Literacy Practices Research Articles

Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study

This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māori-medium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction.

Promoting Critical Media Literacy in Bilingual Households Through Mother-Child Conversations About Gender: A Multiple Case Study

ABSTRACT This qualitative case study explores the intersection of family literacy, bilingualism, and critical media literacy by examining how mother-child conversations about children’s videos helped preschool, bilingual children develop critical perspectives on gender roles. As part of a larger qualitative study, this study focused on 4-year-old, Korean-descent children’s conversations with their mothers about gender representations in children’s videos as well as in their drawing. The data were collected over three months through multiple sources, including observations, interviews, and children’s artifacts. The findings of this study suggest that critical media literacy practices can be used in bilingual households as a tool to enrich family literacy environments in which mother and child explore gender representations in children’s media in an interactive and critical way.

Developing Concepts About Print: A Social Justice Literacy Approach

AbstractIt has been more than 50 years since Clay (1966) first introduced the concepts about print (CAP). Emergent readers, aged 4–5, must acquire an understanding of basic and hierarchical concepts of letters, words, and sentences; they must also learn basic knowledge about texts and books; they must develop an awareness of book orientation, directionality, and positions. CAP examines emergent readers' ability to recognize and understand the ways in which written language functions for the purpose of reading. However, we lovingly critique the elements of CAP (e.g., book orientation, directionality and print conventions) from the perspective of culturally sustaining pedagogies. Clay (1989) posited that “CAP as a test may be culturally inappropriate” (p. 71). We further argue that using this element marginalizes early young children of color who are learning ways of literacy practices that do not mirror the white monolingual middle‐class approach to learning foundational reading. In some cultures, readers turn pages left to right, read pages right to left, and decode logographic words. Does it matter if young children do not fully understand directionality and orientation at that age? What we think matters in the practice of CAP is the sense‐making process. Using social justice‐oriented texts, we offer a pedagogical framework that centers on the concepts of text and book. Using literature that features characters of color in non‐stereotype roles, we describe four principles for teaching CAP that advance social justice literacy: Relationship between written and oral language, print or pictures carry meaning, book orientation and directionality and conventions of print.

The role of perceived risk and information security on customers' acceptance of service robots in the hotel industry

This study proposed and tested a theoretical framework that investigated the influences of perceived risk and information security on hotel customers’ intention to use service robots. In addition, the impacts of self-efficacy, innovativeness, and facilitating conditions on perceived risk and information security were examined. Structural equation modeling (SEM) was used to test the proposed model by utilizing data collected from eleven countries including the United States, United Kingdom, Turkey, Spain, Romania, Japan, Israel, India, Greece, Canada, and Brazil. The study results demonstrated that perceived risk had a negative impact on customers’ intention to use service robots while information security had a positive impact. In addition, the study results indicated that self-efficacy negatively influenced perceived risk, and positively influenced perceived information security; and innovativeness and facilitating condition positively influenced information security. The study findings offer several important contributions to the hospitality robotics technology adoption literature and present valuable implications for hospitality practitioners and service robot vendors.

Local Public Broadcasting Institutions and Digital Literacy in Distance Learning Activities

Purpose: This study aimed to examine digital literacy practice by utilizing the Local Public Broadcasting Institution in Distance Learning activities with a qualitative descriptive approach. Theoretical Framework: Local Public Broadcasting Institutions contribute as a means of digital literacy in Distance Learning online activities (using internet channels) often encounter constraints and obstacles. Local Public Broadcasting Institutions is present as a solution that facilitates digital distance learning literacy through radio channels. Result: The study results show the effectiveness of radio as part of the Local Public Broadcasting Institutions platform in supporting digital literacy in Distance Learning. Conclusion: Local Public Broadcasting Institutions through a digital literacy program based on a broadcast radio platform, is proven to provide solutions in the field of Distance Learning, facilitating digital literacy for the public to develop the ability to use information and communication technology, obtain information, evaluate, create, and communicate the information obtained.

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

AbstractSchool requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.

Reading the self-other drama of the clinical encounter: The role of literary reading and writing as a challenge for psychiatrists.

The purpose of this article is to suggest ways in which literary practices such as reading of fiction and creative writing may be beneficial for psychiatrists in their clinical practice. Concepts from literary theory, phenomenology, and psychodynamic thinking will be used to move the therapeutic thinking of the medical paradigm beyond the dichotomic body-mind model. The ability to listen and respond to subjective and intersubjective processes, and the understanding of the dynamics and structure of the verbalized qualia will be emphasized. We will draw on our personal experiences from a pilot project applying literary techniques for psychiatrists and psychologists to improve their clinical practice. In our analysis, we suggest a framing of the clinical encounter as a hermeneutic situation with a gradually growing scenic and poetic understanding of the texts enunciated in the therapeutic actions and of the texts being produced by the patient's mind. This theoretical study suggests two ways in which literary practices and concepts are highly valuable for the clinical practice of psychologists and psychiatrists. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Latent Literacies: Rethinking, Discovering and Unveiling Early Childhood Literacy Practices

Latent Literacies: Rethinking, Discovering and Unveiling Early Childhood Literacy Practices

Impact of Multimodal Digital Media Communication on Generation Z’s Language Use and Literacy Practices

The impact of increased use of digital communication mediated through social media was observed during COVID-19, in particular, on students’ language and its use in the classroom and their literacy practices. This led to an investigation of the use of multimodal digital communication in the language of Generation Z users at the focal university. Social-semiotic theory of multimodality in digital communication provided the theoretical framework for the study. A quantitative survey was done with 394 respondents on the frequency of use of different apps for different purposes, as well as students’ perceptions of the impact of social media on their literacy practices. Subsequently, qualitative interviews were done to gain a more in-depth understanding of the survey results. The results of this mixed-methods study indicate that Generation Z users are well aware of the affordances and constraints of different social media platforms and apps and use this knowledge judiciously for varied purposes and audiences in their digital communication. This has also impacted their crafting and interpreting of digital multimodal messages. The study findings have implications for teaching English (and other languages); similarly, other disciplines also need to take into account students’ changing literacy practices to enhance their learning outcomes.

Translanguaging in Action: A Case Study on Two Korean Students’ Engagement in Translanguaging in Radio-Based English Education

This case study investigates the engagement of two Korean college students majoring in English education with translanguaging. In a course that integrates the teaching of translanguaging and encourages active student participation in exploring translingual practices in everyday literacy, the study examined two students’ analysis reports on translanguaging in an EBS radio English education program, their reflection notes on translanguaging, interviews, and in-class discussions on the pedagogical potential of translanguaging. Two research questions were asked: How do Korean students majoring in English education apply translanguaging knowledge in analyzing an EBS radio English show, and what are their attitudes towards translanguaging? Utilizing a qualitative research approach, the study analyzed written and spoken data of the participants. The findings illustrated that the participants comprehended the crux of translanguaging and effectively applied it in analyzing the EBS radio program. They also employed their linguistic knowledge gained from other language education and linguistics courses to make sense of the translingual nature evident in the EBS teachers’ teaching practices. Moreover, they displayed a positive attitude toward translanguaging for English education in Korea, despite encountering challenges and ineffective translanguaging moments. This study calls for further research to advance the promotion of translanguaging in Korean ELT.

디지털 리터러시에 대한 중학생의 교육요구도 분석

Objectives This study investigated middle school students' awareness of the importance and implementation of digital literacy and their educational needs, analyzed it according to residential area (metropolitan area, non-metropolitan area), and identified priorities. Through this, implications for the direction of digital literacy education design were obtained. wanted to obtain.
 Methods To achieve the purpose of this study, data were collected from 258 junior high school students living in the metropolitan area and non-metropolitan area for about 15 days from July 15, 2023, using a questionnaire based on previous studies. IBM SPSS 26.0 was used to process the data, and the paired sample t-test, Borich needs analysis, and TLfF model (The Locus for Focus Model) were used.
 Results First, we examined the difference between the importance and practice of digital literacy as perceived by middle school students, and found that the perceived level of importance was higher than the current practice in all areas. Second, we derived priorities using Borich needs analysis and The Locus for Focus Model (TLfF Model), and found that digital thinking skills and digital tools were highly demanded. Third, by region of residence (metropolitan area, non-metropolitan area), the perceived importance was highest for digital information protection in both the metropolitan area and non-metropolitan area, and the implementation level was highest for digital communication and collaboration in the metropolitan area and digital resource utilization in the non-metropolitan area. Fourth, as a result of deriving priorities using the Borich needs map and TLfF model by region of residence (metropolitan area, non-metropolitan area), the highest level of need was observed in the metropolitan area, followed by digital thinking skills, digital tools, and digital information protection, while the highest level of need was observed in the non-metropolitan area, followed by digital thinking skills, digital tools, and the ability to create and express digital content.
 Conclusions These findings can be utilized as guidelines and basic information for closing the digital literacy education gap and contribute to actively responding to future social changes and improving students' digital literacy capabilities by implementing digital literacy education in a desirable direction.

Exploring critical digital literacy in a higher education EFL classroom: Teachers’ views and practices

Critical digital literacy is increasingly an issue in today’s technology-driven world, and it has been implanted into the Indonesian higher education curriculum to equip students with the ability to critically engage with digital information. Research related to critical digital literacy, especially in EFL settings at a higher education level is still under-explored. Therefore, in this study, the researchers aimed to explore teachers' views on critical digital literacy and their practices in integrating critical digital literacy in EFL classrooms at the university level. This research used a qualitative case study approach. The researchers collected data from three EFL classroom teachers at one of the universities in Surabaya, Indonesia. To validate the data, the researcher used data triangulation, where the data were collected from semi-structured interviews, observation, and document reviews. The data were then analyzed using thematic analysis. The data revealed two main themes including teachers' views on critical digital literacy in EFL classrooms and teachers' practices on critical digital literacy in EFL classrooms. Teachers’ views on critical literacy in EFL classrooms included their understanding of the critical use of technology, their recognition of the importance of students’ critical digital literacy, and the inclusion of critical digital literacy in language learning in accordance with technology development. Additionally, teachers’ practices of critical digital literacy entail the provision of various online materials and platforms, the analysis of the internet sources for students’ digital materials, the involvement of multimodal text in the learning process, and the students’ identity development in digital media. The findings of the study shed light on the various dimensions of critical digital literacy, suggest practical insight on the integration of literacy in EFL classrooms, and call for further development on effective instructional approaches that support the use of technology that promotes critical digital literacy at the university level.

Early numeracy opportunities through number stories with marginalised families

We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.

Identity, positioning, and platforms: A case study of an older job seeker in a community technology center

AbstractRequests by education and workforce‐related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technology platforms in her job search. Drawing from data gathered over a 5‐month period with this job seeker as part of a larger ethnographic case study, this article shows the centrality of identity production in navigating and making sense of technologies, which entails negotiating one's sense of self across both front‐end user interfaces and back‐end infrastructures. Practical implications include creating space for students' critical agency of platforms, which can lead to meaningful change in policies related to data collection.

Kielen ja sisällön integrointi: alakohtaiset kieli- ja tekstikäytänteet aineenopetuksessa

Integrating the teaching of disciplinary language and literacy practices and content knowledge has been a key concern in many educational contexts. This article focuses on disciplinary language and literacy in content-area teaching in basic education, a shared concern for teaching regardless of the language of instruction (L1, L2, FL). First, we describe two distinct traditions into studying and teaching disciplinary language and literacy: disciplinary literacy teaching and content and language integrated learning (CLIL). We then introduce two practical pedagogical examples on how language and literacy are integrated into content-area teaching. Finally, we discuss future directions and implications for both research on and teaching of disciplinary language and literacy.

Memes to an End: Why Internet Memes Matter to Information Research

Abstract This theoretical paper explores the significance of Internet memes to the field of information research. Adopting a constructivist framework, it conceptualizes memes as documents that undermine popular assumptions about people’s engagements with information. In particular, it argues that Internet memes are conceptual tools through which people can negotiate different representations of reality and the logics that underlie them. Through a close reading of several memetic examples, I propose that memes are a means through which Internet users document and test their values against those of others, thereby allowing them to explore the different courses of action associated with situations they encounter. Memetic communication is thus presented as an important new information literacy practice that has critical implications for the following research areas: education, freedom of expression, ethics and policy, and the preservation of cultural heritage.

Adult migrants’ voices about learning and using Swedish at work placements in basic language education

The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.

Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers

ABSTRACT This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, including information and information literacy, communication and collaboration, and security. In addition, digital literacy practices significantly and positively predicted teacher identity and mediated the effect of DL competence on teacher identity. The study suggests the significance of enhancing DL competence and integrating digital technology as pedagogical tools to help pre-service teachers bridge the gap between their personal use of technology and teacher identity in relation to digital literacy.

The effect of parental involvement on young children’s independent literacy practice and achievement among preschoolers in China

The effect of parental involvement on young children’s independent literacy practice and achievement among preschoolers in China

대학 교양수업에서 디지털 리터러시 역량 향상을 위한 자료 팅커링 활동의 효과 분석

Objectives The purpose of this study is to examine the impact of tinkering activities as digital literacy practices in general education courses on the digital literacy competencies of university students. Methods To achieve the research objective, 197 students enrolled in a maker general education course at D University in Gyeongsangbuk-do were selected. Among them, 168 students were assigned to the experimental group, and 29 students were assigned to the control group. The experimental group engaged in tinkering activities online for 12 weeks while taking the maker general education course, after completing a pre-test for digital literacy. The control group only participated in the maker general education course and underwent a post-test for digital literacy. Results The post-test digital literacy scores of the experimental group were significantly higher than those of the control group (t=2.280, p=.012), and they were also significantly higher than the pre-test scores of the ex-perimental group (t=2.837, p=.003). Furthermore, an analysis of the differences in digital literacy scores based on students' major, grade, and gender revealed significant differences in gender in the pre-test results of the ex-perimental group (F=4.026, p=.047), as well as a significant interaction effect between major and gender (F=3.101, p=.048). In the post-test results of the experimental group, significant differences were found in digital literacy scores based on gender (F=5.278, p=.023). Conclusions Based on the analysis results, it can be concluded that the incorporation of tinkering activities in uni-versity maker general education courses can contribute to enhancing students' digital literacy levels. The im-provement effects were observed among students with various characteristics, particularly among male students in engineering and fine arts colleges. Therefore, it is necessary to consider the characteristics of participating stu-dents when implementing tinkering activities in each course.