New Type Of Literacy Research Articles

Urban Literacy and How to Measure It

In the studies of the last decade, the word "literacy" is one of the most commonly used, one might even say pedagogically fashionable. A number of significant areas of literacy study concretize the concept of "literacy" through the concepts of "space" and "practice", focusing on tools and resources involved with specific goals in a specific space (social, educational, cultural, etc.). Justifying the need to highlight urban literacy, the authors of the article proceed from the premise that the study of this new type of literacy is possible by combining spatial (where literacy is formed and why it goes beyond the school classroom) and practical (how literacy manifests itself and what knowledge and experience it requires) coordinates. The article substantiates that urban literacy is based on the complex nature of reading and writing, is firmly connected with the life of citizens of all ages and is of great importance for learning. Urban literacy of adolescents is considered as literacy, which focuses on the search for the optimal way of action in solving problems in the city space related to the movement, consumption and social interaction of adolescents based on the principles of a healthy lifestyle, responsible behavior, personal safety, as well as knowledge of the history and cultural characteristics of the city. This literacy includes the following practices (or components): pro-social engagement practices; healthy lifestyle practices; practices of intercultural interaction; practices of the use of digital technologies; practices of local awareness; practices of mobility in the city. The proposed tool for measuring urban literacy assumes a comprehensive perspective for assessing important aspects of a child's interaction with the city based on authentic realistic scenario-type tasks.

Pembelajaran Matematika Melalui Koding

Coding or computer programming is believed to promote students' computational thinking skills, one of the essential skills in the 21st century. Nowadays, computational thinking is even considered as a new type of literacy that students need to master. By means of coding, students are trained to be competent in problem solving through various activities that stimulate logical, creative, critical, and analytical thinking. These qualities make coding widely promoted as medium and means of learning mathematics. This paper discusses how coding can be integrated in mathematics learning to achieve its goals, grounded on some references tracing and empirical observations in a limited scope. Furthermore, several examples of coding activities and their forms of integration with mathematics lessons at school are discussed.

Functional diversity literacy

PurposeThe purpose of this paper is to discuss the problematic nature of librarian attitudes toward people with disabilities and how a language change to the use of the term “functionally diverse” can highlight a greater sense of inclusion and equality, as well as develop a new type of literacy that focuses on understanding and awareness of disabilities, accessibility and difference.Design/methodology/approachThis paper examines current trends of language use about people with disabilities and then posits a counterpoint by discussing functional diversity as a viable alternative in not just language but also literacy.FindingsExamples of current problematic language by librarians are drawn from social media and the literature. The examples are deconstructed in regard to why they are problematically exclusive, and then the alternative language of functional diversity is examined as a way to be more inclusive. Developing a new literacy in terms of interaction with functionally diverse people is also discussed.Originality/valueLibrary literature on disability largely focuses on a case study approach and on the view of how to assist people with single disabilities. This is one of the very few papers that focuses on discussing the underlying attitudes and assumptions of librarians that make outreach to people with disabilities who use libraries, difficult. This is also one of the few papers that discusses the need for a new type of literacy within librarianship.

INTERACTIVE COMMUNICATION STRATEGIES AS TOOLS FOR UNDERSTANDING THE ART WORLD IN THE POST-LITERACY ERA

The paper argues the ways in which artwork representation to its agents (artists, critics, curators, and audience) in the new sociocultural post-literacy situation revises traditional communicative systems. Relying on an understanding of as a public communication, the new art or communication in the world concept is presented in the forms of manifestos and special types of comments from the perspective of modern aesthetics. However, this characteristic does not represent an attempt to understand the traditional artist’s set sense in his communication, or at least this is not the agents’ first question, but a way of asking how, for example, ready-made or performances have become art. The problem the paper explores are the opportunities gives for interaction and/or resistance in the global social sphere that give participants a new type of literacy (even we can speak about post-literacy). In other words, contemporary practice in modern propounds the impossibility to speak of a concise, exhaustive standard definition that will help agents grant status to new objects. As a result, it can be concluded that the artist’s new communicative strategies are many, not only one as in the past, and at the same time, they do not follow one another. This implies that to understand the strategies we should think in terms of a new post-literacy situation where there is not only one alphabet. The paper concludes that the problem of Aesthetics as a science is not an expansion of its borders as seen and thought in practice during the XX century.

Digital Literacy and Metaphorical Models

It is an acknowledged fact that the appearance of new genres in cyberspace has shifted the main focus of instruction strategies nowadays. Learners of any field are challenged by the acquisition of a new type of literacy, digital literacy –how to read and write, or how to interact, in and through the Internet. In this line, websites often show expressions like home, visit, down-load, link, etc. which are used in a new sense that did not exist before the digital era. Such expressions constitute the manifestation of mental models that have been transferred from traditional conceptual domains onto the new knowledge domain of the Internet. These conceptual metaphors are some of the cognitive models that help in the conceptualization of new cybergenres. This paper points at describing how these cognitive models build our notion of diverse cybergenres in English – e.g. the weblog, the social network, the cybertask. Our aim here consists in detecting these metaphorical models as well as describing and classifying their conceptual mappings between domains. With that purpose, some digital materials are analyzed, so as to test the hypothesis that such mappings and models guide the user's representation of the genre, as a coherent structure.

Media and Message in Medieval Russia: Transition from Parchment to Paper

The article examines the changes in the media of communication in medieval Russia. Based on quantitative data of surviving manuscripts and administrative documents, it argues that the introduction of paper in the fourteenth century had limited impact on secularization of knowledge and education. In the long run, however, it stimulated rapid production and dissemination of manuscripts and encouraged a new type of literacy that cherished thoughtful reading and reflection on content. Paper was mostly used in North-East territories, whereas in Novgorod parchment remained the dominant writing material up to the end of the fifteenth century.

Gender, Academic Qualification And Subject Discipline Differentials Of Nigerian Teachers’ Ict Literacy

The world is seemingly experiencing a third wave of social and technological transformation as thesociety is becoming more oriented to the Information and Communication Technology (ICT). ICT is oneof the various factors that are drastically influencing occupational success especially in the educationalsector. Adamu (2004) sees ICT as a set of technological tools and resources used to communicateand create, disseminate, to store and manage information. The information dissemination is easilypossible through computer technologies. Markauskaite (2006) opines that the introduction of computertechnology into teaching and learning is a giant stride towards improving the quality of education.Globally in the recent time, a new type of literacy that is more widely discussed is computer literacy. Infact, ICT (computer) literacy has been a subject of educational research ever since the integration oftechnology into education system either as tools for self-study or as a teaching device.

Corpus consultation and advanced learners’ writing skills in French

In the rapidly changing environment of language learning and teaching, electronic literacies have an increasingly important role to play. While much research on new literacies focuses on the World Wide Web, the aim in this study is to investigate the importance of corpus consultation as a new type of literacy which is of particular relevance in the context of language learning and teaching. After briefly situating the theoretical and pedagogical context of the study in relation to authenticity and learner autonomy, the paper describes an empirical study involving eight postgraduate students of French. As part of a Masters course they write a short text and subsequently attempt to improve it by using concordancing software to consult a small corpus containing texts on a similar subject. The analysis of the results reveals a significant number of changes made by the learners which may be classified as follows in order of frequency: grammatical errors (gender and agreement, prepositions, verb forms/mood, negation and syntax); misspellings, accents and hyphens; lexico-grammatical patterning (native language interference, choice of verb and inappropriate vocabulary); and capitalisation. The conclusion notes that the situation in which these students found themselves (i.e. faced with a text on which the teacher had indicated phrases which could be improved) is replicated in many cases every day, and suggests that corpus consultation may have a useful role to play in the context of interactive feedback, particularly in cases where traditional language learning resources are of little use.

Pedagogical Design of Computer Mediated Communication Tasks: Learning Objectives and Technological Capabilities

It has been claimed that the recent emergence of internet‐based communication constitutes a technological innovation with the potential to create a paradigmatic shift in teaching and learning second languages (e.g., Berge & Collins, 1995; Dede, 1993; Harasim, 1990). However, for this shift to happen, materials designers need to assess critically the effects of the techno‐logical capabilities of Computer Mediated Communication (CMC) as well as the features that characterize a potentially new type of literacy. Such a critical assessment will have to be based on the analysis of how specific pedagogical objectives are achieved through the design and implementation of instructional activities in CMC environments. In this respect, the analysis of such theoretical constructs as the grounding criterion and the principle of least collaborative effort (Clark & Brennan, 1991) provides a useful framework for the examination of factors that affect the choice of communication medium. In particular, different learning objectives may be achieved with a variety of technological tools (e.g., from word processors to collaborative writing software) that exhibit a range of levels of technical sophistication.

Redefining Literacy in a Foreign Language

Culture and literature are making a comeback in language instruction. In Germany, teachers trained in pragmatic-functional/ communicative approaches are encouraged to adopt an intercultural approach with a hefty literary component;i in the United States, proficiency-oriented teachers are urged to enrich their lessons with cultural or even literary content. But what kind of content should this be? Should teachers inculcate in their students a stock of nationally shared bits of cultural information and the ability to quote from the classics? Or should they strive for a new type of literacy, centered more on the learner, based more on crosscultural awareness and critical reflection? As language teaching enters the twenty-first century, voices are making themselves heard for a redefinition of second language literacy2 and in particular for a reassessment of the 20th century split between language study and literary/cultural studies.3 The current interest in culture, common to both language and literary studies, offers an opportunity to reconsider the fundamental educational paradox that teachers have to face: the obligation to socialize their students into a given social order and the responsibility to make them develop their own particular voice by contesting that social order. The paradox between these two types of literacy in language study can be dealt with through a cross-cultural approach to teaching literary texts at the intermediate levels of language instruction. We first discuss the limitations of current linguistic and literary theories as they have been applied to the teaching of foreign language texts. We then propose a conceptual framework that is better suited to take into account the unique (op)positional stance of the foreign cultural reader interacting with a foreign cultural text. In a third section we apply this framework to an analysis of concrete examples from classroom practice. I. Limitations of Native Language Literacy Theories