Journal articles on the topic 'Accounting literacies'
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Hsu, Hui-Yin, and Shiang-Kwei Wang. "Using Gaming Literacies to Cultivate New Literacies." Simulation & Gaming 41, no. 3 (December 7, 2009): 400–417. http://dx.doi.org/10.1177/1046878109355361.
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McMahill, Cheiron. "Multilingual literacies in Japan." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 2005): 79–96. http://dx.doi.org/10.1075/japc.15.1.07mcm.
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Economic immigration to Japan has increased the number of language minority students in certain Japanese elementary schools to as many as one in four. Little is known, however, about how these children are influencing language and literacy practices in schools. This article looks at the classroom interaction in the International Community School (ICS), a small school run by a Non-Profit Organisation (NPO) in Gunma Prefecture in which the presence of English‑, Portuguese‑, and Japanese-speaking children has given rise to an experiment in trilingual education. A project to create world globes in a first-grade trilingual classroom is examined using a social semiotic framework. The physical characteristics of the globes bear traces of the political and linguistic environment as well as the organization and management of the school. Children and teachers in turn question and transform geographic systems of representation and approaches to literacy in the process of creating and using a multilingual globe to talk about interests, experiences, and knowledge related to the world.
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Nedungadi, Prema P., Rajani Menon, Georg Gutjahr, Lynnea Erickson, and Raghu Raman. "Towards an inclusive digital literacy framework for digital India." Education + Training 60, no. 6 (July 9, 2018): 516–28. http://dx.doi.org/10.1108/et-03-2018-0061.
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Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
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Sutherland, Will, Mohammad Hossein Jarrahi, Michael Dunn, and Sarah Beth Nelson. "Work Precarity and Gig Literacies in Online Freelancing." Work, Employment and Society 34, no. 3 (November 21, 2019): 457–75. http://dx.doi.org/10.1177/0950017019886511.
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Many workers have been drawn to the gig economy by the promise of flexible, autonomous work, but scholars have highlighted how independent working arrangements also come with the drawbacks of precarity. Digital platforms appear to provide an alternative to certain aspects of precarity by helping workers find work consistently and securely. However, these platforms also introduce their own demands and constraints. Drawing on 20 interviews with online freelancers, 19 interviews with corresponding clients and a first-hand walkthrough of the Upwork platform, we identify critical literacies (what we call gig literacies), which are emerging around online freelancing. We find that gig workers must adapt their skills and work strategies in order to leverage platforms creatively and productively, and as a component of their ‘personal holding environment’. This involves not only using the resources provided by the platform effectively, but also negotiating or working around its imposed structures and control mechanisms.
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Odell, Lee. "Book Review: Expanding Literacies: English Teaching and the New Workplace." Journal of Business and Technical Communication 14, no. 1 (January 2000): 102–7. http://dx.doi.org/10.1177/105065190001400107.
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Galloway, Sarah. "What's missing when empowerment is a purpose for adult literacies education? Bourdieu, Gee and the problem of accounting for power." Studies in the Education of Adults 47, no. 1 (March 2015): 49–63. http://dx.doi.org/10.1080/02660830.2015.11661674.
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Kalil, Claudia, Jo Monson, and Gaontebale Nodoba. "Information Systems as a Social Space: Collaborative Teaching of Social Literacies To Technical Students." Business Communication Quarterly 73, no. 2 (May 13, 2010): 205–12. http://dx.doi.org/10.1177/1080569910367609.
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Suyatmini, Suyatmini, Titik Ulfatun, Kardiyem Kardiyem, Yovi Annang Setiyawan, and Arnida Kusumaningtyas. "EDUKASI LITERASI MANUSIA DAN MODEL PEMBELAJARAN." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 5, no. 1 (December 8, 2021): 410. http://dx.doi.org/10.31764/jpmb.v5i1.5577.
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ABSTRAKEra Revolusi Industri 4.0 dan Masyarakat 5.0 membawa tantangan bagi dunia pendidikan termasuk pendidikan kejuruan. Pendidikan kejuruan harus mampu menyiapkan lulusannya untuk bersaing pada era tersebut. Untuk dapat bersaing, peserta didik perlu dibekali dengan literasi baru yaitu literasi data, literasi teknologi, dan literasi manusia. Literasi manusia diyakini menjadi literasi yang paling penting karena literasi ini menjaga seseorang tetap dalam kodratnya sebagai manusia di tengah gempuran kecanggihan teknologi yang ada. Penguatan literasi manusia dapat dilakukan melalui penerapan model pembelajaran yang sesuai dengan karakteristik pendidikan kejuruan. Kegiatan ini bertujuan untuk mengenalkan literasi manusia dan model pembelajarannya kepada Bapak/Ibu Guru SMK Muhammadiyah 2 Klaten Utara, khususnya jurusan Akuntansi dan Keuangan Lembaga. Program ini dilaksanakan dalam bentuk edukasi dimana tim pengabdian memberikan pendidikan tentang literasi manusia dan model pembelajaran kepada Bapak/Ibu Guru. Hasil kegiatan menunjukkan bahwa Bapak/Ibu Guru lebih mengenal literasi manusia dan model pembelajaran yang dapat diterapkan untuk menguatkan literasi manusia pada siswa. Kata kunci: literasi manusia; model pembelajaran; literasi baru. ABSTRACTThe Industrial Revolution 4.0 and Society 5.0 era have brought challenges to education, including vocational education. Vocational education must be able to prepare graduates to compete in those era. To be able to compete, students need to be equipped with new literacies, namely data literacy, technological literacy, and human literacy. Human literacy is believed as the most important literacy because this literacy keeps a person in his nature as a human in the midst of the sophisticated technology development. Strengthening human literacy can be done through the implementation of learning models that are in accordance with the characteristics of vocational education. This activity aims to introduce human literacy and learning models used to reinforce it to teachers at SMK Muhammadiyah 2 Klaten Utara, especially those who teach Accounting and Institution Finance. This program is carried out in the form of education where the team provides education about human literacy and learning models to teachers. The results of the activity show that teachers get more knowledge about human literacy for students and what kind of learning models that can be used to reinforce the literacy. Keywords: human literacy; learning models; new literacies.
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Dush, Lisa. "Book Review: Institutional Literacies: Engaging Academic IT Contexts for Writing and Communication by Stuart A. Selber." Journal of Business and Technical Communication 36, no. 1 (October 16, 2021): 120–23. http://dx.doi.org/10.1177/10506519211044713.
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Henry, Paulette. "Rural Women Farmers and Sustainable Livelihoods in Guyana." International Journal of Scientific Research and Management 9, no. 08 (August 8, 2021): 666–82. http://dx.doi.org/10.18535/ijsrm/v9i8.sh02.
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Rural women in agriculture are legitimized women as productive stakeholders through a process that documents the various roles have played in rural agriculture, the rural economy, and food security. Accounting for 43% of the world’s agricultural labor force, women are important actors in the achievement of Sustainable Development Goal 2 particularly in reducing poverty especially among women, and improving food security. This quantitative study has shown that women have combined their roles in varying fields of agriculture using their income to take care of families while contributing to the economy and food security. Their contributions however are underrecognized due to the gender disparities in the investments made to their male peers in the same business. This may be due to the feminization of rural agriculture coupled with many women not having the literacies required to negotiate the demands of land or loan acquisition and the technical skills to move beyond subsistence agriculture. Notwithstanding, rural women farmers earn income that helps to guarantee the basic livelihoods of their families and contribute to community food security. However, rural women farmers also have limited financial and technical capabilities to conserve their surpluses and increase their economic well-being. Investments by national governments must be made to rural agriculture with specific recognition towards the advancement of women farmers.
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Marques da Silva, Sofia. "Building trust, resilient regions, and educational narratives: Municipalities dealing with COVID-19 in border regions of Portugal." European Educational Research Journal 20, no. 5 (July 10, 2021): 636–66. http://dx.doi.org/10.1177/14749041211029733.
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This article recounts how municipalities from border regions in mainland Portugal interacted with the population in the face of the new social order brought about by COVID-19. Our aim is to interpret new educational spaces, beyond schools, emerging from community-level strategies to build trust during the pandemic lockdown and state of emergency. The material consists of 1503 posts from 38 Facebook pages of municipalities that were analysed and organised into dimensions: health and COVID-19; offline to online adaptation strategies; cross-border impact information; economic encouragement; care and social support; community engagement and participation. The article focuses on this last dimension given its pre-eminence. Key findings manifested five educational narratives associated with community engagement and participation: past and memory; place; voicing and wisdom; recognition and solidarity; and participation and learning. We consider those narratives as community resilience builders, accounting for municipalities’ educational strategies that enhanced locally anchored responses. If those actions represent an opportunity for local-governing new protagonism, they also generate a footprint for encouraging transformative resilience grounded in situated literacies and new educational audiences. Municipalities were more than timely information providers – they invested in connecting with the population, an investment possibly explained by the awareness that a health crisis could easily morph into a social crisis.
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Woodley, Carolyn J., Stephen Burgess, Rafael Paguio, and Scott Bingley. "Technology mentors: enablers of ICT uptake in Australian small business." Education + Training 57, no. 6 (August 10, 2015): 658–72. http://dx.doi.org/10.1108/et-08-2014-0095.
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Purpose – The purpose of this paper is to report on the innovative employment of students as technology mentors as part of a Blended Learning Program (BLP) that supported a group of owner-managers of small businesses to adopt appropriate information and communication technologies (ICT) to enhance their work practices. Design/methodology/approach – This discussion uses various evaluations undertaken throughout the project to examine why the technology mentor role is vital in supporting small businesses to develop digital literacies. The participants’ self-reporting of their ICT skills as well as their progress in using ICT was also assessed by technology mentors in the course of the program and reported in mentor reflections. Academic staff also evaluated the performances of technology mentors in relation to each business. Findings – Participants in the BLP pilot program singled out the technology mentors as being essential in promoting their uptake of ICT and in their ability to use specific technologies at work. Research limitations/implications – Findings are based on a pilot program involving six learners and two technology mentors. While this is a statistically insignificant number of evaluations, both the findings and the model of the BLP remain of interest. This model has the capacity to address a long-standing and global challenge to support small businesses in the use of ICT. A scaled up version of the program is required to validate the findings. Practical implications – In the final evaluation, participants all self-assessed as having increased ICT knowledge and skills. They provided specific examples of how they now use ICT. The BLP could be taken up by local and state governments who periodically attempt to support small businesses in the uptake of technologies. The BLP could also be applied to vocational education students in business, information technologies or information systems. As well as supporting small businesses to adopt ICT, this model also provides an important alternative to resource-intensive work-placement programs that are designed to develop students’ employability skills through work-integrated learning. Originality/value – Less effective attempts to support small businesses often involve face-to-face training for unrealistic periods of time that foreground technology rather than real world, useful and relevant outcomes (IBSA, 2013). This BLP successfully supported owner operators of small businesses to identify, apply and evaluate a range of software applications (“apps”) and online programs to enhance their work practices.
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Machado, André Juliano, and Eliza Adriana Sheuer Nantes. "Telegram como um Recurso de Apoio Metodológico no Curso de Ciências Contábeis: Relato de Experiência." Revista de Ensino, Educação e Ciências Humanas 22, no. 3 (September 30, 2021): 325–34. http://dx.doi.org/10.17921/2447-8733.2021v22n3p325-334.
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ResumoEste trabalho tem como objetivo proceder um relato de experiência na disciplina de Contabilidade Tributária do Curso de Graduação presencial em Ciências Contábeis, tendo como recurso de apoio metodológico a utilização do Telegram, um aplicativo caracterizado como um serviço de mensagens instantâneas baseado na nuvem, em que é permitido ao usuário troca de mensagens, fotos, vídeos e arquivos de qualquer tipo, possibilitando a comunicação entre professor e aluno no compartilhamento de informações e materiais de aula. Trata-se de um estudo descritivo, com o objetivo de retratar as características de utilização do Telegram como suporte de apoio metodológico, levado a campo com abordagem qualitativa e que se ancora nas intersecções entre metodologias ativas e ações didático-pedagógica. O instrumento de coleta de dados foi o registro das interações realizadas no Telegram. Utilizou-se de categorias de análises, sendo essas: descrever, informar, confrontar e reconstruir. O início desta pesquisa ocorreu com a criação de um canal dedicado ao compartilhamento de informações e materiais da disciplina. Os resultados deste estudo indicaram um avanço na socialização e interatividade, promovendo discussões sobre os temas da disciplina, ampliando as capacidades de retorno de informações e reflexões do professor e suas práticas, o que favorece amplamente as mudanças. Conclui-se que, o uso de metodologias ativas de ensino realizadas, por meio deste aplicativo, contribuem no campo de conhecimento, quanto às potencialidades do Telegram, na socialização, na comunicação, na mediação e ao estímulo para a continuidade dos estudos. Palavras-chave: Ensino. Ensino Híbrido. Contabilidade Tributária. Letramentos Digitais. AbstractThis work aims to provide an experience report in the Tax Accounting discipline of the on-site undergraduate course in Accounting Sciences, using Telegram as a methodological support resource, an application characterized as a cloud-based instant messaging service, where the user is allowed to exchange messages, photos, videos and files of any kind, enabling communication between the professor and the student in the sharing of information and class materials. This is a descriptive study, with the objective of portraying the characteristics of using Telegram as a support for methodological support, carried out in the field with a qualitative approach and anchored in the intersections between active methodologies and didactic-pedagogical actions. The data collection instrument was the recording of interactions carried out on the Telegram. Analysis categories were used, namely: describe, inform, confront and reconstruct. The beginning of this research took place with the creation of a channel dedicated to sharing the discipline's information and materials. The results of this study indicated an advance in socialization and interactivity, promoting discussions on the subjects of the discipline, expanding the professors’ ability to return information and reflections and their practices, which largely favors changes. It is concluded that the use of active teaching methodologies carried out, through this application, contributes to the field of knowledge, regarding the potential of Telegram, in socialization, communication, mediation and encouragement in the continuity of studies. Keywords: Teaching. Hybrid Teaching. Tax Accounting. Digital Literacies.
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Kleis, Rachel R., Deirdre Dlugonski, Carrie S. Baker, Johanna M. Hoch, and Matthew C. Hoch. "Examining physical literacy in young adults: psychometric properties of the PLAYself." Applied Physiology, Nutrition, and Metabolism, August 25, 2022. http://dx.doi.org/10.1139/apnm-2022-0062.
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The PLAYself is a commonly utilized tool to assess physical literacy in child and adolescent populations. Currently, there are no measurement tools designed to examine physical literacy among adults. The purpose of this cross-sectional study was to examine the psychometric properties of PLAYself subsections in a sample of young adults. Two hundred forty-five young adults (ages 18–25) from the United States completed the PLAYself questionnaire. Multiple principal component analyses using promax rotation were utilized to assess the current factor structure of the PLAYself subsections. Each subsection was analyzed independently to explore individual summary components. PLAYself subsections were assessed for reliability using Cronbach's α, inter-item correlations, and item-total correlations. A multi-factor structure was identified for each PLAYself subsection. A 2-factor structure was identified for the Environment subsection accounting for 55.2% of the variance. A 2-factor structure was identified for the Physical Literacy Self-Description subsection accounting for 57.1% of the variance. A 3-factor structure was identified for the Relative Ranking of Literacies subsection accounting for 70.3% of the variance. The Environment, Physical Literacy Self-Description, and Relative Ranking of Literacies subsections demonstrated poor ( α = 0.577), good ( α = 0.89), and acceptable ( α = 0.79) internal consistencies, respectively. The Physical Literacy Self-Description subsection demonstrated the best psychometric properties in our sample, and thus may be an appropriate tool to assess physical literacy in a young adult population until additional measurement tools are developed.
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Ferguson, Daniel E. "“WE LOST THE PLADO”: Tracing privileged school literacies in one kindergarten classroom." Journal of Early Childhood Literacy, September 22, 2021, 146879842110420. http://dx.doi.org/10.1177/14687984211042055.
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Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school’s enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools.
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McCosker, Anthony, Christine Critchley, Jarrod Walshe, Julie Tucker, and Roksolana Suchowerska. "Accounting for diversity in older adults’ digital inclusion and literacy: the impact of a national intervention." Ageing and Society, December 14, 2021, 1–21. http://dx.doi.org/10.1017/s0144686x21001550.
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Abstract In many parts of the world, older adults continue to face significant barriers to digital inclusion, but the source of that inequality is not well understood. However, we do not know enough about differences among older people seeking to improve their digital skills. Examining the impact of a national three-year digital inclusion programme reaching more than 580,000 older adults in Australia, this study explores factors that affect digital skills and literacy later in life. A mixed-methods approach involving a two time-point survey (N = 337) along with participant interviews (N = 30) examined the effectiveness of programme elements. A latent class analysis was applied to examine differences in the way older adults engage with digital technologies. Qualitative analysis helped to detail those differences. Programme outcomes were far from uniform, reflecting diverse motivations, lifecourse experiences, needs and capabilities among older adults, countering much existing research that tends to elide those differences. With reference to the concept of situated literacies, we highlight the importance of life experiences, needs and motivations to the outcomes of digital inclusion interventions. Our findings emphasise the need to disaggregate older adult internet users, and account for differences in life experiences, needs and motivations in the design and delivery of digital inclusion interventions at scale.
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Fraiberg, Steven. "Unsettling Start-Up Ecosystems: Geographies, Mobilities, and Transnational Literacies in the Palestinian Start-Up Ecosystem." Journal of Business and Technical Communication, December 29, 2020, 105065192097999. http://dx.doi.org/10.1177/1050651920979997.
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Scholars within the field of technical and professional communication (TPC) have called for situating the field in wider social, cultural, political, and global contexts. Despite a growing body of scholarship in this area, less attention has been focused on ways these issues are bound up in 21st-century global innovation and start-up ecosystems. This article addresses these issues by examining case studies of three high-tech initiatives in an emerging start-up ecosystem within the Occupied Palestinian Territory. In making this move, the research offers a theoretical and methodological framework for examining global innovation systems as they are constructed, enacted, maintained, extended, and transformed. Arguing for attention to the links between space and the politics of mobility, the author specifically examines the interplay of literacies, identities, technologies, mobilities, geographies, and practices.
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Nesterova, Natalia, Evgeniya Volkova, Yuliya Sabaeva, Svetlana Yermolenko, and Tatiana Arsenieva. "New Texts and New Literacies as a Result of Media Discourse Transformations." Russian Foundation for Basic Research Journal. Humanities and social sciences, December 28, 2022, 61–71. http://dx.doi.org/10.22204/2587-8956-2022-109-02-61-71.
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The purpose of this work is to explain the emergence and development of such phenomena as New Text and New Literacies in the context of discourse and text transformation in today’s media space, as well as their role for linguistics. The authors define and describe the main conditions resulting in media discourse transformation: media convergence, expansion of electronic media functions, expansion of mass media into social media, and integration of various institutional discourses into media discourse.
The key features of new media texts (as opposed to traditional ones) are the dissemination channel, the author-addressee relationship, the text structure, language specifics, and the main code.
This work defines new literacy as a synthesis of competences required of all media discourse participants (author, addressee, researcher) based on their roles.
The analyzed materials included new texts of educational media discourse from various media platforms, such as television, radio, social media pages, hypertext electronic resources, medical blogs, and science news. The study focuses primarily on audio and video mass media as rapidly advancing media resources.
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Martins, Nayra Leandro Miguel, Paulo Duarte, and José Carlos M. R. Pinho. "AN ANALYSIS OF DETERMINANTS OF THE ADOPTION OF MOBILE HEALTH (MHEALTH)." Revista de Administração de Empresas 61, no. 4 (2021). http://dx.doi.org/10.1590/s0034-759020210403x.
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RESUMO Com a crescente utilização da internet e de tecnologias móveis, este estudo torna-se pertinente uma vez que busca analisar os fatores que condicionam a adoção de Mobile Health (mHealth). Para isso, o modelo conceitual proposto integra a Teoria Unificada de Aceitação e Uso da Tecnologia - Unified Theory of Acceptance and Use of Technology - Utaut2, Condição de Saúde Percebida, e-Literacia em Saúde e Competência de Saúde Percebida como determinantes da adoção do mHealth. Para responder às questões de pesquisa, utilizou-se um questionário on-line aplicado a uma amostra não probabilística de indivíduos brasileiros e portugueses que usaram e não usaram mHealth. Os dados foram analisados por meio dos softwares SPSS e SmartPLS3. Os resultados indicam que a adoção ao mHealth é fortemente impactada apenas por algumas variáveis da Utaut2. Entre os resultados, destaca-se o forte impacto da dimensão da “Expectativa de Desempenho” na adoção ao mHealth, tanto entre os utilizadores como entre os não utilizadores.
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Martins, Nayra Leandro Miguel, Paulo Duarte, and José Carlos M. R. Pinho. "ANÁLISE DOS FATORES QUE CONDICIONAM A ADOÇÃO DE MOBILE HEALTH (MHEALTH)." Revista de Administração de Empresas 61, no. 4 (2021). http://dx.doi.org/10.1590/s0034-759020210403.
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RESUMO Com a crescente utilização da internet e de tecnologias móveis, este estudo torna-se pertinente uma vez que busca analisar os fatores que condicionam a adoção de Mobile Health (mHealth). Para isso, o modelo conceitual proposto integra a Teoria Unificada de Aceitação e Uso da Tecnologia - Unified Theory of Acceptance and Use of Technology - Utaut2, Condição de Saúde Percebida, e-Literacia em Saúde e Competência de Saúde Percebida como determinantes da adoção do mHealth. Para responder às questões de pesquisa, utilizou-se um questionário on-line aplicado a uma amostra não probabilística de indivíduos brasileiros e portugueses que usaram e não usaram mHealth. Os dados foram analisados por meio dos softwares SPSS e SmartPLS3. Os resultados indicam que a adoção ao mHealth é fortemente impactada apenas por algumas variáveis da Utaut2. Entre os resultados, destaca-se o forte impacto da dimensão da “Expectativa de Desempenho” na adoção ao mHealth, tanto entre os utilizadores como entre os não utilizadores.