Life Literacy Research Articles

Implementasi teori the seven pillars of information literacy sconul dalam menganalisis kemampuan literasi informasi masyarakat Kelurahan Pattallassang

Introduction. Information literacy is one of the keys to improve the quality of human resources. This study aims to determine the level of information literacy of the Pattallassang Village community and obtain solutions to optimize problems related to information literacy in the community. Data Collection Methods. We collected the data using a quantitative descriptive approach. The data collection technique was carried out by distributing questionnaires. There were 80 respondents participated as a result of an accidental sampling. Data Analysis. The research variable used was information literacy skills with indicators of the seven pillars of information literacy theory by the Standing Conference of National and University Libraries. The data analysis technique was descriptive resulted by the Likert scale. Results and Discussion. Referring to the seven pillars of information literacy, the average score of Pattallassang Village community information literacy level showed a moderate category. Solutions to optimize the problem, namely community education, is recommended to the government to form community information groups by providing anti-hoax information media platforms. Conclusion and Suggestion. Implementing information literacy in life is very important in the current era. Research related to information literacy in society needs to be carried out by providing education to support sustainability.

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments

ABSTRACT This paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media practices they use out of school. It addresses the perennial question of the relationship between school literacy learning and everyday literate lives, paying deliberate attention to the experiences of youth whose diversity is underrepresented in research. Interviews with two English teachers and focus groups with culturally and linguistically diverse Year 10 students were analysed using content analysis and the concept of recontextualization. Findings are that these youth see significant value in their critical literacy learning at school, and they report utilising the types of critical reading/viewing skills they experience at school but for different purposes. They frequently use five main strategies for critical reading/viewing out of school: 1. using awareness of myriad multimodal semiotic features to examine representations of products and information; 2. evaluating trustworthiness; 3. fact checking; 4. doing further research; 5. identifying attempts at positioning. This research brings in-school and out-of-school domains together to understand the connections between critical literacy practices undertaken in school, and those reshaped by immigrant youth, who are still learning English, out of school.

Literate Life Expectancy of India and Some States Based on the 2011 Census

Literate Life Expectancy of India and Some States Based on the 2011 Census

At the "Ends of Kinship": Women Re(kin)figuring Literacy Practices in Protracted Displacement

In this article, I develop a conceptual framework, informed by “circles of kinship and friendship,” that contributes to my understanding of how close-knit ties to family, friends, and community in the context of disruptive migratory processes influence the selection, ebb and flow of women’s investments in language and literacy acquisition later in life. I pay close attention to the role of kinscripts in women’s literacy development. As a familiar concept within sociological studies of the family (Stack and Burton) and intergenerational literacy research (Gadsen), kinscripts is helpful in examining how family members navigate the life course across multiple generations, especially as their interactions are shaped by value systems and related behaviors patterned over their lifetime. Put to use as a verb, I consider how literacies kinscripted in earlier stages of life are in tension with resettlement imperatives experienced later in life, as social roles within the family are called into question by migration processes. Over the course of lives spanning refugee migrations, I illustrate how scripted family relationships that influenced women’s literacy investments earlier in life, shift toward non-biologically linked, intergenerational friendships later in life, rearticulating literate lives in critical solidarities around literacies that had not been made possible prior to resettlement. &nbsp

Emergent multilingual learners’ meaning negotiation and knowledge building through translingual writing practices in South Korea

ABSTRACT This article reports findings from a three-year qualitative study that explored the nature of translingual writing practices of the emergent multilingual youth who are ethnic Korean migrant children from Central Asia and Russia to South Korea. While settling into a new society, these emergent multilingual children tend to navigate and negotiate multiple languages, literacies, and identities. As a researcher and former teacher of Russian-speaking ethnic Korean migrant children in Korea, I became interested in examining how and why they engaged in translingual writing practices beyond school walls (referring to the capabilities and the processes of translingual language learners’ appreciation, negotiation, and evaluation of multiple semiotic resources). Drawing upon ‘translingualism’ , this study gathered and analysed the data from multiple sources (i.e. observations, interviews, fieldnotes, and artefacts). The findings demonstrate the emergent multilingual youth’s agentive engagement in translingual writing practices for differing purposes such as meaningful interaction, language development, and academic success. This study suggests that the dynamic and spontaneous use of multiple semiotic resources is the key to the emerging multilingual children’s everyday communicative and literate lives as well as in the process of multilingual language development.

Masks as Becoming

This autoethnographic essay explores masks and identity management during the time of COVID-19. It addresses the author’s relationship to masked television and film characters as well as everyday literal and figurative life masks which hide and reveal aspects of ourselves. It ends with a reflection on mask-wearing during the current pandemic and its emergent entanglements.

Because We're Unique

This qualitative study explores the literacy and language practices of Black adolescent girls as they read and make meaning of a critical text, Angie Thomas’ The Hate U Give (2017). The focus of this inquiry was to broadly examine how societal and situational factors influence the ways in which Black adolescent girls made sense of the novel, which functions as a culturally responsive critical text. This study embraces the Black Girls’ Literacy Framework first created by Muhammad and Haddix (2016) and two interconnected research questions from that framework drove this study: (a) How do Black adolescent girls enact critical literacy practices? and (b) How do Black adolescent girls respond to a culturally responsive critical text? Data were gathered from three Black adolescent girl participants in the form of two semi-structured interviews, a focus group, and written journal entries in response to the novel. Critical discourse analysis was utilized to analyze data across a societal domain, as well as across institution and situation. This study contributes to the current body of literature by positioning Black girls at the center of their literate lives and bringing visibility to the ways in which their intersectional identities (race, class, and gender) influence the ways in which they enact their literacy practice.

Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country

Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students.

SATU KERTAS KONSEP HUBUNGAN ANTARA PENDAPATAN IBU BAPA DAN TAHAP LITERASI KEWANGAN DALAM KALANGAN MAHASISWA DAN MAHASISWI DI UNIVERSITI

Parental income is one of the factors that can influence a person's financial literacy. This is because one of the sources of income for students to live their lives is through financial resources from parents. Therefore, the finances obtained will determine how a person can manage their expenses. In addition, the reduction in parental income due to the Covid-19 pandemic has resulted in reduced students income. Despite the reduction in income among parents, students still spend beyond their capacity and are unable to manage their finances properly. This is because low levels of financial literacy cause a person to be unable to manage his finances properly. Good financial management can help student undergraduates to avoid financial stress and other financial difficulties. Realising the issues and importance of financial literacy in life, there is research done to identify the relationship between parental income and financial literacy. But the results obtained by previous researchers are mixed. Therefore, the study focused on introducing a framework of concepts related to the relationship between parental income and the financial literacy of students and students.

Literate Life Expectancy in Bangladesh: A New Approach of Social Indicator

Publisher: School of Statistics, Renmin University of China, Journal: Journal of Data Science, Title: Literate Life Expectancy in Bangladesh - A New Approach of Social Indicator, Authors: Md. Hasinur Rahaman Khan, Md. Asaduzzaman

Stabilizing the unstable

The writing that older adults, retirees, and the elderly – what might be referred to as the aging stage of life (Conrad, 1992) – remains under-examined in writing studies. This research project explores the literate practices of five retirees who write on a regular basis in order to understand how they organize themselves and their lives for writing across lifeworlds. A theoretical framework from a lifespan perspective (Bazerman et al., 2017) serves as the departure point for a grounded theory (Charmaz, 2006; Saldana, 2009) analysis of artifacts that emerged from a series of retrospective interview protocols. These protocols were based on previous work in sponsors of literacy (Brandt, 2001) and chronotopic lamination (Prior and Shipka, 2003). Analysis of these interviews and documents reveals a core category of stabilizing that retirees engage in. Writers stabilize their work in a given moment to continue making sense of a chain of literate acts, which enables them to carry forward complex literate lives. These findings suggest that retirees write their way into new contexts shaped by their pre-retirement histories. The manner in which these subjects went about this work suggests that context is an important and complicated concept when examined through a lifespan perspective.

Awareness and utilization of health insurance among patients of a tertiary care centre in South India

Background: While health insurance may seem like just another form to fill, it has proven to be a literal life saver in case of medical catastrophes, saving those subscribed from possible health expense induced poverty. The objective of this study is to assess the proportion of patients aware of the provision of health insurance and have subscribed to them.Methods: Cross sectional study conducted in a tertiary care center based in South India during the period July 2019 to September 2019. Convenience sampling with a sample size of 58was used. Data collected with the help of an interviewer administered semi-structured questionnaire.Results: Awareness of the provision of health insurance was found to be as high as 89.7%. But only 51.7% were found to be subscribed to a health insurance plan. Of which 70% had joined a Government insurance scheme and 30% had a private health insurance.Conclusions: While a basic level of awareness is present, that itself does not lead to subscription to an insurance plan. The public should be exposed to the newer, more affordable government led plans which best suit their financial situations.

The Analysis of Harry Potter and the Philosopher’s Stone from the Perspective of Magic Realism

The little boy who wears a pair of glasses and rides a broom in the sky, Harry Potter, has worked on his magic on countless teenagers, making the whole world be crazy for his adventurous story. Published in 1997, Harry Potter and the Philosopher’s Stone , has been translated into more than 70 languages due to its inviting plot, humorous style and themes, warmly welcomed by the fans all over the world. Under this circumstance, this paper analyzes and explores the intersection of imagination and reality in the book from the perspective of magic realism. It is well acknowledged that magic realism is an approach to reflect reality by the dreamland generated from magic, in which the magic is a method when the essence is the reality. This paper first introduces the research objective, the first book of Harry Potter series in terms of the reputation it enjoyed and most importantly, the outstanding British novelist, J. K. Rowling. Combined with the characteristics of magic realism, it discusses about the intersection of imagination and reality in the portrayal of characters, the layout of the scene. Closely related to the attachment of reality from the perspective of magic realism, it finds out and analyzes the values of literal life that the writer intends to convey in the novel. This paper not only points out the shadow of reality in the settings of characters as well as scenes, but also finds out the values that the writer wants to convey like rebellion, the attitude towards desire and the power of love, which would enhance the interpretation of the application of magic realism in Harry Potter and the Philosopher’s Stone.

Identity Negotiation in Multilingual Contexts: A Narrative Inquiry into Experiences of an African Immigrant High School Student

Background/Context Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements. Purpose Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the midwestern United States. Research Design Using narrative inquiry, we qualitatively explored the lived cultural, racial, and ethnic identities and self-images experienced by a Ghanaian-born female high school student, Akosua (pseudonym), as she navigated and resisted identities ascribed to her in the midwestern U.S. Findings The student's narratives speak to issues of culture, identity, and self-image, as well as her literate life in multiple languages and literacy contexts in and out of school. The findings reveal narratives of ascribed identities, racialization, and perceived language hierarchies in the participant's daily life and indicate a need to challenge such narratives about African immigrant students and disrupt the reproduction of linguistic and racial inequality in the school system. Recommendations While school systems do follow state-sanctioned linguistic norms and ideologies, when educators draw on students’ experiences and funds of knowledge as resources already in the room in order to find ways of negotiating and disrupting language hierarchies and the ascribed identities they support, it allows all students, including multilinguals, to have their identity affirmed, even in school systems that have historically marginalized them. This, in turn, supports educational achievement, broadly realized, not only psychologically for all students but also economically and nationally for the country—a critical accomplishment in an era when educational quality in the U.S. is losing ground to foreign achievements.

LITERATE LIFE EXPECTANCY AND ITS GENDER DIFFERENTIALS IN OMAN

Measuring human quality and well-being by the human development index (HDI) is very challenging as it is a composite index of many socio-economic variables. However, a simple index called literate life expectancy (LLE) by combining life expectancy and literacy only can be used as an alternative measure, which is less data intensive than HDI. LLE is the average life expectancy that a person lives under literate state. Length of life in literate state has many positive implications on social, economic and political aspects of life. In this paper an attempt has been made to construct LLE for Omani population with its gender differentials. The data for the study were extracted from the 2015 Statistical Year Book and the 2010 Population and Census report of Oman published by the National Centre for Statistics & Information. Despite socioeconomic progress, levels of education among women in Oman are not the same as men. The analysis shows the remarkable differences in the LLE between men and women for almost all age groups. The Omani female population is much lag behind in literate life expectancy than the Omani male population. The results underscore the need to take necessary steps for reducing gender gap in LLE in Oman.

Sosialisasi dan Edukasi Literasi Keuangan Untuk Warga ‘Aisyiyah Kabupaten Sukoharjo Guna Mengurangi Perilaku Konsumtif Pada Remaja dan Anak-Anak

People who are financially literate are people who have the attitudes, skills and knowledge to manage one's finances to meet financial goals that help achieve life goals. In fact, the majority of the citizens of 'Aisyiyah in Sukoharjo Regency have children who are extravagant or consumptive, like to follow trends, and are less able to prioritize their needs than their desires so that they cannot understand and apply financial literacy in life daily. Based on the conditions experienced by residents of Aisyiyah, Sukoharjo Regency, there is a need for financial education and outreach for adults to be able to be applied to their children. The education and socialization program provided is expected to reduce consumptive behavior in children and provide benefits to the residents of the community ‘Aisyiyah Sukoharjo Regency to develop knowledge and understanding of financial literacy education and the ability to manage finances well.

The ‘Untouchable School’: American Missionaries, Hindu Social Reformers and the Educational Dreams of Labouring Dalits in Colonial North India

This article investigates Dalits’ dreams and desires for education in the United Provinces by examining hitherto unexplored records of the American Methodist Church missionaries and the Arya Samaj from the late nineteenth and early twentieth centuries. Focussed on the schools opened for Dalits and Dalit Christian converts by these two religious organisations, it explores the schools’ visions and objectives. The article presents the history of Dalit education beyond the existing dominant analytical frame of educational access and exclusion. It suggests that the mere inclusion of marginalised groups in educational institutions did not guarantee equality; rather, inclusion set in train a process for producing newer forms of exclusion, inequality and suppression. I argue that while these schools opened an important window for Dalit education in the region, the education offered was limited, hierarchical and practical. Both Christian missionaries and Arya Samajis saw Dalits primarily as a labouring community, and the education they offered reflected this thinking; it aimed at making Dalits productive, disciplined and loyal beings. Nevertheless, this limited education allowed Dalits to dream of a literate and dignified life and to pursue non-manual labouring careers.

“Book Nerds” United: The Reading Lives of Diverse Adolescents at the Public Library

This research asks the question: How does a public library contribute to the literate lives of a diverse community of adolescents? To explore this question, this article presents portraits of three young women, for whom a public library provided transformative opportunities. These portraits come from a larger ethnographic case study that examined a public library’s role in sparking and sustaining adolescent learning. Over 18 months, the author observed library activities involving youth, interviewed library staff and adolescent patrons, and led teen volunteers in a participatory research project. Data were analyzed in a constant comparative method within a sociocultural-historical framework. Through attention to the girls’ activities within the public library, two contributing elements— 1) a democratic space created by library practices, and 2), the diversity in discourse facilitated by the teen librarian—expanded the participants’ literacy practices and perspectives on reading. This article informs our understanding of diversity in adolescent literacy and highlights the practices that libraries and communities can use to foster the next generation of readers.

Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change

The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate life histories and wrote about our individual visual representations before discussing our objects. The objects selected were photographs of a father and his daughter and of a pile of books. Through our objects, this article identifies what shaped our reading proficiencies, and explores ways in which we can influence pre-service language teachers to recognise reading as a driver of social change. Our interactions with our chosen objects brought us to the realisation that, in spite of our multifarious backgrounds, our common literacy experiences enabled us to become proficient readers through which we gained access to higher education and academic success.