National Literacy Research Articles

Upaya Mengurangi Rendahnya Minat Literasi pada Siswa Kelas 6 SDN Plerean 2 Kabupaten Jember

The "Melek Literasi" work program began on August 3, 2024, in SDN Plerean 2 in Sumberjambe District. The goal of this study was to improve grade 6 students' interest in reading literacy at SDN Plerean 2, Sumberjambe District. This work program is intended to promote the formation of a literacy culture at a young age, with a particular focus on grade 6 children who will shortly continue their education to a higher level, namely Junior High School. The primary material utilised in this program is micro fiction novels, which are meant to develop interest in reading literacy among grade 6 pupils. This work program began with a site study and collaboration with teachers and the administrator of SDN Plerean 2 in Sumberjambe District. Of the 28 pupils in Class 6 of SDN 2 Plerean, 26 said they were motivated to read more. The work program of the Jember Collaborative KKN students at Posko 205 in Plerean Village is projected to help reduce oscillations in reading interest rates in Indonesia and enhance the accomplishment of national literacy objectives.

Transitioning learners from literacy instruction in local languages to English in Zambia: teacher practices and parental responses

ABSTRACT In Zambian primary schools, children begin learning to read in one of seven Zambian languages, transitioning to English as the language of instruction by fifth grade. Research on early-exit language transition in this context is limited. This case study aimed to examine this transition in four primary schools in Serenje, Zambia. Study participants included teachers, parents, and Ministry of Education officials. We found that phonics-based approaches were frequently used by grade 3 and 4 teachers to scaffold transition, as well as learner-centred approaches. A recurrent theme was the lack of sufficient teaching and learning materials to support transition. We found a great deal of support for initial literacy instruction in local languages among parents, in contrast with much of the literature on parental preferences, but parents identified the same challenges as teachers regarding the lack of materials to support language transition. We recommend the development of a specific transition curriculum for Grades 3 and 4, in alignment with the National Literacy Framework; corresponding alignment of the pre-service and in-service teacher training systems; and the provision by the government of sufficient materials specifically designed to support transition, including home reading materials.

‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools

ABSTRACT Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students’ literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools.

A BASE NACIONAL COMUM CURRICULAR E A POLÍTICA NACIONAL DE ALFABETIZAÇÃO

The present study aimed to analyze the three editions of the Common National Curricular Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area, in our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on document analysis and semi-structured interviews, carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block. Secretary of Education State of Education of the Federal District. For data processing, thematic content analysis was used (BARDIN, 1977; FRANCO, 2018). The results point to a rupture with the perspective of literacy for the sake of literacy, combined with a reduction in time for the consolidation of reading and writing in the cycle. On the other hand, a defense of the phonic method of literacy was learned.

60 ANOS DE ANGICOS (RN) E O LEGADO DE PAULO FREIRE

This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace.

They Don’t Read Very Well: A Study of the Reading Comprehension Skills of English Majors at Two Midwestern Universities

Abstract: This paper analyzes the results from a think-aloud reading study designed to test the reading comprehension skills of 85 English majors from two regional Kansas universities. From January to April of 2015, subjects participated in a recorded, twenty-minute reading session in which they were asked to read the first seven paragraphs of Charles Dickens’ Bleak House out loud to a facilitator and then translate each sentence into plain English. Before subjects started the reading tests, they were given access to online resources and dictionaries and advised that they could also use their own cell phones as a resource. The facilitators also assured the subjects that were free to go at their own pace and did not have to finish reading all seven paragraphs by the end of the exam. As part of the study, each subject filled out a survey collecting personal data (class rank, G.P.A., etc.) and took a national literacy exam (the Degrees of Reading Power Test 10A ). After the 85 taped reading tests were completed, the results were transcribed and coded.

Development and validation of an instrument for measuring civic scientific literacy

Civic scientific literacy (CSL) is a fundamental indicator of social development and national literacy and is very important for personal well-being and national competitiveness. To be in line with the technological advancements and demands of the current era, we focused on “science engagement”, which is now considered an important approach to enhance the CSL of the general public, and developed a 4-dimensional CSL assessment framework based on the crucial elements for citizens to engage in science. The 4 dimensions are scientific knowledge (SK), scientific method (SM), problem-solving (PS), and scientific thought and spirit of science (STSS). With this framework, a CSL measurement instrument including 50 items was developed. Various validity evidence, including evidence with reliability close to or exceeding 0.8 for all four dimensions, supports the use of the instrument to provide a valuation of CSL. Age, location type (urban or rural), educational background, and occupation are all significant factors associated with CSL.

TEACHING TO READ AND WRITE AND LITERACY:

This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method.

Upaya Peningkatan Literasi melalui Media Majalah Dinding (Mading) Berbasis Kearifan Lokal oleh Mahasiswa Kampus Mengajar di SDN Tambakromo 1

One of the fundamental problems in Indonesia is the low level of community literacy. In order to improve literacy in Indonesia, the government has created the National Literacy Movement program, which consists of the School Literacy Movement (GLS), Family Literacy Movement, and Community Literacy Movement. In support of these activities, the Ministry of Education and Culture has launched a new policy, namely the Independent Learning Free Campus, one of which is the Campus Teaching program which focuses on improving literacy and numeracy in schools. One of the efforts made by Campus Teaching students to improve school literacy at SDN Tambakromo 1 is by creating a bulletin board with a local wisdom theme. The method used in this research is a descriptive qualitative method, where data collection techniques are through observation and interviews. The research results show an increase in literacy among students at SDN Tambakromo 1 through the local wisdom-themed bulletin board. This is due to the students' interest in the local culture or wisdom that is used in the bulletin board with their own creativity. In addition to increasing student literacy, creating bulletin boards also increases the creativity and skills of students at SDN Tambakromo 1.

Diálogos [inter]ditados: formação de professores no âmbito da política nacional de alfabetização e o currículo [im]posto

ABSTRACT Intending to analyze the relationship between continued training within the scope of the National Literacy Policy - PNA with the [im]posed curriculum, thinking about the [inter]dicted dialogues that frame so many other discourses that go beyond the pretension of the one/single word, from the Literacy Practices Course, looks at the discursive materialities “Literacy Practices: Book of the Literacy Teacher - Strategies” (Brasil, 2021a) and “Literacy Practices: Book of Activities” (Brasil, 2021b). Qualitative in nature (Sampieri; Collado; Lucio, 2013), it uses Discursive Dialogical Analysis (ADD) (Brait, 2006), in view of the concrete statements of the Official Discourse based on the aforementioned materialities, dialoguing with authors in the field of discourse (Bakhtin, 2011; 2017; Volochinov, 2017); educational policies (Ball, 2001); of the Curriculum (Lopes, 2004; Lopes; Macedo, 2011); literacy (Soares, 2004; 2020), among others. The results are indicators that, like previous policies, the PNA, as a voice of authority, permeates the official literacy curriculum, being able to reflect on the speeches and practices of literacy teachers, even within the recontextualization process. By dictating “new” senses and meanings for literacy as a skill based on the linguistic code, it [imposes] the curriculum for the literacy circle, privileging content and strategies anchored in systematic phonics instruction, prohibiting other possibilities of meaning: writing as code; literacy as the ability to encode/decode; phonic method; focus on teaching the grapheme-phoneme relationship and the isolation of phonemes.

Inter]Dicted dialogues: teacher training within the context of the national literacy policy and the [im]posed curriculum

RESUMO Intencionando analisar a relação entre a formação continuada no âmbito da Política Nacional de Alfabetização - PNA com o currículo [im]posto, pensando os diálogos [inter]ditados emolduradores de tantos outros discursos que ultrapassam a pretensão da palavra una/única, a partir do Curso Práticas de Alfabetização, lança-se o olhar para as materialidades discursivas “Práticas de Alfabetização: Livro do Professor Alfabetizador - Estratégias” (Brasil, 2021a) e “Práticas de Alfabetização: Livro de Atividades” (Brasil, 2021b). De natureza qualitativa (Sampieri; Collado; Lucio, 2013), vale-se da Análise Dialógica Discursiva (ADD) (Brait, 2006), em vista dos enunciados concretos do Discurso Oficial a partir das materialidades referidas, dialogando com autores do campo do discurso (Bakhtin, 2011; 2017; Volochinov, 2017); das políticas educacionais (Ball, 2001); do Currículo (Lopes, 2004; Lopes; Macedo, 2011); da alfabetização (Soares, 2004; 2020), dentre outros. Os resultados são indicadores de que, assim como as políticas anteriores, a PNA, enquanto voz de autoridade, atravessa o currículo oficial da alfabetização, podendo refletir nos discursos e práticas dos professores alfabetizadores, mesmo no seio do processo de recontextualização. Ao ditar “novos” sentidos e significados para a alfabetização enquanto habilidade assentada no código linguístico, [im]põe o currículo para o círculo alfabetizador, privilegiando os conteúdos e estratégias ancorados na instrução fônica sistemática, interditando as demais possibilidades de significação: escrita como código; alfabetização como habilidade de codificar/decodificar; método fônico; foco no ensino da relação grafema-fonema e no isolamento de fonemas.

An Analysis of Classroom Language Practices among First Graders upon Entry into Grade One in a Cosmopolitan Chongwe Urban District

Zambia is considered as a multilingual country with all the classrooms being multilingual. While the National Literacy Framework (2013) policy currently states that the official regional languages of instruction be used in all schools from grade one to grade four, with English taking over from grade five onwards. The aim of this study was to analyse the classroom language practices of the early graders upon entry into grade one in Chongwe urban district. Purposive sampling was used in this study to come up with 270 participants of which 20 were grade one teachers and 250 were grade one learners. Data was collected using interviews and classroom lesson observations. Qualitative data was analyzed thematically according to research objectives. The findings of the study are that the grade one classrooms of Chongwe District were multilingual as teachers and learners were able to speak more than one language. The study also found that the commonly spoken languages in the schools were Cinyanja, Soli, Bemba and English. The study showed that tranlanguaging was mainly used to engender epistemic access. The study concluded that since learners entered grade one without adequate proficiency in the regional language, teachers used translanguaging to bridge the gap between home and school literacies. The study has also demonstrated that while the curriculum has made provisions for transition at grade 5, there is need for policy directive on how the transition from home into the school is supposed to be managed linguistically speaking.

Políticas curriculares no campo da alfabetização no Brasil: dos avanços teórico-epistemológico-didáticos ao apagão contemporâneo

ABSTRACT The study presented in this paper aimed at identifying conceptions of literacy in the approved version of the National Common Curriculum Base - BNCC (Brasil, 2017) and in the National Literacy Policy - PNA (Brasil, 2019). Based on theoretical discussions relating to these fields and curricular policies, it presents documentary research supported by thematic content analysis. As a result, concerning literacy in BNCC, there is a perspective based on teaching the alphabetic code and the mechanics of reading, suppressing the expression alphabetic writing system, so widespread in Brazilian literature. On the literacy axis, although it maintains the idea of social usage of language, based on the various textual genres, it establishes an unnecessary understanding of overcoming the literacy of letters and what is proposed as digital literacy or multiliteracies. Regarding the PNA, there was a notable step backward in literacy, whose reference is the cognitive science of reading. This document goes back to the traditional phonic synthetic method and commits conceptual and epistemological misunderstandings about alphabetic writing, spelling, and reading. It also relies on an unclear conceptualization and progression of literacia throughout basic schooling. It contradicts the National Education Plan, reducing the consolidation of literacy from three to one year. The study showed a clear historical-epistemological-didactic clackout of literacy.

Working with a young people's advisory panel to conduct educational research: Young people's perspectives and researcher reflections

Participatory Action Research (PAR) with young people aims to centre their knowledge and experience in research which is meaningful to them. In recent years, there has been an increase in PAR approaches within education, yet there is still a need for greater methodological insight into this approach. In this project, which explored adolescents’ reading motivation and engagement, a young people's advisory panel was convened to ensure the perspectives and experiences of young people were central to the project. The panel consisted of 6 young people (13–15-years-old) from 3 geographically dispersed schools in Scotland. The panel worked with researchers at the Universities of Edinburgh and Dundee and a national literacy organisation across one academic year to plan and design the project, carry out data collection, and support interpretation the findings. In this article, young peoples’ perspectives on their role and adult perspectives on the methodological approach of working with a young people's advisory panel on a reading research project are explored. Discussion of the benefits (e.g., challenging systems of power and privilege, producing outcomes which are more relevant to pupils), limitations (e.g., truly disrupting hierarchies of power), and considerations (e.g., planning participatory projects, including diverse and representative voices, and ‘bounded empowerment’) for researchers interested in convening youth advisory panels for educational research are provided to contribute towards the growing interest in PAR approaches in educational research.

Exploration of Shariah Non-Compliant Risk: Evidence from Indonesia

Sharia non-compliance is a peculiar risk that Islamic financial institutions must face. This study aims to explore and analyse the presence of Sharia non-compliant risk in Indonesia. The method used in this study is a descriptive normative legal research method with a qualitative approach, using related literature books and journals. The study's data was obtained from religious courts in Indonesia and Sharia committee data from the annual reports of Indonesian Islamic banks. The study results concluded that some Sharia non-compliance risk cases in Indonesia need serious attention from the Islamic financial industry. The Sharia non-compliance cases are dominated by default in Shariah. Therefore, the study urges maximization of the role of the Sharia committee and the development of the nation's literacy of Islamic economics and finance. The study comes with recommendations for policymakers and carries some limitations for future studies in Shariah non-compliant risk.

Study of the need for project-based learning citizenship e-books to expand national literacy of students pgri university palembang

This study raises the question of what resources are best suited to help students develop their civic literacy and acquire optimal knowledge about their nationality through citizenship education. The research's goal is to gather the information required for citizenship education so that students can learn as much as possible about their nationality. This study used an exploratory survey strategy in conjunction with a quantitative research method. The sample size was 60 individuals, comprising 10 lecturers and 50 students. The inclusion criteria for students are those who have completed the Citizenship Education course so that students can provide responses based on their experience of attending lectures in nine different study programs at the Faculty of Teacher Training and Education, PGRI University Palembang. Based on research findings, 92% of teachers and students believe that the analysis of national e-book creation demands meets the Very Good standard. The findings of this research support the assumption that to increase student citizenship literacy, lecturers and students at PGRI Palembang University really need Nationality E-Books.

Enhancing Early Childhood Literacy through Reading Corners: A Phenomenological Study at Thiflah Early Childhood Education, Aceh Besar

This study explores the effectiveness of reading corners in enhancing literacy among early childhood learners at Thiflah Early Childhood Education (ECE) in Aceh Besar, Indonesia. Employing a phenomenological research design with qualitative methods, this study aims to understand the subjective experiences of educators and learners about literacy enhancement strategies. The research incorporated observations, interviews, and documentation, with a focus on the role of the reading corner in fostering literacy. Results indicated significant improvements in children’s engagement and comprehension in reading, writing, and arithmetic, attributed to the interactive and play-oriented learning environment. However, challenges such as insufficient resources and reliance on student teachers with limited experience were identified. The findings suggest that the reading corner approach, aligning with Indonesia's National Literacy Movement, can be a viable model for enhancing early literacy in various educational settings. The study recommends further research into the effectiveness of reading corners in diverse ECE contexts and emphasizes the need for resource enhancement and teaching methodology improvements. These insights are crucial for developing engaging, child-centric learning environments for early literacy development and overall child growth, contributing significantly to Indonesia's National Literacy Movement.

Implementasi Hidden Curriculum Literasi dalam Pembelajaran Daring

Hidden curriculum emphasizes the development of affective aspects and students' self-actualization as a model for achieving learning goals. This research investigates the implementation of a hidden literacy curriculum in an online learning context, with a focus on program preparation, implementation, and completion. The aim of this research is to revive the nation's literacy spirit for Indonesia's future progress. The method used is descriptive with a qualitative approach to describe directly how the situation and implementation process takes place. Through analysis of literacy needs and selection of relevant materials, this program preparation creates a solid foundation. The implementation of this hidden curriculum emphasizes literacy orientation, integrated activities, and individual support to increase student participation and development of literacy skills. Literacy final projects, self-evaluations, and portfolio creation provide concrete evidence of students' literacy achievements, while evaluations of program effectiveness guide subsequent improvements. Overall, this research provides insight into how hidden curriculum literacy can shape students as independent learners who are able to apply literacy in their daily lives.

Analysis of Students' Scientific Literacy on Work and Energy as Well as Momentum and Impulse

The importance of scientific skills in the future and Indonesia's low ranking internationally have not escaped the government's attention, as evidenced by the existence of the National Literacy Movement Program. In this regard, a study was conducted which aimed to describe data on students' initial abilities in scientific literacy in the material of work and energy as well as momentum and impulse. This research is part of a preliminary study of research into the development of teaching materials to improve students' scientific literacy skills. The total sample consisted of 100 students from three SMAN schools in the city of Padang with the categories low, medium and high based on UTBK scores in 2023. The research sampling technique was cluster random sampling. The scientific literacy ability test consists of 10 complex multiple choice questions. The results of the analysis prove that the students' initial level of ability in scientific literacy in the material of work and energy as well as momentum and impulse is included in the very low category, with an average percentage of 35.4% in the context aspect, an average percentage of 35.6% in the content aspect, and an average percentage of 35.3% in the competency aspect.

Literature Review: Bulletin Media in Learning as a Literacy Resource in Strengthening the National Literacy Movement Program

Through a survey of numerous articles connected to bulletin media in learning, this study intends to provide information on the utilization and development of bulletins as a learning medium. This study is classified as a literature review. The information data used was collected from scientific journals accredited by the Science and Technology Index (SINTA). The information was gathered by analyzing published data from 2016 through 2022. Researchers examined, analyzed, and collaborated to evaluate, assemble, and review the results. Choosing nine journal papers that investigate the use and development of bulletins as learning media. 9 articles were picked at random to represent the chosen theme research, namely the use and development of bulletin media. The literature review includes information on the title of the scientific article, the author, the source of the journal publication, the methods used, the findings, and the review's recommendations in describing specific concepts and explanations that are still missing from the essence of the scientific article. This scientific article review is meant to serve as a source of inspiration for educational progress through the use of various media in molding excellent education in accordance with national goals