Literacy Team Research Articles

ICU-ASSOCIATED DELIRIUM EDUCATION IN A RURAL COMMUNITY WITH LOW HEALTH LITERACY

SESSION TITLE: Critical Care Posters SESSION TYPE: Original Investigation Posters PRESENTED ON: October 18-21, 2020 PURPOSE: In 2019, 233 patients were seen in the ICU of a small community hospital in western North Carolina, of those 44 % were 65 years or older. These patients represent a population at a high-risk population for acquiring ICU-associated delirium (IAD), which has been shown to consistently extend hospital stays with the potential for long-term cognitive dysfunction. Education and support are critical components of delirium prevention and treatment. Some larger universities and medical centers have created educational materials, but there is minimal to no resources available for rural populations where health literacy is of great concern. In Burke County, 28-44% of the population have basic or below basic literary scores. This quality improvement project aimed to address the lack of educational resources for loved ones of patients diagnosed with IAD in a rural community with focus on health literacy. METHODS: An IAD educational brochure was developed by the geriatric department and subsequently reviewed by the hospital’s health literacy team before final production. Over a 60-day period, the critical care department asked loved ones of patients at risk for developing IAD to answer a brief questionnaire, review the IAD brochure and complete a post questionnaire, to evaluate usefulness of brochure. RESULTS: 95% (n=56) of respondents believed that the educational brochure was helpful; additionally, there was statistical significance between pre and post brochure education (P<.0.001). 71% of respondents were familiar with delirium prior to reviewing the educational brochure, but only 25% felt confident in recognizing signs of delirium. 23% of respondents had a family member diagnosed with delirium in the past. The mean age of patients with family members participating in the study was 76.95 (SD 7.8) and not statistically significant. CONCLUSIONS: Producing a brochure to educate the loved ones of patients at risk for developing IAD by addressing health literacy was found to be useful. CLINICAL IMPLICATIONS: Due to the successful outcome of this study, this brochure will plan to be implemented in our ICU as standard of care. DISCLOSURES: No relevant relationships by Harshesh Amin, source=Web Response No relevant relationships by Jayme Cannon, source=Web Response No relevant relationships by David Moore, source=Web Response No relevant relationships by Golnosh Sharafsaleh, source=Web Response

Strategi Kepala Sekolah dalam Meningkatkan Literasi Membaca Siswa di SMA Negeri 1 Kota Kediri

This study discusses how the potential for literacy needed by education. Students’ literacy ability is closely related to the guidance of reading skills analytically, critically, and reflectively. However, the fact of learning at school this time has not been able to realize it well. Principals as leaders and at the same time policyholders must have the right strategy. This is a great homework for all educational institutions in Indonesia, including in the city of Kediri. This research uses qualitative methods with descriptive approaches, data collection methods in the form of, observation, interviews, and documentation. Checking the validity of the data using triangulation. Data analysis through steps, compile, manage, and combine all data obtained from the field so that it becomes a conclusion. The results of the study show that the principal’s strategy in improving reading literacy is for students, first, the level of habituation. Second, student literacy is directed at religious reading literacy. Third, forming a literacy team. This has not been said to be maximum because the school has obstacles. First, student reading facilities are the only libraries. Second, the delay in students can make students’ abilities, skills and insights different from a student who is disciplined.

Assessing Health Literacy Knowledge and Practice for a PACE Program.

The complexity of health care systems requires coordination among multiple health care providers to adopt strategies that are congruent with patients' levels of health literacy. In the current study, 12 interdisciplinary members of a Program of All-Inclusive Care of the Elderly (PACE) completed the Assessment Questionnaire from the Agency for Healthcare Research and Quality (AHRQ) Health Literacy Universal Precautions Toolkit. Once the questionnaire was complete, organizational priorities were identified and the AHRQ Toolkit was used to develop next steps. Of the five subsets included in the Toolkit, the organization identified three as priorities: (a) development of a health literacy team; (b) improving spoken communication with patients and caregivers; and (c) improving written information given via letters and home instructions. Organizations, nurses, and quality care leaders may find these results useful as they seek to assess organizational literacy and develop improvement plans. [Journal of Gerontological Nursing, 46(6), 12-18.].

Analisis Implementasi Kebijakan Gerakan Literasi Sekolah (GLS) Pada Jenjang Sekolah Dasar Di Kabupaten Malang

Abstract: PISA (Program for International Student Assessment) states that literacy is an important ability to be mastered. Based on the 2019 PISA report, Indonesia is ranked 72 out of 78 countries for student reading skills. On one side of the school literacy movement (GLS) has been going on since 2016. This study aims to 1) describe the implementation of the GLS Elementary School level at SDN 2 and 3 PandansariNgantang District Malang Regency. 2) analyze the implementation of GLS policies and describe the supporting-inhibiting factors and efforts in their implementation. This research uses a descriptive qualitative approach. Data collection techniques are done using observation, interviews, and documents. Data analysis of the results of the study was carried out by data reduction, data presentation, and concluding (data verification). The results showed that 1) in general the implementation of GLS by structuring, using and utilizing library building facilities to support implementation. Supported by school residents such as school principals and teachers who have achievements at the national level of literacy. 2) The implementation of GLS has fulfilled 2 of 4 aspects, namely aspects of communication and resources. While the aspect that becomes an obstacle is the aspect of disposition and bureaucratic structure. The main constraints experienced in the implementation of GLS are the unavailability of librarians and the involvement of parents in the implementation of activities that are still lacking, and the School Literacy Team (TLS) has not been formed. Efforts to overcome obstacles in the implementation of GLS include involving students in the addition of literature, the appointment of teachers as library staff.Keywords: Implementation Analysis, Policy, School Literacy Movement Abstrak: PISA (Programme for International Student Assessment) menyebutkan bahwa literasi menjadi kemampuan yang penting untuk dikuasi. Berdasarkan laporan PISA tahun 2019 Indonesia menempati peringkat 72 dari 78 negara untuk kemampuan membaca siswa. Disatu sisi gerakan leterasi sekolah (GLS) telah berlangsung sejak tahun 2016. Penelitian ini bertujuan untuk 1) mendeskripsikan pelaksanaan GLS jenjang Sekolah Dasar di SDN 2 dan 3 Pandansari Kecamatan Ngantang Kabupaten Malang.2) menganalisis implementasi kebijakan GLS dan mendeskripsikan faktor pendukung-penghambat serta upaya dalam implementasinya. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan menggunakan observasi, wawancara serta dokumen. Analisis data hasil penelitian dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan (verifikasi data). Hasil penelitian menunjukkan bahwa 1) secara umum pelaksanaan GLS dengan penataan, penggunaan, dan pemanfaatan fasilitas gedung perpustakaan untuk menunjang implementasi. Didukung warga sekolah seperti kepala sekolah dan guru yang memiliki prestasi dibidanglieterasi tingkat nasional. 2) Pelaksanaan GLS telah memenuhi 2 dari 4 aspek, yaitu aspek komunikasi dan sumberdaya. Sedangkan aspek yang menjadi kendala adalah aspek disposisi dan struktur birokrasi. Kendala yang dialami dalam pelaksanaan GLS yang utama adalah belum tersedianya tenaga pustakawan serta keterlibatan orang tua dalam pelaksanaan kegiatan yang masih kurang, serta belum dibentuknya Tim Literasi Sekolah (TLS). Upaya mengatasi kendala dalam pelaksanaan GLS diantaranya melibatkan siswa dalam penambahan literatur, penunjukan guru sebagai tenaga perpustakaan.Kata kunci: Analisis Implementasi, Kebijakan, Gerakan Literasi Sekolah

Pengembangan Budaya Literasi Agama di SMA Negeri 2 Kediri

The National Literacy Movement (GLN) programmed since 2016 has experienced developments with the emergence of many studies on literacy and literacy programs in schools. Literacy programs are not limited to literacy but also lead to religious literacy. This study seeks to raise the religious literacy program at SMA Negeri 2 Kediri. Based on field research carried out under the light of the Prothero religious literacy concept which was later developed by Gallagher, the study finds that the practice of religious literacy in SMA Negeri 2 Kediri has being carried out through a program of reading the scriptures according to their respective religions guided by the religious literacy reading team. The implementation process takes place through three stages. First, the school principal forms a religious literacy team. Second, the implementation phase which includes the stages of habituation, development, and learning. Third, the assessment stage. The three implementation processes are intended so that the religious literacy program not only leads to the accumulation of knowledge, but slowly increases to the level of daily practice.

Improving Health Literacy at the Organizational Level.

The lack of health literacy is associated with higher mortality, more frequent hospitalizations, and increased use of healthcare services. Organizations must create an environment that prepares a workforce with a heightened sensitivity for health literacy. The local Program of All Inclusive Care for the Elderly (PACE) program desired to have an organized plan to address health literacy. Twelve interdisciplinary team members of a Program for all Inclusive Care of the Elderly completed the Assessment Questionnaire from the Agency for Healthcare Research and Quality (AHRQ) Health Literacy Universal Precautions Toolkit. Once the questionnaire was complete organizational priorities were identified and the AHRQ Toolkit was utilized to develop next steps. The organization identified three areas as priorities: development of a health literacy team, improving spoken communication with patients and care givers, and improving written information given via letters and home instructions. Organizations, nursing, and quality care leaders may find these results useful to assess organizational literacy and develop improvement plans. Implementation of the AHRQ Health literacy Universal Precautions toolkit may increase understanding and training health literacy, improve passage of health care information and increase patient safety.

The Implementation of Gerakan Literasi Sekolah (Gls) Program in Elementary School

The purpose of Gerakan Literasi Sekolah (GLS) program is to manage schools as a&#x0D; literary ecosystem. The components of GLS program such as facilities &amp; infrastructure,&#x0D; activities, and school literacy team determine the successful implementation of&#x0D; the program. This study aims at describing the condition of the GLS program&#x0D; implementation in state elementary schools of Sleman district. Data were obtained&#x0D; through a questionnaire by elementary school teachers. This reserach gauges the&#x0D; implementation level of GLS program from several aspects like the conditions of&#x0D; facilities &amp; infrastructure, the school literacy team, the public involvement, and the&#x0D; activities of GLS program. The research resulted that 44% of the schools in Sleman&#x0D; district have been implemented GLS program in good category.

PERAN KEPALA SEKOLAH DALAM MENSUKSESKAN PROGRAM LITERASI

The background of this research originated from conditions that show literacy ability Indonesian students still relativity low and must be improved. Based on findings in 2016, Puspendik Kemdikbud in the Indonesian National Assessment Program (INAP) test reading skills, the result is 46,83% in the less category, 47,11% in sufficient category, and 6,06% in good category. This problem confirm that the government must implement a specific strategy so that the reading ability of students increasesby following up on the school program which is accommodated in the literacy movement. This researce is descriptive qualitative research type with data collection thechniques in the form of observation, documentation, and interview. This research was conducted at SMP Negeri 1 Indralaya. The results of this study indicate the role of the principal in the success of literacy programs that is a) socialize policies school literacy movement through meeting; b) make a decision letter for the school literacy team; c) provide a reading corner in the class and library; d) always reminding related programs; e) allocate funds for the procurement of books; f) hold competitions; g) requires students to read books every day for 15 minutes before starting class hours.

The Publishing Trap [Product Review

Review of The Publishing Trap, created by Jane Secker and Chris Morrison. UK Copyright Literacy team, 2016. Free download. https://copyrightliteracy.org/resources/the-publishing-trap/

Students' perceptions of their information literacy skills: the confidence gap between male and female international graduate students

In the 2015 Summer Session I, the information literacy team combined two instruments, the Information Literacy Assessment (ILA) and the Students' Perceptions of Their Information Literacy Skills Questionnaire (SPIL-Q), into one survey and distributed it to the college's international graduate students through a Google Form. It was distributed to 932 international graduate students, and 172 valid respondents completed the survey. The purpose of this research was to compare the confidence gap in information literacy skills between men and women, particularly in international graduate students. Data collected illustrated that female international business students (n=70) tended to be slightly more confident than their male counterparts (n=102) regarding their perceived information literacy skills as evidenced by their SPIL-Q average score across all six IL topics, 3.78, vs. male student's average score of 3.58.

Information literacy in 2015: International graduate business students' perceptions of information literacy skills compared to test-assessed skills

ABSTRACTIn 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas.

Youth engagement in eMental health literacy

There is growing recognition of the important role that eHealth Literacy strategies play in promoting mental health among youth populations. At the same time, youth engagement in mental health literacy initiatives is increasingly seen as a promising practice for improving health literacy and reducing stigma. The Health Literacy Team at BC Children’s Hospital uses a variety of strategies to engage youth in the development, implementation and dissemination of eMental Health Literacy resources. This paper reviews the evidence that supports the use of eHealth strategies for youth mental health promotion; describes the methods used by the Team to meaningfully engage youth in these processes; and evaluates them against three popular frameworks for youth participation and empowerment. The findings suggest that the Team is successfully offering opportunities for independent youth involvement, positively impacting project outcomes, and fostering youth empowerment. The Team could further contribute to the positive development of youth by creating more opportunities for youth-adult collaboration on eHealth Literacy initiatives.

Collaborative literacy work in a high school: enhancing teacher capacity for English learner instruction in the mainstream

As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy teachers over the course of a school year in one culturally and linguistically diverse high school. The ongoing collaboration of the mainstream language arts teachers and English-as-a-second-language (ESL) teachers is examined, including the role of an EL facilitator/ESL teacher in supporting teacher professional learning and inclusion. The contributions and collaboration of this literacy team are described and analysed. How this collaborative work provided opportunities to grapple with meeting the instructional needs of ELs and the inclusion of both ELs and ESL teachers in the mainstream curriculum are discussed as well as implications for the field.

A Culture of Collaboration: Meeting the Instructional Needs of Adolescent English Language Learners

This article details a study that focused on the supports that enabled an English language learner (ELL) facilitator to contribute to a culture of collaboration between the English as a Second Language (ESL) and Language Arts Departments to more effectively meet the instructional needs of ELLs in one culturally and linguistically diverse high school. Findings emphasize the importance of (1) a supportive leadership context for inclusion of ELLs and the ELL facilitator's work, (2) schoolwide supports for ELLs, and (3) collaboration and influence of the literacy team. The article describes the contributions of the ELL facilitator to the culture of collaboration between the ESL and Language Arts Departments, analyzes the structures and organization of the school context that contributed to this collaborative work to meet the instructional needs of ELLs, and discusses the importance of these findings for both research and practice.

Early Childhood Literacy Coaches' Role Perceptions and Recommendations for Change

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary and middle/secondary school levels, little research exists on the roles and perspectives of early childhood literacy coaches. This study sought to fill that gap by examining the current priorities of 20 early childhood literacy coaches and their recommendations for enhancing their roles as literacy coaches. We found that early childhood literacy coaches identified serving as content expert, promoter of self-reflection, and professional development facilitator as high priorities for their current work. They identified facilitator of the school-wide literacy community as a low priority.

Exploring the front end of New Zealand curriculum in student teacher education: An example from language and mathematics education

This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document (NZC) (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the thinking key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

Secondary Literacy Education: Refocusing National and State Interest

For more than a decade, investigations and debates from national reading panels, school reform policies, and the No Child Left Behind Act have amplified the need for basic literacy skills and focused national attention on early literacy. In 2005, recognizing the need to support underachieving high school students, the Striving Readers Initiative was proposed and funded at $24.8 million in the first year and $29.7 in 2006. For fiscal year 2007, $100 million has been requested, a $70.3 million dollar increase (Alliance for Excellent Education, 2007). National attention, however, remains focused on early literacy even as the need to attend to adolescent literacy grows. The need to focus on secondary literacy and secondary literacy teacher preparation was underscored and elaborated upon during the 2006 Literacy Summit, where members were charged with preparing a summary of the status of literacy in the state of Georgia and framing recommendations. Members of the Secondary Education Literacy Team, scholars from various universities in Georgia and professionals from the Georgia Department of Education (GaDOE), not only acknowledged the absence of a concerted focus on adolescent literacy, but also recognized that current literacy practices for 9th-12th grade education are not sufficiently reflective of the opportunities and skills that culturally and linguistically diverse students need to succeed.

Further Education and the Literacy Debate – A Scottish Perspective

The attainment of literacy has been positioned as a key to achieving the Scottish Executive’s social inclusion and widening participation agendas. This paper explores the argument that the social practices discourse around literacy has been written into policy documents but has yet to be drawn upon within practice in the Scottish Further Education context. To achieve this, it will provide a brief overview of Scottish Further Education and the most recent policies which were intended to impact on its literacy provision. It will argue that in both national policy documents and national reports commissioned by the Adult Literacies in Scotland (now Learning Connections) Literacy Team, two discourses of literacy are drawn upon. These are the discourse of ‘deficit’ and the discourse of ‘social practices’. Finally, drawing on data emerging from ‘Literacies for Learning in Further Education’ (www.lancs. ac.uk/lflfe), a phase 3 Teaching Learning Research Project (TLRP), it will argue that since the introduction of a National Literacy Strategy in 2000, the social practices discourse has made little impact on practice within the FE sector.

Contributing Our Voice: Speech-Language Pathologists as Members of the Literacy Team

Contributing Our Voice: Speech-Language Pathologists as Members of the Literacy Team

Reaching for the stars: SLPs shine on literacy teams.

Speech-language pathologists (SLPs) who work with school-age children have the opportunity to contribute to the literacy development of specific students as well as the literacy instruction and intervention programs in their district. These efforts are made in collaboration with other professionals and parents and may be referred to as participation on literacy teams. This article describes successful literacy teams in elementary schools including the variety of possible members as well as common characteristics of successful literacy teams. We describe how SLPs participate by developing collegial relationships with their team, using best practices for literacy, and supporting children as they progress in the general curriculum. Finally, we discuss some strategies for SLPs to take stock of their own literacy team participation, identify new goals, and map out a plan to reach new heights in literacy as integral members of literacy teams.