0.049; post-baccalaureate degree: OR, 0.60 [95% CI, 0.43-0.82]; P < 0.001) and higher health literacy (OR, 0.81 [95% CI, 0.66-0.99]; P =0.04) were more likely to use audio-video modality compared to their counterparts. Telehealth use varied across demographics and chronic diseases, revealing significant disparities. Elderly individuals, those with lower socioeconomic status, and those with lower health literacy tended to use the audio-only modality. Providing support for digital platforms and health literacy can empower patients with chronic diseases to effectively use telehealth for self-management.

Transforming Higher Education: The Power of Educational Breakouts

Introduction: This research investigates the design process of educational breakouts within higher education, focusing on the perspectives of a teacher training program at a Spanish University. Methodology: Utilizing a qualitative approach, data were collected through a comprehensive survey to evaluate the perception concerning the design of these educational breakouts. The study identifies key strengths, such as enhanced engagement and creativity, while also highlighting challenges like technical difficulties and content complexity. It also explores the opportunities these methods present for fostering innovative teaching practices and skill development, alongside potential threats including technical issues, student engagement variability, and time constraints. Results: Findings suggest that while designing educational breakouts can significantly boost motivation and active learning, their effectiveness is contingent on proper training and resource allocation. Discussions: The discussion provides insights into improving teacher training programs through gamification, emphasizing the need for support in digital literacy and collaborative practices. Conclusions: Recommendations for future research include refining breakout designs to overcome identified challenges and optimizing their educational impact.

Women's Empowerment through Islamic Microfinancing Initiatives for Microenterprises

Women's empowerment has increasingly been recognized as a critical component of sustainable economic development. Islamic microfinancing initiatives have emerged as a promising mechanism to support women's financial activities, particularly in Muslim-majority communities. Islamic microfinance is differentiated from conventional microfinance by emphasizing risk-sharing and commitment to social justice. This study explores the pivotal role of Islamic microfinancing initiatives in empowering women. The study adopts a conceptual framework that integrates various dimensions of empowerment such as economic, social, and psychological. By analyzing key factors such as loan amount, loan tenure, financial literacy support, support networks, age and sector of microenterprise, entrepreneurial experience, education level, and household income, this study aims to assess the impact of these initiatives on women's empowerment. Moreover, it is anticipated to offer valuable perspectives on the efficacy of Islamic microfinancing as a means to empower women. Furthermore, the findings are expected to guide policymakers and practitioners in designing and implementing more effective microfinancing programs that address the specific needs of women, thereby contributing to broader socio-economic progress.

Communication, Socialization, and Literacy for Adults With Developmental Disabilities: An Interview Study of Parents' Perspectives and Experiences.

The study highlights the significance of continuous support and services in communication, socialization, and literacy skills for adults with developmental disabilities (DDs). The aim of the study was to gather in-depth information on the individualized needs, lived experiences, and expectations of adults with DD by interviewing their parents. A total of 14 parents of adults with DD participated in one-on-one semistructured interviews. During the interviews, parents were asked to describe (a) their children's current communication, socialization, reading and writing skills; (b) the types of communication, socialization, and literacy support their children were receiving; and (c) the types of support that their children needed. Interviews were video- and audio-recorded, transcribed, and analyzed qualitatively using thematic analysis. Thematic analysis revealed three main themes and eight subthemes: (1) insufficient support and services for adults with DD (i.e., lack of competent professionals and lack of literacy support), (2) approaches that the parents attempted for their children with DD (i.e., parents' responsibilities, technologies, and pseudoscience), and (3) recommendations for ongoing support and services (i.e., novel technologies, social media, and motivation). The study highlights crucial gaps between the participating parents' desire for individualized, consistent, and innovative support and services for their adult children with DD and scarcity of resources in communication, socialization, and literacy. The dearth of evidence-based support and resources leads to easy access to pseudoscience. Future research is warranted to develop innovative, customized, and highly motivating programs in communication, socialization, and literacy for adults with DD. https://doi.org/10.23641/asha.27214407.

An Effective Interprofessional Collaboration to Support African Refugee Students' Oral and Written Language and Social Integration

Purpose: Two faculty members collaborated to advance educational equity by providing a summer camp experience to prevent summer learning loss for African refugee students in preschool through high school. Both faculty members educate university students in graduate programs, one for students aiming to become educators of English to Speakers of Other Languages and the other for speech-language pathology students. Method: Speech-language pathology graduate students provided supports for oral and written language within Tier 1 of a multitiered systems of support framework during camp. Interventions were provided within the context of the camp activities, rooted in the constructs of contextualized intervention, implicit learning, and feedback-free learning. The speech-language pathology students collaborated with the faculty members, camp director, community members, and the campers. Results: The speech-language pathology students learned to provide language support in natural environments, analyze writing, recognize strengths and areas for growth in multilingual learners, establish rapport with individuals from cultural and linguistic backgrounds that differ from their own, collaborate with other professionals, and build campers' confidence and self-esteem. The campers expanded their vocabulary, syntactic, and narrative production and developed teamwork, collaboration, and leadership. Conclusions: This program can be a model for others aiming to collaborate to advance educational equity. Speech-language pathologists have an important role in collaborating with colleagues from other disciplines to provide programs for language and literacy support, even when the students do not have underlying language disorder.

Staff Perspectives on the Role of Public Libraries in Facilitating College Literacy

The decision-making process for potential college students in the United States is overwhelming because of the volume of information available and the complexity of higher education systems. Prospective students must consider institutional rankings, academic programs, and financial aid opportunities in addition to completing numerous forms. For some students, there exist personal and professional advisors and resources to assist with navigating the process. Others with less social and cultural capital must figure out the system with little or no assistance while facing other barriers. Public libraries can be a resource for the college-bound community; however, research shows that public libraries are not actively engaged in supporting this user group. To provide focused, quality information services to any demographic, it is important to understand the perspectives of public-facing information workers. Through a cross-sectional online questionnaire of library staff across four states, this study sought to learn staff perspectives on the role of public libraries in serving prospective college students. The survey received 160 responses of which 100 open-ended responses pertained to the role of public libraries. Qualitative inductive analysis point to three core themes on the role of public libraries in serving this population, that of connector, provider, and supporter. A fourth theme suggests staff see the role as one for others to meet. This article provides insight into past examinations of public library support of college literacy offering an opening to further discussions on serving this overlooked user group.

Digital Literacies of Report 191 Programme Pre-entry Level Students at a Technical and Vocational Education and Training College in South Africa

Grounded on connectivism learning theory, the current study concedes that beyond the phases of the digital divide, research has shown that there is still a digital literacy gap among Report 191 programme pre-entry level technical and vocational education and training (TVET) college students that require attention. While TVET college students are expected to possess digital skills, research has indicated that on reaching TVET Colleges, many students do not possess the requisite digital literacies. Using a survey design, this quantitative study explored digital literacies amongst Report 191 programme pre-entry level students at a TVET college in South Africa. Data were analysed using the Statistical Package for the Social Sciences (SPSS, version 22). With a Cronbach Alpha value of 7.6, the instrument was considered valid and reliable. The findings suggested the prevalence of an uneven/diverse digital literacy prowess among Report 191 programme pre-entry level students. Researchers recommended a focused and differentiated programme of digital literacy support for Report 191 programme pre-entry level students at TVET colleges. This study will help all TVET lecturers and policymakers start to acknowledge how ubiquitous digital literacy skills are becoming in educational settings, not just technological ones. Keywords: Digital Literacy, Internet Access, Pre-Entry Level Students, Report 191 Programme, Technological Devices, TVET

The energy crisis differentially impacted Swiss and German citizens’ energy literacy and efficiency preferences but not their support for climate policies

The energy crisis reshaped energy politics, resulted in energy price surges, increased energy capacity, and large-scale energy-saving campaigns. While an energy demand reduction was observed in Europe, little is known about how the crisis impacted citizens’ climate-relevant judgment and decisions. Here we report a preregistered two-wave cross-national study (N = 1040) spanning the winter of 2022/2023 to investigate how support for renewable energy policies, energy literacy, and energy-efficient product choices developed as this crisis unfolded. We couple longitudinal experimental data with real-world energy price data. This natural experiment indicates that energy-efficiency preferences were impacted by the salience of the crisis and real-world price signals. Changes in energy literacy were contingent on the numerical abilities of participants, suggesting that the crisis increased knowledge gaps between different groups in society. Support for renewable energy policies, and prioritization of key policy attributes, remained stable in Germany and Switzerland despite shifts in public attention and uncertainty.

Supporting Indonesian Online Waqf as Islamic Economics Source: Waqif Behaviour Approach in Java Island

Indonesia has great potential for asset waqf and cash waqf. Technological advancements show significant growth through fintech platforms for donations, zakat, and waqf. However, the magnitude of the potential of waqf and the advancement of financial technology is not in line with its realisation; this is a fundamental problem in Indonesia. The study aims to analyse the support of online waqf, an approach to waqf behaviour in Indonesia, by examining the influence of waqf literacy, trust, and attitude on behavioural intentions and behaviour of users who pay online cash waqf with age as a moderating variable. The study used a quantitative method with a survey approach to waqif in Indonesia, totalling 242 respondents through purposive sampling domiciled on the island of Java. Data analysis uses a structural equations model with the partial least squares (SEM-PLS). The study found that waqf literacy, beliefs, and attitudes have a significant relationship and a positive influence on behavioural intentions and user behaviour. Age has a significant impact on moderating the relationship between literacy and behavioural intentions. Behavioural intentions are significantly related to online waqf user behaviour. The implications of the research are increasing the support of literacy, trust and attitude to increase the potential for the realisation of online waqf in Indonesia, especially on the island of Java. The waqif behaviour approach strengthens the literature on Muslim social contributions. Further research examines the behavioural aspects of online waqf recipients (nazir) with qualitative and quantitative method approaches.

Collaborative approaches to embedding academic literacy instruction in the curriculum: examples from UK universities

ABSTRACT The development of academic literacy is fundamental to student success in higher education. Universities offer various types of student support, ranging from generic courses to discipline-specific academic literacy instruction. The approach that has been advocated as the most inclusive and systematic is the embedding of academic literacy instruction into subject curricula. Embedding is best facilitated when English for academic purposes (EAP) specialists, with their linguistic and pedagogical expertise, work in collaboration with subject lecturers. Whilst there are several published examples of embedded academic literacy instruction led by EAP practitioners, there is still little evidence of collaborations in which subject lecturers assume some responsibility for students’ academic literacy development. Although there has been a growing trend towards collaborative and embedded activities, they remain largely invisible(Tibbetts and Chapman 2023. A guide to in-sessional English for academic purposes: Paradigms and practices. London: Routledge). This study aimed to offer detailed insights into current initiatives in UK universities and to identify factors that facilitate or constrain collaborations and institution-wide provision of embedded academic literacy support. For this purpose, we conducted open interviews with EAP leaders at fifteen universities. The findings indicate that the type of institution as well as the representation of EAP staff in departmental committees are important factors for the implementation and sustainability of collaborative and embedded academic literacy provision. Based on the findings, we propose some steps that EAP leaders can take to reduce the structural and perceptual barriers preventing the expansion of this provision across institutions.

Academic Literacy Support During The Covid-19 Pandemic: Peer Tutors’ Resilience at the Wits School of Education Writing Centre

Academic Literacy Support During The Covid-19 Pandemic: Peer Tutors’ Resilience at the Wits School of Education Writing Centre

Intensity of Social Media Use and Literacy Skills in Students: A Study in the Context of Learning, Entertainment, and Communication

This research scrutinizes the correlation between social media usage intensity and literacy skills among 397 high school and vocational students in Indonesia, focusing on learning, entertainment, and communication. Utilizing a descriptive quantitative approach, the study categorizes social media usage. It evaluates literacy skills, revealing a significant correlation between learning and communication but no impact on entertainment. The confirmed homoskedasticity of the regression model strengthens the findings. This suggests implications for educational strategies and advances our understanding of how social media affects literacy. Future studies should broaden samples, consider diverse demographics, and employ comprehensive designs for nuanced findings—tailored interventions to enhance social media usage and support literacy warrant further exploration.

What do we know about YouTube content about academic writing? A multimodal analysis

ABSTRACT The provision of academic language and literacy (ALL) support is increasingly shaped by the digital university and the commercialisation of higher education. This article undertakes a multimodal discourse analysis of YouTube content about ALL, turning critical attention to digital videos created by ALL practitioners and university students. Using an academic literacies framework and a schema of YouTube presenter and hosting styles, this article considers the discursive features that shape the digital videos’ messages, the multimodal features that shape their visual organisation, and the external factors that appear to influence their creation. While the ‘unbundled university’ refers to the disaggregation of higher education into its different components, usually by for-profit educational companies, this emerging concept may be equally relevant to publicly available YouTube content about ALL. This study’s findings raise questions about the degree to which YouTube content seeking to support students’ ALL development represents an extension of the unbundled university.

Is Oral Iron and Folate Supplementation during Pregnancy Protective against Low Birth Weight and Preterm Birth in Africa? A Systematic Review and Meta-Analysis.

Despite recent evidence demonstrating iron and folate supplementation reduces the risk of low birth weight and preterm births, synthesis of the evidence is not sufficient to understand their impacts in Africa. MEDLINE, PsycINFO, Embase, Scopus, CHINAL, Web of Science, Cochrane databases, and Google Scholar were searched for the published and grey literature. Either iron-only, folate-only, or iron-folic acid (IFA) oral supplementation during pregnancy was the primary exposure/intervention. The focus of this review was low birth weight and preterm births in the African region. Qualitative synthesis, meta-analysis, and subgroup analysis were employed. In the qualitative synthesis (n = 4), IFA supplementation showed a positive impact on reducing preterm birth. Additionally, the meta-analysis showed that IFA and iron-only supplementation reduced the odds of low birth weight by 63% (OR 0.37; 95% CI: 0.29, 0.48) and 68% (OR 0.32; 95% CI: 0.21 to 0.50), respectively. Both iron-only and IFA supplementation are effective in reducing the risk of low birth weight in Africa. There is also promising evidence suggesting a potential reduction in preterm births. Consequently, further research is needed, particularly targeting high-risk groups such as women residing in rural areas with limited support and low levels of literacy.

Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study

ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention was designed to build the capacity of schools to support social and emotional needs. Within the current research base, there is little focus on the relationship between the ELSA intervention and its wider school context. This study adopted a qualitative single-case-study design to explore the relationship between the ELSA intervention and whole-school approaches to wellbeing in one primary school, hearing the voices of the ELSA, school staff, parents, and an assistant educational psychologist. Reflexive thematic analysis generated five key themes: conceptualisations of whole-school approaches and the ELSA role; communication and connection facilitate wider understanding and wrap-around support; this is the way we do things – enacting relational values across the whole school; organisational and leadership support as the foundation for successful ELSA work; and the importance of increasing wider support to meet needs. Findings indicate the importance of shared relational values and practices, with understanding and support for the ELSA intervention across the school community. The ELSA intervention becoming an embedded component of a whole-school approach to wellbeing appears to facilitate addressing pupils’ needs in context and allows ELSAs to use their skills, knowledge, and ways of being to contribute towards whole-school practice. Implications for practice are discussed for both educational professionals and educational psychologists.

‘Even (if) I choose the right answer, that goes wrong’

While studies on second language academic discourse socialization are increasing, how less academically prepared undergraduate multilingual students, such as RBSs, negotiate literacy challenges across the curriculum is still under-researched. As part of a larger qualitative study, which explored how three Bhutanese/Nepali youths negotiated the discursive, interactional, material and perceptual challenges they faced across their undergraduate curriculum in a US university, this article focuses on assessment-related textual challenges across the curriculum in a research university. Initiated as a teacher research-based study in an undergraduate ESL writing class, this longitudinal multiple-case study followed three RBSs for five years during their undergraduate study. While all three participants persistently struggled throughout their degree in various academic literacy events, they managed to graduate within five years because of various kinds of support they received. While there was no formal support tailored to RBSs at the university, this article illustrates how some literacy sponsors were able to create informal support mechanisms for these students. It also highlights how the most common literacy support at the university – that is, teaching of essayist literacies, was inadequate for preparing RBSs well in successfully negotiating academic literacy challenges.

An Exploratory Comparative Analysis of Librarians’ Views on AI Support for Learning Experiences, Lifelong Learning, and Digital Literacy in Malaysia and Indonesia

An Exploratory Comparative Analysis of Librarians’ Views on AI Support for Learning Experiences, Lifelong Learning, and Digital Literacy in Malaysia and Indonesia