Literacy Teaching Research Articles

Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy

The main problem in student's literacy skills in the early grades has not been implemented holistically. In addition, the teacher has not used the right model in literacy learning in the early grades. The main objective of this research was to analyses the process of learning literacy in elementary school. This study used a survey method involving 48 principals and 148 elementary school teachers. Interviews were used as an instrument to describe literacy learning in early grades of elementary schools. Information obtained from the field is tabulated and presented. This research showed that the procedures or models and learning media used by teachers are different. Teachers have made efforts to increase children's motivation in exploring literacy learning. Teachers believe that literacy is a very important need for every individual. Literacy in the early grades plays an important role in determining students learning success. Effective literacy learning in the early grades needs to pay attention to the learning environment and material that suit the needs of students. A pleasant learning experience and adult support can have a positive effect on reading skills. This skill will greatly affect subsequent literacy skills. If literacy learning in the initial class is not strong, it will be difficult for students to build a foundation for literacy in higher grades.

Culture of Digital Literacy in Thematic Learning at the Basic Education Level

Learning during the pandemic hasn’t optimally, literacy has decreased so it is necessary to cultivate digital literacy. This study aims to analyse the cultivation of digital literacy and its supporting and inhibiting factors. This research includes qualitative research with a descriptive type. The subjects of the study were teachers, students and principals. Data collection techniques are interviews, observations, and documentation, instruments in the form of interview guidelines, observation sheets and documents. Test validity of the data using source triangulation techniques. Research data analysis is interactive analysis. The results showed that the cultivation of digital literacy can be through activities: 1) digital-based learning, 2) introduction to use of laptops, 3) education on the wise use of cellphones. The cultivation of digital literacy is influenced by several supporting factors, namely: availability of infrastructure, commitment of school residents to increase digital field, the inhibiting factors are the competence of educators, students and parents are low in the digital literacy, there isn‘t internet at home, the focus of teachers in digital literacy is lacking due many tasks, lack of infrastructure. So the cultivation of digital literacy in thematic learning in elementary schools needs to be improved in terms of infrastructure, competence of educators and students.

Teaching Narrative Texts in Young Learners’ Classroom During Pandemic Covid-19: An Analysis from A Multiliteracies Perspective

There is an urgency in education to situate literacy instruction in practices that are responsive to the globalized, multilingual world we live in. The New London Group (1996) has predicted the situation and conceptualized multiliteracies, which view literacy as supplemental, continual, and modifying established literacy teaching and learning rather than replacing traditional teaching and learning practices (Rowsell, Kosnik, Beck, 2008). With the pandemic Covid-19 outbreaks, all schools were forced to be online, encompassing the principles of more than just a traditional literacy pedagogy. Thus, this study aims to see types of teaching and learning resources and pedagogical acts conducted in the classroom seen from multiliteracies perspective during the online classroom. This qualitative study explored the teaching and learning resources and the pedagogical acts based on the multiliteracy pedagogy perspective. The data was collected from classroom observation, interview with the teacher and document analysis. The results showed that the teacher in this study mostly focused on Situated Practice and Overt Instruction in teaching narrative texts in an online classroom. This indicated that the teaching and learning practices only focused on the knowledge process of experiencing and conceptualising. The teacher did not really promote the process of analysing-both functionally and critically- and applying creatively. Keywords: Multiliteracies, Narrative texts, COVID-19, English for Young learners

Improving the Science Process Skills and Science Literacy of Primary School Pre-service Teachers with Different Parental Education Levels

This research was undertaken to improve the science process skills (SPS) and science literacy (SL) of primary school pre-service teachers with different family backgrounds in terms of parental education. It was planned with a quasi-experimental design with pretests and posttests in the framework of quantitative research methodology. Eighty-four first-year students from the primary school education departments of two different public universities participated in this 14-week-long study conducted in the spring semester of 2021-2022. Classes were taught with a focus on SPS for the experimental groups and within the scope of a textbook developed for basic science education in primary school for the control groups. Data were collected by administering the SPS Test and SL Test. In the analysis of the data, descriptive statistics, ANOVA, and MANOVA were used. The results showed that SPS-focused education processes significantly increased the SPS and SL of the pre-service teachers. Furthermore, prior to the implementation, participants in both experimental and control groups whose parents were had bachelor degree or high school diploma ranked higher in terms of SPS and SL. While the gap in SPS arising from parental education level was closed in the experimental groups as a result of the implementation, the advantage of having a bachelor degree parent continued for SL. These results are discussed in the context of primary school pre-service teachers regarding parental education levels, SPS, and SL.

Literasi Kurasi Digital Bagi Guru Pendidikan Agama Islam

This study aims to describe the implementation of digital curation literacy for PAI teachers in elementary schools throughout the city of Surabaya. The population in this study were all PAI teachers who taught in all elementary schools in the city of Surabaya, totaling 46 teachers. Samples were taken using a proportional random sampling technique, but the samples taken were teachers who had implemented digital curation literacy. The final sample is 26 teachers. In this study a questionnaire was used to collect data which included indicators of the implementation of digital curation literacy as a whole which were spread over 6 statement items, using a Likert scale with a score of 1 to 5. The results showed that in general PAI teachers in elementary schools in Surabaya City for the academic year 2021/2022 those who have implemented digital curatorial literacy obtained an average score of 88.8% in the five sub-variables of implementing digital curatorial literacy, with the category mostly implemented.

Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers

This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/faculty collaborations have the potential to improve literacy teacher preparation programs by providing designed opportunities for active, concrete engagement coupled with structured reflection.

Professional Development of Rural Teachers Based on Digital Literacy

This research focuses on the professional development of teachers in rural areas based on digital literacy. It aims to measure the existing digital literacy and competence of rural teachers in Indonesia, Russia, and the Middle East and to assess the extent of digital literacy training provided to rural teachers for their professional development in these regions. In pursuit of this objective, a quantitative research method was incorporated into the study. The survey was conducted specifically for the research, and SPSS was used for statistical analysis. The report reflected the challenges that digitalization faces in rural areas and the differences in the provision of digital literacy training in Indonesia, Russia, and the Middle East. Various limitations are identified as hampering the integration of digital literacy in underdeveloped areas, such as the lack of proper digital infrastructure. However, the situation was found to be somewhat better in the case of Russia, with the teachers reporting the provision of adequate hardware and infrastructure, which were lacking in the cases of Indonesia and the Middle East. The same pattern was found in the case of the provision of digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia. All in all, it is imperative to develop introductory courses for using the internet and their general application for teachers in rural areas. Doi: 10.28991/ESJ-2022-06-06-019 Full Text: PDF

Обзор факторов, определяющих условия жизнедеятельности современных обучающихся

Preservation and strengthening of health in the rising generation is declared as a key direction of the state policy in the Russian Federation. Systematic long-term influence of environmental factors, including mode of living and nutrition, on the processes of formation of health and physical development in children is currently taken as a pressing issue for the entire state, with regional peculiarities, specific to certain regions of Russia. The paper presents an analysis of modern Russian and foreign scientific literature regarding the influence of various environmental factors, conditions of training and education, basic components of the day regime and dietary habits on health of schoolchildren. Literature sources were searched through eLibrary, PubMed, Cyberleninka for the period from 2015 to 2022. In spite of the activities related to health protection of children and adolescents conducted by the state, official statistics and numerous studies display a continuous growth of the socalled school-associated morbidity. Analysis of historical data shows that effect of school and out-of-school factors on health of children and adolescents remains very pressing. Under these conditions, increased literacy of parents, teachers and children regarding hygienic education, formation of a healthy lifestyle and determination of managed sanitary and hygienic factors that can produce a positive influence on health and physical development of schoolchildren is given a great importance.

Translingual Writing of a Multilingual Child In and Out of School

School literacy in North America continues to focus on society’s dominant languages. Literacy curriculum — particularly during early grades — has an urgency for children to quickly master emergent literacy skills in the official languages, vindicating the exclusion of literacy in other minoritized languages that multilingual children bring to school. Guided by a translingual approach to literacy, this motherscholar research explores how and why a multilingual child utilized his Korean linguistic resources in translingual compositions across scripts, genres, modalities, and contexts during kindergarten and first-grade years. The qualitative analysis of the child’s compositions brought from school and completed at home revealed that he solidified social relationships with others through letter writing and asserted multicultural affiliations and identities in various genres. He did so through natural attunement to differences and laborious orchestration of resources. His minimal engagement with translingual writing at school compared to home practices has implications for literacy teachers and parents of multilingual children.

Teachers’ views on the role of economic and management sciences in preparing learners for accounting in the Further Education and Training Phase

With this study we explored teachers’ views on the role of economic and management sciences (EMS) in preparing learners for accounting in the Further Education and Training (FET) Phase. A qualitative research approach was employed along with the interpretivist paradigm to underpin the study. We used a qualitative case study approach to allow for an in-depth understanding of the views of the teachers by talking to them directly. Semi-structured individual and focus-group interviews were used as data collection methods. Participants in the study included 5 Grade 9 EMS teachers and 5 Grade 10 accounting teachers who were conveniently and purposively sampled from 5 secondary schools. A thematic analysis approach was adopted to analyse the interview responses. The findings of the study reveal that teachers understood that EMS was an integrated subject. However, Grade 9 teachers struggled to teach EMS in an integrated manner and this hampered the teaching of financial literacy. The challenges in teaching EMS are aggravated by the lack of relevant pedagogical strategies, the lack of adequate knowledge of the subject and missing pertinent foundational content in the EMS curriculum and textbooks. As a result, learners enter the FET phase without being adequately prepared to study accounting in subsequent grades.

교사의 디지털 리터러시, 학교장의 변혁적 지도성이 교사 몰입을 매개로 ICT 수업 혁신행동에 미치는 영향

Purpose: The purpose of this study was to verify the factors affecting teachers' innovative behavior with ICT in the Covid-19 situation, and to provide theoretical and practical implications of teachers' innovative behavior using ICT such as online education. Methods: For this purpose, the structural relationship between teachers' digital literacy, school principal's transformational leadership, teacher engagement, and teachers' innovative behavior with ICT was verified. Data collected from 639 elementary, middle and high school teachers nationwide were analyzed by applying the structural equation model. Results: First, digital literacy and the teacher engagement of teachers had a direct and significant effect on innovative behavior with ICT, but the principal's transformational leadership did not have a significant effect on innovative behavior with ICT. Second, the teacher's digital literacy and the principal's transformational leadership had a direct and significant effect on teacher engagement. Third, as a result of verification of the mediating effect of teacher engagement, it was verified that teacher engagement had a mediating effect in the relationship between the digital literacy of teachers and innovative behavior with ICT, and the transformational leadership of the principal and innovative behavior with ICT. In particular, in the relationship between the principal's transformational leadership and innovative behavior with ICT, teacher engagement had a full mediating effect. Conclusion: Teachers' digital literacy and principal's transformative leadership were confirmed to possess direct and indirect factors affecting teachers' innovative behavior with ICT. Teacher engagement plays an important role in the relationship between relevant factors and teachers' innovative behavior with ICT, and it is necessary to consider ways to enhance teacher engagement in order to improve teachers' innovative behavior with ICT.

Training Teachers Using Action Research for Innovation in Early Childhood Education Literacy

Action research is a crucial authentic training tool in teacher education programmes. The visual arts in early childhood education (ECE) are important to release children’s creativity and help their engagement skills. This case study examines the experiences of two preservice teachers in the UAE who completed action research projects during their final year of teacher training. Their participants consisted of four groups of children aged between four to six years. The preservice teachers were required to conduct interviews, do classroom observations, and do journalling, while their progress was monitored by a supervising instructor. The NVivo 12 software was used in the analysis of final reflections and interview responses. Three main themes and several important observations emerged from the experiment. The findings suggest that preservice teachers value action research as an authentic practical field research experience. Action research can positively impact literacy teaching using visual arts and 21st-century skills in early childhood despite challenges such as limited space and resources. These should be addressed to enhance implementation.

The Efficiency of Using New Information and Communication Technologies in Primary School Lessons: the E-Learning Experience

The importance of the topic of the article lies in the fact that in the era of postmodernism, informatization of the elementary school allows you to improve the quality of the educational process, through the use of information and communication technologies (ICT) to simplify management of the educational process, to organize the exchange of teaching experience, to expand didactic capabilities of the lesson. The purpose of the article is the need to study and justify the importance of using new ICT in primary school lessons, to expand the experience of e-learning in primary school. The article expands the concept of information and communication technologies and their benefits in primary school; given the rationale for conducting a lesson using ICT; the experience of e-learning in the primary school of the postmodern era is characterized. Thus, one of the priorities of the development of education in postmodern society is the professional application in all areas of information technology and e-learning, which can increase the interest of present students and improve the ability to adapt to current electronic information society. The formation of knowledge and skills in the field of computer literacy of teachers and students will be an indicator of compliance of its level with current requirements.

Manajemen Kepemimpinan Transformatif dalam Mengembangkan Budaya Literasi di Sekolah Dasar Negeri 34 Sebelitak

The existence of a very fast world shift in the world of education in a globalized manner provides a new direction in developing deep thinking with the existence of very sophisticated technology. The literacy we face today is indeed very quickly accepted and requires a lot of understanding and data. The research objective was to describe and analyze the implementation of transformational leadership by school principals to create a culture of literacy for teachers and students in schools. The research method with qualitative research with a phenomenological approach. Primary data sources in research; principals, teachers and students. Data collection tool with interviews, observation and documentation. Data analysis uses data reduction, data presentation, and conclusion or verification. Research result; transformative school principal programs include holding workshops on the use of digital literacy every 1 semester 2 times, in sub-district KKG events and utilizing social media in communicating and utilizing internet media as a learning medium.

Pelatihan Penggunaan Aplikasi Augmented Reality (AR) untuk Meningkatkan Literasi Digital Guru di SMP Negeri 3 BP Peliung

<p class="8Abstractcontent"><span lang="EN-US">In 2019 SMP Negeri 3 BP Peliung received assistance in the amount of 63 Gadget Units (Tablets) of the Evercross brand from the government with the aim that teachers can use them in learning. However, it has not been used properly. This is because the internet network at the school is not supported and the teacher's digital literacy is very low. The solution to this problem is to increase the ability of teachers in digital literacy in the use of Gadgets (Tablets) for learning media both offline and online by implementing Augmented Reality (AR) to optimize Gadgets (tablets) as learning media in the form of training and mentoring activities. The result of this training activity is that there is an increase in the understanding of the importance of teacher ICT literacy and understanding of AR as an innovative learning medium by 95.6%. Increased Teacher Digital Literacy by 87% and teacher skills in using AR by 78.2%.</span></p>

DESIGNING LITERACY E-COACHING MODEL FOR ENGLISH LANGUAGE TEACHERS OF JUNIOR HIGH SCHOOLS IN INDONESIA

This multi-year study which took place in 2019-2021 aims to design a literacy e-coaching model for EFL Junior High School teachers in Indonesia in support of the government-initiated school-based literacy movement program. The study involved 150 English as a Foreign Language (EFL) teachers from 16 provinces in Indonesia in the need analysis part, 12 teachers in the module development part and 41 teachers in the implementation part. Two kinds of modules were developed during the study, namely: (1) a literacy enrichment module to reinforce the participants’ literacy content knowledge; and (2) a literacy learning module to enhance the participants’ competence in teaching literacy. Afterwards, two coaching cycles using the modules were implemented. The coaching cycles were designed by adapting the coaching models from Rogers and Rogers (2007) and Trinh et al. (2011), as well as adopting the Sheltered Instruction Observation Protocol (2017) model. Data was collected from questionnaires, tests, observations, videos, expert judgment, and discussion groups and analyzed using model validation, descriptive and inferential statistics. The study found that the literacy e-coaching model enhanced the participants’ competences in literacy teaching, as the results demonstrated the amalgamation of the models to be effective.

Predictors of Portuguese teachers' use of Information and Communication Technologies in literacy classes.

In the last years, the teaching and learning of literacy has changed due to the development of Information and Communication Technologies (ICT). The use of ICT in the classroom depends largely on teachers, who are the key players in its integration. However, several factors influence teachers' decisions to use ICT in their classroom, both internal (e.g., self-efficacy) and external (e.g., school support). Indeed, despite the potential benefits of using ICT, not all teachers use them in their teaching practice. In the present study, we examined which are the main factors influencing teachers' effective use of ICT in literacy classrooms. A total of 125 teachers lecturing Portuguese Language in grades 5-12 participated in this study (M = 50.00 years, SD = 7.88; 89% women). Teachers filled in an online survey, comprising sociodemographic questions (viz., age, gender, education, years of teaching experience, teaching level, school type, and geographical area) and four questionnaires related to ICT and teaching. Results showed that effective use of ICT was predicted by both internal (ICT' self-efficacy and constructivist conception of teaching) and external (lack of access and support, and gatekeepers) factors. These findings may help in the identification of key targets to facilitate the effective use of ICT in literacy classrooms.

Media literacy education through an online space: co-designing of a participative website in media literacy for teachers

This study applies a participatory design approach including the design, development, implementation, and evaluation of a participative website in media literacy for Iranian teachers. In the design cycle, we utilized collaboration with Iranian teachers formulating basic inceptive design in three workshops identifying needs and requirements in media literacy. The development process was through paper-based prototyping of design components of the website by participants embodying particular design guidelines and ideated design concepts for the website. In the implementation step, the website was launched based on guidelines and prototypes taken from participants in the workshops. The website was evaluated by teachers based on four factors including being educational, facilitating networking, being engaging, and user-friendly. The result of this research informs researchers about the benefit of a participatory design approach to design a platform in media literacy for teachers. We argue that the process of applying participatory design and the design components prototyped by teachers for designing a website in media literacy can be a guide for researchers and all other agents who are active in media literacy education.

Research on Information Literacy and Professional Development of Teachers in Higher Education

The development and application trends of information technology, the characteristics of learners in the new era, the requirements of relevant national policies and the realistic needs of online teaching during the epidemic have all placed new demands on teachers' ability to apply information technology to teaching. In the new era, teachers must have good information literacy in order to comply with the teaching trend of the information age. In this regard, how to effectively improve teachers' information literacy has become an important and urgent research hotspot. This paper introduces the connotations and concepts of teacher information literacy and teacher professionalism, the relationship between teacher professional development and teacher information literacy, and the path options for teacher professional development.

English versus Zambian Languages: Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools

This desk study aimed at comparing English and selected Zambian Languages with a view of identifying some similarities and differences. Data was collected through author introspection and document analysis of existing literature. Publications in English and some Zambian Languages were collected from international databases such JSTOR, Cambridge Journals Online, and Palgrave Macmillan Journals. Searches for literature was extended to Google Scholar, Institutional Repository and visited the University of Zambia library in person. The documents collected were subjected to content analysis where key words, concepts and themes were picked and compared. Findings of the study revealed that English Language has an opaque orthography as there is no grapheme-phoneme correspondence while Zambian Languages have a transparent orthography where each grapheme correspond to individual sounds and that the number of graphemes is almost equal to phonemes. Literacy and language instruction would be much easier for learners in a transparent orthography than opaque. English has certain parts of speech such as articles (determiners) which are not there in Zambian Languages. Unlike English, vowel length is distinctive in all Zambian language. English and Zambian languages use alphabetic writing system with about 93% shared symbols or graphemes. These similarities and variations imply that pedagogically, if learners learn letter knowledge and decoding in a Zambian language, they will transfer such knowledge to English or any other alphabetic language and vice versa. Conversely, in areas where there are differences, literacy and language learners will face difficulties. The study recommended that teachers in early grade classes should understand the variation of English and selected Zambian languages well in their regions to guide learners in schools.