Literacy Teaching Research Articles

The place of literacy in teacher training: an analysis of pedagogy courses at public universities in brazil

The initial training of literacy teachers consists of Degree courses in Pedagogy. In this sense, this work aims to discuss the place of literacy teacher training in such courses. To this end, a documentary analysis of the curricular matrices of Pedagogy courses at Public Universities in Brazil was carried out, in face-to-face and distance learning modalities. The data collection was carried out through the Universities' websites, in the year 2022. The discursive enunciative approach to literacy was adopted as a theoretical framework. The partial results of the research point to the need to know, analyze and reflect on the proposals of Pedagogy courses in Brazil, in order to contribute to the effectiveness of literacy teacher training, as well as to the planning of public policies that favor the reduction of illiteracy in the country.

Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.

Challenges of participation in adult basic literacy: Practical implications for practitioners

In Pakistan, adult literacy programs are offered to enable learners to function effectively to attain individual, family, and social sustainability, but these programs are continuously reporting low participation. This study aimed to explore the reasons behind low participation, employing a descriptive phenomenological design to examine the challenges experienced by adult learners, literacy teachers, and administrators. Forty-five participants (30 learners, 10 teachers, and 5 administrators) were selected by using a purposive sampling technique. Data were gathered through focus group discussions and semi-structured interviews, and a thematic analysis was conducted. Numerous challenges were found, including less attractive, non-relevant literacy content, inappropriate presentation methods, lack of proper mechanisms for teachers' training, and learners' evaluation. Based on the evidence, practical implications were proposed, with a particular emphasis on adult learners and literacy teachers.

More being, different doing: Illuminating examples of culturally relevant literacy teaching

AbstractPreparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

Incorporating Decodable Books into an Early Grades Literacy Curriculum: Tensions and New Learnings from One Teacher

AbstractIn this article, one teacher shares her journey using decodable books with her culturally and linguistically diverse students, documenting new understandings and tensions that she has encountered. Four literacy teacher educators augment the teacher's story by connecting it with the current literature on literacy and decodable books. After reading this article, readers will walk away with a stronger understanding of how and when to use decodable books with beginning readers, as well as concrete ideas and resources to support incorporating decodable books into the early grades literacy curriculum.

Literasi Digital Bijak Bermedia Sosial Di Desa Kaliangkrik

Wise literacy in social media is a critical aspect in dealing with the complexity of online interactions in the digital era. A deep understanding of social media-platform use and the ability to critically evaluate information is at the core of this literacy. Individuals who have wise social media literacy can filter out inaccurate information, understand the social, cultural and political impacts of the content they consume or share. The importance of wise social media literacy also involves responding to disinformation, where individuals can effectively avoid the spread of fake or manipulative news. Ethical aspects of communication are also a focus, with this literacy teaching individuals to promote healthy dialogue and respect diversity of opinion, forming a more positive and inclusive online environment. This research aims to find out how the pattern of community service is a manifestation of the tridharma of higher education related to aspects of community service. In implementing the community service program that has been prepared previously, the method used is increasing knowledge by means of counseling or socialization with the aim of providing understanding and wise skills in digital literacy from the extension team. Apart from that, wise social media literacy also considers online security and privacy risks. Users need to be able to manage and protect their personal information, avoid threats such as fraud, and carefully guard their digital identity. This is not only an individual skill, but also a contribution to the sustainability and security of the global digital environment. By mastering social media literacy, individuals can better navigate the complexities of social media, participate positively, and make informed and wise decisions in using these platforms. Overall, smart social media literacy is an important foundation for forming individuals who are able to interact wisely in an ever-growing digital world. By combining an understanding of content, communication skills, and awareness of security risks, wise social media literacy helps shape an intelligent, ethical, and empowered online society.

The student voice on integrative teaching and learning of academic literacy at a South African university of technology

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

Reading the Violences of School Through a New Lens: A Literacy Teacher’s Changing Perspective in a US High School

ABSTRACT This analysis explores a literacy teacher’s changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant’s new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of structural violence. New understandings suggest that in order for schools to be nonviolent spaces, structural violences need to be considered alongside more overtly visible forms of violence. There are also implications for teacher learning. When professional development supports transformational change, it can be both inspirational and unnerving, and might shift participants’ perspectives and unsettle their ways of relating to established practices and familiar contexts.

Research on the Cultivation Path of Digital Literacy of PE Teachers under the Background of Education Digital Transformation

With the continuous advancement of digital transformation, digital technology has penetrated into various fields of the education system. Digital literacy, as a key force to adapt to this transformation, is gradually attracting the attention of educators. This article uses literature review and logical analysis methods to study the path of cultivating digital literacy of physical education teachers in the context of educational digital transformation. Based on the theoretical framework of digital literacy for teachers both domestically and internationally, the digital literacy of physical education teachers is summarized into four dimensions: Digital awareness, Digital teaching, Digital communication and collaboration, and Digital evaluation. This paper explores the connotation and value of digital literacy for physical education teachers in the context of educational digital transformation, and proposes to create a digital technology environment for teaching and cultivate digital awareness for physical education teachers; Optimize the digital literacy training mechanism and enhance the digital application ability of physical education teachers; building a digital communication platform for physical education teachers to facilitate digital communication and collaboration; building a digital literacy evaluation system and cultivating a path for precise digital evaluation.

E-health literacy level of university teachers attending first level health centers in South Lima

E-health literacy is very important nowadays, since it allows the population to have access to care, but many people do not know about it or do not know how to use it, which is why the objective of the research is to determine the level of e-health literacy of university teachers who attend health centers at the first level of care in southern Lima. This is a quantitative, descriptive, cross-sectional and non-experimental study, with a population of 400 university teachers, who answered a questionnaire on socio-demographic aspects and the e-health scale. In the results, 18.3% (n=73) of the university teachers have a high level of e-health literacy, 31.5% (n=126) medium level, 21.5% (n=86) basic level and 28.8% (n=115) elementary level. In conclusion, it is necessary to provide programs on e-health education, as this implementation would make it more feasible for health workers to carry out safe online practices also for the population.

Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory

Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory

Pemanfaatan Canva For Education dalam Membangun Literasi Digital di Era Kurikulum Merdeka: Sebuah Analisis Studi Pustaka

This research focuses on the use of 'Canva for Education' in enhancing digital literacy in the era of the Kurikulum Merdeka (Independent Curriculum). Facing challenges in access and utilization of technology in education, this study aims to analyze the extent to which Canva can enhance the engagement and digital literacy of students and teachers. The method employed is qualitative analysis, through in-depth examination of academic literature and relevant case studies. This research emphasizes the secondary data analysis from academic and practical sources to evaluate the effectiveness of Canva. The research findings indicate that the use of 'Canva for Education' has a significant impact on improving digital literacy. Key findings show that Canva spurs active student participation in the learning process and trains essential digital skills for both students and teachers. Case studies at SMA Negeri 1 Bandung and literature analysis confirm that Canva, as an interactive digital tool, assists in enriching teaching methods, making them more engaging and effective. The conclusion of this research highlights the importance of integrating creative technology in education, which not only enhances engagement and digital literacy but also supports the development of innovative and adaptive pedagogical approaches. This research contributes to the development of educational theories that emphasize the importance of technology-based learning in modern education.

Challenges and Countermeasures for Improving Digital Literacy of English Teachers in Ethnic Colleges of West China

In the current context of information society, the digital literacy of college English teachers has become an important issue in educational reform and development. In ethnic colleges of west China, due to geographical, cultural, and resource limitations, the digital literacy level of college English teachers is generally low, which has caused certain difficulties in improving teaching quality and cultivating students' comprehensive qualities. Therefore, how to improve the digital literacy of English teachers in ethnic colleges of west China has become an urgent problem to be solved. This article takes English teachers in ethnic colleges of west China as the research object. Through a survey and analysis of their digital literacy status, it is found that the main problems include inadequate digital technology application ability, insufficient development and utilization of digital teaching resources, and lagging updates on digital teaching concepts and methods. In response to these issues, this article proposes some effective improvement paths to strengthen teachers’ digital technology training to improve their practical ability, to optimize the allocation of digital teaching resources and fully utilize existing resources, and to guide teachers to improve their teaching philosophy and explore innovative teaching methods.

On Epistemology in Researching the Teaching and Learning of Literacy, Literature, and the Language Arts

Yonas Mesfun Asfaha is an associate professor at Asmara College of Education in Eritrea, and recently he accepted the role of acting dean of the College of Education. He is a well-known literacy scholar specializing in African literacies as well as multilingual language policy as it relates to education. Lydiah Kiramba is an associate professor at the University of Nebraska and is originally from Kenya. Her areas of expertise include multilingual and ESL education, language and literacy teaching and assessment, and bi/multiliteracy development. Lydiah Kiramba talked with Yonas Asfaha via Zoom during the spring/summer months of 2023 about epistemologies and ontologies that have significantly influenced his work.

Facing the validity gap. Perspectives on the final degree project

ABSTRACT This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.

Professional Needs of Literacy Teachers for Pedagogical Training

The study is entitled, “Professional Needs of Literacy Teachers for Pedagogical Training”. The objectives of the study were to explore the current practices of literacy teachers for pedagogical training; to analyze certain measures for the professional development of literacy teachers; and to identify the Professional Needs of literacy teachers for pedagogical training. The study was survey and descriptive in nature. The quantitative as well as qualitative (QUAN-qual) technique was adopted. The explanatory sequential technique was adopted for the proposed study. The questionnaire was designed to collect the data from the respondents. The validity of the questionnaire ensured through expert opinion and the reliability of research tools were calculated through Cronbach’s Alpha. According to the Findings of the study, 72.2% agreed that teachers used to know ethical responsibilities towards pupils. 73.4% agreed that teachers used to clear concepts of the topic during teaching. 77.3% agreed that teachers used to assess students’ learning. 78.6% agreed that teachers used to organize the classroom to facilitate the instruction for all students. The study recommended that the proper professional training must be initiated for the literacy teachers.

ADVANCING ESSAY WRITING WITH DIGLIT: APPLICATION AND EFFECTIVENESS OF A DIGITAL LITERACY TEACHING TOOL

Writing an essay is still a challenge for students even for those at the university level. There are many difficulties they find when they try to write it. First, especially in non-English speaking countries, students lack vocabulary, they do not have ideas to write, they are still confused about the mechanics, and they find it difficult to organize the writing. Since the problems are complex, giving only the theories of writing to the students is not adequate. Teachers have to ‘arm’ the students with tools. There are many tools available today on the internet, yet not many students are able to use them correctly. They need guidance to use them in the correct way. This research aims at developing a digital teaching tool to assist students in writing an essay. The research is done by doing need analysis, designing the digital tool, and finally testing the designed teaching tool. The digital teaching tool is named as Diglit which stands for Digital Literacy. It is named so since the tool guides the students to use their literacy skills for constructing a better essay. The research employed ASSURE design to develop the teaching tool. At the end of the process, the tool is tested for its effectiveness using quasi experimental research and it is found out that there is an effect of the use of Diglit on the students’ writing skill. Hence, the result shows that the digital tool created from the research is able to help the students construct an essay.

Primary Teachers’ Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)

Reading instruction in primary schools has been at the center of attention for decades. Teachers are expected to be qualified and capable literacy teachers in order to produce proficient readers who are able to identify letters, understand the relationship between letters and sounds, decode the words on the page with automaticity and fluently read the text while simultaneously comprehending. In order for students to be successful, proficient and confident readers, teachers must understand the science of teaching beginning reading. The science of reading (SoR) is a collection of objective and reliable evidence about how humans learn to read, and ultimately, includes evidence-based instructional approaches that provide learning opportunities for all readers. The purpose of this research was to explore primary grade US teachers’ perceptions, attitudes, and knowledge regarding early literacy skills incorporating the Science of Reading (SoR). The researchers employed a QUAN descriptive design and analyzed the data using SPSS. A sample of 126 kindergarten through second grade teachers’ teaching self-efficacy and early literacy knowledge were analyzed with descriptive statistics and revealed that the majority of participants believed in their ability to teach reading effectively, yet possessed low early literacy knowledge (M=60%) but had average self-efficacy beliefs. Of significance, respondents may believe they can teach reading effectively yet do not have the knowledge to do so.

The Effect of Using a Problem Based Learning Strategy on the Acquisition of Financial concepts and Motivation to Learn the Financial Culture Suject among the Tenth-Basic Grade Female Students in Jordan

This study aimed at investigate the effect of using a problem-based learning strategy on acquiring financial concepts and enhancing motivation to learn financial literacy among tenth grade students in Jordan. To achieve the purposes of the study, a purposeful sample of (60) basic eight grade students were selected and distributed randomly on the study groups: the experimental group and the control group (30, 30( respectively. The experimental group was taught using the problem- solving based strategy while the control group was using the conventional methed, the results showed that there were statistically significant differences on the acquisition of financial concepts, and motivation to learn Inclinations among students in favor of experimental group. In light of the results, the study recommended to use the problem-based learning strategy by financial literacy teachers in the classroom.

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.