Role Of Literacy Research Articles

Factors Affecting Failure of Rural Entrepreneurs: Special Reference to Teldeniya Divisional Secretariat Area in Kandy District, Sri Lanka

This study aims at identifying factors affecting to failure of rural entrepreneurs and to examine moderate impact of financial literacy over the failure of rural entrepreneurs. This quantitative study investigates rural entrepreneurial failure in Sri Lanka's Teldeniya Divisional Secretarial Area. A sample of 187 entrepreneurs, who experienced failure, was surveyed, focusing on factors like risk aversion, perseverance, and financial literacy as a moderating influence. Objectives included identifying failure contributors and examining financial literacy's moderating impact on rural entrepreneurship. The study highlights key competencies and their relationship with failure, emphasizing financial literacy's role. It contributes valuable insights for governments, development organizations, and rural entrepreneurs to address failure causes and leverage financial literacy for improved outcomes. The findings hold practical applications for enhancing rural entrepreneurship in Teldeniya and similar areas.

Financial Technology and Literacy Shaping Students' Financial Management with Digital Literacy

Financial management behavior is crucial for students, particularly as they engage with evolving financial technologies. However, there is a limited understanding of how financial technology and financial literacy interact to shape financial behavior, especially when considering digital literacy as a moderating factor. This study addresses this knowledge gap by examining the roles of financial technology and financial literacy on students' financial management behavior, with digital literacy as a potential moderator. Using a quantitative research method, primary data were gathered through a questionnaire survey from a sample of 114 accounting students at Muhammadiyah University of Sidoarjo, class of 2020. The findings indicate a positive relationship between financial technology and financial literacy on financial management behavior. Furthermore, digital literacy was found to moderate the effect of financial technology, strengthening its influence on students' financial management behavior. However, digital literacy did not moderate the influence of financial literacy on financial management behavior. The novelty of this research lies in its exploration of digital literacy's role as a moderating variable. Implications suggest the importance of incorporating digital literacy into financial education programs to enhance students' financial management practices. Highlights: Positive Relationship: Financial technology and literacy improve students' financial management behavior. Moderating Role: Digital literacy strengthens the effect of financial technology on financial behavior. No Moderation: Digital literacy does not moderate the impact of financial literacy on behavior. Keywords: Financial Technology, Financial Literacy, Digital Literacy, Financial Management, Student Behavior

Media literacy's role toward Roda Jari Mas Radio listeners in dealing with disasters

Media literacy's role toward Roda Jari Mas Radio listeners in dealing with disasters

Bibliometric Analysis of Environmental Literacy in Sustainable Development: A Comprehensive Review Based on Scopus Data From 2013 to 2023

<p style="text-align:justify">The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.</p>

Implementing Digital Literacy Policies and the Challenges of Towards Smart City in Palembang City

This research examines digital literacy's role in supporting smart city development in Palembang City by focusing on four key aspects, including digital skills, digital safety, digital ethics, and digital culture. This study uses a qualitative descriptive approach to use primary and secondary data. The analysis tool used is Nvivo 12 Plus. These findings successfully analyze the challenges faced in integrating digital literacy in smart city development, including digital literacy gaps, privacy concerns, lack of awareness of benefits, technical challenges, and cultural changes. In addition, the role of government and regulation and cross-sector collaboration are also explained as important factors in creating an environment that supports holistic digital literacy. The results of this study provide a comprehensive view of how digital literacy can play a key role in facing challenges and optimizing the benefits of smart technology in the development of inclusive and sustainable smart cities. This research contributes to stakeholders involved in planning and implementing smart cities, as well as providing directions for effective digital literacy efforts in the future.

Financial and Pension Literacy and Retirement Preparedness in Sri Lanka: Evidence from Employee Provident Fund Contributors

Sri Lanka has a rapidly aging population in South Asia, but little attention is given to financial preparedness for retirement. This study expects to provide an overview of the current retirement system in Sri Lanka and investigate financial and pension literacy's role in retirement preparedness. This study administered an online survey to study retirement preparedness subjectively (n = 142) and objectively (n = 115) among the EPF contributors. This non-experimental study uses an online survey to assess financial and pension literacy's roles in retirement preparedness. This study used ordered logistic (Ologit) regressions and ordinary least squares (OLS) regressions to test the two hypotheses. Results indicate a positive and statistically significant association between financial (only objective measure) and pension literacy and retirement preparedness. However, another study shows no synergy effect between financial and pension literacy. Conclusively, drawing policymakers' attention to diversifying EPF investments, including financial and pension literacy concepts in workplace workshops and studying pension literacy and retirement preparedness in different samples.

New insights into Early Old English from recent Anglo-Saxon runic finds

AbstractThe standard methods of philological reconstruction usually enable us to work back from the earliest recorded examples of a particular language and to reconstruct earlier stages – especially when the language in question has known close relatives. The Early Old English of the 7th to 9th centuries AD is far from unrecorded. In light of both of those facts, it is remarkable how far newly found specimens of the language, in runic inscriptions, are revealing quite new aspects of Old English. This paper considers three such examples in detail, all of them containing grammatically complete sentences. The evidence includes not only a previously unidentified runic graph, with its own implications for phonological awareness in the users of the runic script in Anglo-Saxon England, but also a range of morphological and lexical phenomena that altogether shed considerable light on varieties of Old English as early as the 8th century and on the value of this material for understanding the developing role of literacy across the period too.

Health Literacy and Outcomes of a Community-Based Self-Help Intervention: A Case of Korean Americans With Type 2 Diabetes.

Although scientific reports increasingly document the negative impact of inadequate health literacy on health-seeking behaviors, health literacy's effect on health outcomes in patients with diabetes is not entirely clear, owing to insufficient empirical studies, mixed findings, and insufficient longitudinal research. The aim of this study was to empirically examine underlying mechanisms of health literacy's role in diabetes management among a group of Korean Americans with Type 2 diabetes mellitus. Data from a randomized clinical trial of a health literacy-focused Type 2 diabetes self-management intervention conducted during 2012-2016 in the Korean American community were collected at baseline and at 3, 6, 9, and 12 months. A total of 250 Korean Americans with Type 2 diabetes participated (intervention, 120; control, 130). Participants were first-generation Korean American immigrants. Health literacy knowledge was measured with the original Rapid Estimate of Adult Literacy in Medicine and the diabetes mellitus-specific Rapid Estimate of Adult Literacy in Medicine. Functional health literacy was measured with the numeracy subscale of the Test of Functional Health Literacy in Adults and the Newest Vital Sign screening instrument, which also uses numeracy. Primary outcomes included glucose control and diabetes quality of life. Multivariate analyses included latent variable modeling. A series of path analyses identified self-efficacy and self-care skills as significant mediators between health literacy and glucose control and quality of life. Education and acculturation were the most significant correlates of health literacy. Despite inconsistent findings in the literature, this study indicates that health literacy may indirectly influence health outcomes through mediators such as self-care skills and self-efficacy. The study highlights the importance of health literacy, as well as underlying mechanisms with which health literacy influences processes and outcomes of diabetes self-management.

Literacy's Role in Health Disparities

Literacy impacts diet quality and may play a role in preventing anemia. This study investigated whether literacy mediates the relationships between race or poverty status and diet quality and anemia. Diet quality was evaluated using mean adequacy ratios for 1895 white and African American adults from Healthy Aging in Neighborhoods of Diversity across the Life Span study. Anemia was diagnosed by World Health Organization standards. Path analysis explored the influence of race and poverty on anemia. Anemia was diagnosed in 223 participants. The synergistic effects of poverty, race, and diet quality influence anemia. Literacy mediated the effects of race and poverty on mean adequacy ratios and anemia, highlighting the role of literacy in physical well-being.

Recent Trends in Literacy Studies and Their Application to China

Established views about literacy's role in the making of the modem world have come under increasing attack in recent years by a new scholarship which seeks to relate the literacy "myth" to the actual uses of literacy within a wide array of social and historical settings. In this paper I contribute to the revisionism in literacy studies by applying its main theoretical premises to the greatly neglected subject of literacy in the People's Republic of China. I examine the social construction of literacy in China after the communist revolution in 1949, showing how official literacy ideologies contributed to the formation and reproduction of rural-urban differences in Chinese society.

Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science

Today's students must learn to be critical consumers of the digital learning technologies that are rapidly populating their world. Digital literacy is not an innate skill, and comprises more than facility using the Internet, word processing programs, or social media. Likewise, literacy itself has been redefined as the acquisition of not just knowledge, but also understanding including reasons and evidence for knowing. We wished to build upon Greene et al.'s (2014) research on the role of digital literacy when acquiring knowledge by conducting a similar study with a learning task focused on acquiring understanding. Using a similar single-group pretest-posttest correlational design with a larger sample of 53 college students but a different learning task focused on understanding, we found evidence of significant differences in digital literacy processing. In this study, participants engaged in more planning, monitoring, and epistemic cognition processing than participants in the previous study. Our findings have important implications for studying and promoting digital literacy, while also illustrating the importance of investing in resource-intensive work on differences in digital literacy processing across a variety of domains, contexts, and educational goals.

Literacy's role in mathematics

Could literacy be the key to progress in mathematics? Maria Howard reports on her work to support middle and lower achieving pupils

Revisiting Jack Goody to Rethink Determinisms in Literacy Studies

AbstractThis article revisits Goody's arguments about literacy's influence on social arrangements, culture, cognition, economics, and other domains of existence. Whereas some of his arguments tend toward technological determinism (i.e., literacy causes change in the world), other of his arguments construe literacy as a force that shapes and is shaped by disparate social processes. This article also reviews the critiques of Goody's work developed in the subfield of sociocultural literacy studies. Although the critics are right to object to the elements of technological determinism in his work, their rejection of his larger project leads them to miss ideas that can help clarify literacy's role in the transformation of society. Moreover, their misreading of Goody's work contributes to the field's underestimation of the distinct force of literacy and overestimation of the force of local cultures. In other words, how they misread Goody's work limits the depth of the answers that they provide to questions about literacy and its relations to culture, economics, politics, and other social spheres. These relations can be better understood when Goody's work is reread with an interaction model of literacy that figures changes in literacy as conditions of and conditional upon changes in other domains. Equipped with this model, researchers may rectify the supposed technological determinism of Goody's approach and the cultural determinism of some sociocultural accounts of literacy. Researchers may then synthesize these ideas to develop approaches that clarify literacy's evolving relations with other aspects of the world. This article concludes by explaining how a revised understanding of genre may bring into view the interplay between literacy and different social processes.

Literacy and healthcare-seeking among women with low educational attainment: analysis of cross-sectional data from the 2011 Nepal demographic and health survey

IntroductionResearch suggests that literacy plays a key role in mediating the relationship between formal education and care-seeking among women in developing countries. However, little research has examined literacy’s role independently from formal education. This differentiation is important, as literacy programs and formal schooling entail distinct intervention designs and resources, and may target different groups. To assess the relationship between literacy and healthcare-seeking among Nepali women of low educational attainment, we analyzed data from the 2011 Nepal Demographic and Health Survey (DHS).MethodsFrom the 2011 Nepal DHS, our sample consisted of 7,020 women who had attained at most a primary school level of education, and a subsample of 4,875 women with no formal schooling whatsoever. We assessed associations between literacy and four healthcare-seeking outcomes: whether women identified “getting permission” as a barrier to accessing care; whether women identified “not wanting to go alone” as a barrier; whether among women who were married/partnered, the woman had some say in making decisions about her own health; and whether among women who experienced symptoms related to sexually-transmitted infections (STIs) in the past year, treatment was sought. We performed simple and multiple logistic regressions, which adjusted for several socio-demographic covariates.ResultsLiteracy was associated with some aspects of healthcare-seeking, even after adjusting for socio-demographic covariates. Among women with no more than primary schooling, literate women’s odds of identifying “getting permission” as a barrier to healthcare were 23% less than illiterate women’s odds (p = 0.04). For married/partnered women, odds of having some say in making decisions related to their health were 37% higher (p = 0.002) in literate than illiterate women. Comparing literate to illiterate women in the subsample with no formal schooling, odds of reporting “getting permission” as a barrier were 35% lower (p = 0.01), odds of having a decision-making say were 57% higher (p < 0.001), and odds of having sought care for experiences of STI-related symptoms were 86% higher (p = 0.04).ConclusionsFurther research should be undertaken to determine whether targeted literacy programs for those past normal schooling age lead to improved healthcare-seeking among Nepali women with little or no formal education.

Visible Voices: Literacy Identity and the Invisible Homeless

AbstractDespite calls for increased awareness of and sensitivity to diverse students and their in‐ and out‐of‐school literacies, the “invisible homeless”—those who often decline to self‐identify—receive inadequate scholarly attention. They are often individuals who fear the stigma associated with homelessness as they navigate workplace, academic, and institutional systems, which frequently encourage corruption and silencing. Nevertheless, some homeless make successful transitions into improved situations and actively engage in strategies to empower themselves. This manuscript is based on a study that explored literacy's role in those strategies for five people, and how self‐perceptions of their own literacies influenced and were influenced by their transitions. Findings included highly valuing literacy skills, and that participants took time to understand and change (read and write) their environments. These findings will benefit educators and others as we encounter increasing numbers of homeless individuals in classrooms, on campuses, and sharing the benefits of society.

Reconnecting Information Literacy Policy with the Core Values of Librarianship

In 2009, President Barack Obama declared October of that year to be National Information Literacy Awareness Month and issued a proclamation stating that "an informed and educated citizenry is essential to the functioning of our modern democratic society." The Obama proclamation's emphasis on information literacy's role in education and democracy makes it akin to the 2005 Alexandria Proclamation on Information Literacy and Lifelong Learning. In both of these documents, information literacy is located at the core of lifelong learning. It empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational, and educational goals. These two documents are powerful and inspiring to many academic librarians because they are reminders of the broader social context and democratic initiatives within their work. Inspiring as these documents are, they can also be intimidating and overwhelming: how can we help create an informed and educated citizenry or help our students meet technological, economic, and social challenges, to redress disadvantage and to advance the well-being of all? This article is not an attempt to provide answers to these questions but a call to move these questions to the fore of our policy and pedagogical discussions. By revisiting seminal documents like the Alexandria Proclamation, the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education, and the American Library Association's (ALA) Core Values of Librarianship, we argue that information literacy is full of possibilities to explore rather than problems to be solved. To this end, we summon discussions of Appreciative Inquiry and critical information literacy and foreground the ALA Core Values as ways to reengage with the possibilities and potentials within information literacy to meet larger social goals.