Literacy Practices Research Articles

Difficult Opacity: On Reading Difference

This article argues for a redefinition of difficulty in relation to the inextricable violence of modernity and examines the consecutive challenge to notions of understanding and interpretation — of a text, of language or of the other — that this repositioning brings. To this end, the article offers a nuanced rereading of Steiner’s canonical fourfold categorization of difficulty, in dialogue with, first, Édouard Glissant’s opacity and, second, Jonathan Pugh and David Chandler’s theorizations of ‘abyssal thought’, an approach emerging from Caribbean and critical Black studies, exploring the key challenge it poses to forging an unmasterful, after Julietta Singh, comparative literary practice. With an equal attention to the theoretical and pedagogical dimensions of reading difficulty, the article emphasizes the importance of the accretive and embodied nature of the reading process and offers a repositioning of textual difficulty, as a meeting site of opacities, and a reformulation of a difficult, unmasterful reading practice, after catastrophe and with others.

An inquiry into divergent literacy practices among communities resident in Nandi County

The study is an inquiry into divergent literacy practices among communities resident in Nandi County. This means that the study will explore the different literacy literacies among multicultural and multilingual residents in the County. In this study, a purposive stratified sample of 60 rural-urban mixes of intercultural group locations in Nandi County comprising a purposive selection of 20 respondents in each location using the snowball technique was used, face-to-face interviews, literacy diaries, observation, video with inbuilt audio recording, and documentation. The results of the study indicated significant ways in which multilingual residents of Nandi County use literacies in their everyday lives. For example, it was established from interviews and observations made in churches in Nandi County that the church had elaborate literacies evident in its programmes and activities. For instance, the Sunday school curriculum was structured and developed into lessons that children were taken through. In some churches, the lessons were structured to fit the children’s ages, that is, lower and upper classes. It was concluded that the skills required for navigating and performing in today’s information age invite us to focus on a wide range of literacies. It is evident that individuals and groups always go beyond the literacy they possess when confronted with situations that require them to act or solve a problem. Consequently, this calls for inquiry into literacy practices that are unique to each setting. It was recommended that individuals and groups are not limited to the knowledge and skills they possess only, and therefore, what they do with literacies should be investigated.

Building a community of practice through a doctoral research group

PurposeThe purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.Design/methodology/approachThis participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.FindingsDrawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.Practical implicationsThis paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.Originality/valueThis study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

STUDENTS’ LIVED EXPERIENCES PRACTICING DIGITAL LITERACY USING YOUTUBE AS AN ENGLISH LEARNING TOOL

Technology integration transformed English learning, innovating tools and platforms that change educational dynamics. Among various digital platforms, YouTube emerges as a versatile global resource with extensive content for English learning. However, simply providing access to YouTube does not guarantee effective, safe use or learning. This phenomenological study explores the lived experiences of students in the English Language Education Study Program at Sanata Dharma University using YouTube to learn English. Students' lived experiences shown through their beliefs, feelings, actions, and decision-making on YouTube. This research examined how students practice digital literacy while learning English on YouTube and how these practices give meaning to their learning. Findings revealed experiences like evaluating video trustworthiness, collaborating with fellow YouTubers, creating videos, addressing safety and privacy concerns, and applying videos creatively for personalized language goals significantly impacted their learning. Students expressed positive attitudes about these digital literacy practices, emphasizing the benefits of self-paced access to authentic English resources. This study provides insight into how students leverage digital platforms like YouTube for language learning through critical digital literacy practices. The findings suggest implications for educators seeking to train students in determining credible information for learning through digital platforms, as this issue gained substansial participants’ attention.

Historical literacy and narrative didactic approach with a critical sense

The purpose of this article is to outline the importance of a historical literacy with a narrative approach provided with a critical sense. It begins by characterizing conceptual aspects of school literacy and disciplinary literacy; In the same way, the treatment of historical literacy in the school domain is characterized, especially with regard to the didactic use of narrative writing. It continues to highlight the relevance of applying the narrative approach to address expressions of the historiographical genre that claim the narrated lifeof the subjects; and it is justified that The New Studies of Literacy and critical literacy, in addition to providing didactic tools in this sense, these can favor the mobilization of interests for social transformation from the knowledge of history and community literacy practices.

“Your voice brings calmness to the chaos in my mind”: exploring the uses of poetry on TikTok

ABSTRACT This article provides a first exploratory analysis of how poetry functions on TikTok, where the #poetry hashtag has generated tens of billions of views so far. Using three case studies, namely the Dutch poetry account @lotweijers, the English account @marthalilli, and the hashtag #sylviaplath, it demonstrates the form poetry takes on TikTok and the discourse about the genre that emerges in user comments. The analyses show that the relational aspect of accessible poems plays a significant role in how poetry functions on TikTok. However, while many TikTokers use poetry in an affective, relational, and therapeutic manner, there are also users who take a more cognitive approach to the genre, focusing on interpretations and ideological discussions about poetry. In this sense, the article nuances the idea that literary practices on TikTok are equivalent to instant satisfaction.

Critical literacies in algorithmic cultures

AbstractA shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co‐productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self‐described literacy practice of ‘working algorithms’ across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human–machine feeling–thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well‐being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies.

Revisiting “What is Strategy?” and Why it Matters

PurposeThere are few concepts in the modern business lexicon where people feel as strongly confident in their understanding of its meaning – while there is simultaneously such profound disagreement in how people actually define the term – than the concept of “strategy.” After decades of research and publications trying to correct this situation, the problem remains. It is difficult to advance the field, teach the field, or even effectively put it into practice if you cannot define what “it” is in a clear, concise, and meaningful way. This paper offers updated definitions of key strategic management concepts.Design/methodology/approachA large academic and practitioner literature review was added to the author’s personal experience as a Fortune 500 chief strategy officer and university professor to identify five separate concepts at the heart of current colloquial uses of the term “strategy.” These concepts were then clarified and defined with implications summarized.FindingsThe generic term “strategy” is frequently used in place of multiple other very distinct concepts. This problem of concept ambiguity can be greatly reduced by understanding and emphasizing the definitions and usage of five other, already existing, business terms – “Strategic Management,” “Strategic Planning Process,” “Strategic Plan,” “Realized Strategy,” and “Business Model.”Originality/valueThis paper identifies the negative effects of the misuse of the term strategy and offers clear, concise remedies. Resolving the definition problems is a necessary precursor to the advancement, education, and practice of the field.

Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.

Reālisms un ideālisms 19. un 20. gadsimta mijas latviešu literatūrā

The article traces late 19th and early 20th-century theoretical discussions of the concepts of realism and idealism and their impact on Latvian literature, paying attention to the terminological and ideological aspects and the poetics of literary texts. The introductory part explains the topicality of research on realism and idealism. The main body of the article traces the genesis of realism and idealism in 19th-century European and Latvian literature by using the up-to-date methodology of literary studies and the humanities. Detailed attention is paid to the late 19th and early 20th-century discussions in Latvia that explain the historical use of these concepts. By scrutinizing the available material, it is possible to conclude that concepts of realism and idealism are historically rooted and interactive. It is, therefore, possible to state that literary practices at times substantially deviate from 19th-century theory, where both concepts are used inconsistently and at times polarised. The up-to-date theoretical approach based on the methodology of cultural studies and new historicism that accentuates the polyphony of an age helps to reveal the many-sidedness of 19th-century literature and provides an insight into the possibilities and meanings of the concepts of realism and idealism. Such an approach opens up new potential for interpreting well-known texts by Latvian writers.

Middle Class African American Parents’ Aspirations for Rigor and Reading Curriculum During the Pandemic Era in Detroit Schools

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.

Leveraging ChatGPT and bard for academic librarians and information professionals: a case study of developing pedagogical strategies using generative AI models

This study focuses on improving pedagogical strategies by integrating artificial intelligence (AI) chatbots and library databases. Examples from ChatGPT and Bard were used to demonstrate the quality of information. A cross-examination using a research validation template was conducted; it revealed that no artificial hallucinations were produced. However, the information provided by both AI chatbots was slightly outdated based on organizational changes and did not provide an in-depth analysis of the company. AI chatbots are promising for student engagement and can be used by academic librarians to engage students in emerging practices for information and data literacy.

Learning activities used for reading literacy instruction in selected Namibian primary schools

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

More being, different doing: Illuminating examples of culturally relevant literacy teaching

AbstractPreparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.

Case study regarding adult students’ learning of world languages and cultures in a unique voluntary and learner-centred nonformal setting

The purpose of this qualitative study was to examine a group of adult students’ learning of world languages and cultural practices by incorporating common literacy practices (listening, reading, speaking, writing) in a unique, voluntary, learner-centred, nonformal setting (e.g. World Language and Culture Program [WLCP]) at a large western land-grant university in the United States during the 2019 spring semester. The primary objectives of this study are to provide insight into what and how adults learned in this unique environment. Drawing from Simons, the study was framed as a qualitative descriptive case study. Data sources included interviews, observations, field notes, and artefacts. Data analysis drew on the Deep Approach conceptual lens and the Interpret Analyse Present Interact (IAPI) curriculum model to understand adult students’ learning in this WLCP. Findings showed that adults learned real-life conversation skills and cultural practices (geography, traditions, religious practices) by incorporating common literacy practices (listening, reading, speaking, writing) from volunteer facilitators who were natives of the particular world language and culture. The participants learned these world language conversation skills and cultural practices in a variety of learner-centred ways: (a) practice with heritage speakers of the language, (b) meaningful interactions with peers, (c) contextualised simulations, (d) spontaneous exposure, and (e) instructional scaffolding.

The Emerging Concept of the Human-Centered Organization: A Review and Synthesis of the Literature

Both practitioners and scholars are increasingly interested in the idea of the human-centered organization. This term first appeared in the late 1950s and has gained attention in the last ten years. Awareness of the need for human-centeredness grew during the COVID-19 pandemic, in which many organizational leaders were compelled to focus on employee health, safety, and well-being. In this paper, we review and synthesize the rather fragmented scholarly and practitioner literature on human-centered organization (HCO) to develop an integrated definition and framework. The 26 sources reviewed in depth indicate that the HCO construct is primarily utilized in two ways. First, human-centered design scholars and practitioners conceive of HCOs as employing human-centered design practices. The second discourse involves the humanistic management and culture literature, which conceives of HCOs as embodying humanistic values and cultures. After reviewing these separate discourses, we synthesize them in an integrated definition as well as framework of HCO. The framework starts from humanistic values such as dignity, well-being, and justice, which are pivotal in creating organizational practices characterized by a common good purpose, positive human experiences on the job, team structures to coordinate work, and participatory tools and approaches.

Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom

ABSTRACT Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students’ creation of artifacts (illustrating self-portraits and composing “I Am” poems) and collection of their oral narratives are analyzed to seek how they construct and negotiate their hybrid, sophisticated, and multifaceted identities by moving across both geographical and metaphorical borders. The findings show that Asian American students shape their collective identities when engaging in authentic and meaningful literacy practices that support them to reflect on and make connections to their transnational experiences and (hi)stories. Since the literature on transnationalism has focused on Latinx immigrants, this study narrows the gap in the literature by examining how students from Asian immigrant families build, negotiate, and embody their transnational identities when participating in literacy practices that reflect their unique transnational experiences. The findings provide implications for educators that including literacy practices in transnational contexts can be powerful pedagogy as it offers ample opportunities for transnational students to reflect on their richly diverse life experiences and to connect each facet of their collective identities to make meanings of their transnational lifeworld.

Home learning environments and children's language and literacy skills: A meta-analytic review of studies conducted in low- and middle-income countries.

A robust finding from research in high-income countries is that children living in resource-poor homes are vulnerable to difficulties with language and literacy but less is known about this association in low- and middle-income (LMI) countries. We present a meta-analysis of 6,678 correlations from studies in 43 LMI countries. Overall, the results indicate a small but significant association (r = .08) between home language and literacy environment and children's language and literacy skills. After examining a range of moderators, adult literacy practices and books-at-home had a significantly larger association with children's language and literacy skills than did home tutoring. Studies using customized measures demonstrated a more marked association between home attributes and children's outcomes (r = .14) than studies using a common measure across multiple sites (r = .06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children's language and literacy skills in LMI countries. Rather, an important factor in detecting this relationship is that assessments must better reflect the nature of homes in different cultures to capture true variation in the population. Such contextually situated measurement would lead to an inclusive conceptualization of home learning environments and can better inform intervention programs to enhance children's educational success, a critical target for many LMI countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Financial literacy practices of public institutions: the case of Turkiye

Purpose- In today's world, where changes and transformations occur rapidly, we see new developments in the field of finance every day. Therefore, the importance of Financial Literacy has increased considerably today and it has started to take a large place in the strategies and development plans prepared by countries. The aim of this study is to investigate what kind of work is carried out by public institutions in Turkey in order to increase the financial literacy of the society and to raise financial awareness in the society. Methodology- In this study, document analysis, one of the qualitative research methods, was used to investigate what kind of studies were carried out by public institutions in Turkey on Financial Literacy. Findings- When academic studies conducted in the context of Financial Literacy are examined, it is seen that the financial literacy level of the society in Turkey is quite low, except for some basic financial concepts. When the education curriculum prepared by the Ministry of National Education of the Republic of Turkey is examined, it is seen that some financial issues are actually taught to all students from an early age. Conclusion- Especially in recent years, it is seen that institutions such as the Ministry of National Education, the Ministry of Treasury and Finance, the Ministry of Family and Social Policies, the Capital Markets Board, the Banking Regulation and Supervision Agency, the Central Bank of the Republic of Turkey and the Turkish Capital Markets Association have been working intensively in order to strengthen the financial awareness of the society. Keywords: Financial literacy, financial knowledge, financial behaviour JEL Codes: G53, I25, G51,

Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication

Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.