Relevant bibliographies by topics / C. Users, literacy and reading

Academic literature on the topic 'C. Users, literacy and reading'

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Published: 10 March 2023

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Journal articles on the topic "C. Users, literacy and reading"

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Saputra, Nurwidianto Yuli. "AKUISISI KOLEKSI FIKSI PADA POJOK FIKSIPERPUSTAKAAN SMA NEGERI 1 YOGYAKARTA." Jurnal Pustaka Ilmiah 5, no. 1 (August 20, 2019): 765. http://dx.doi.org/10.20961/jpi.v5i1.33972.

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<p>Fiction Corner was an interesting corner in Library of Senior High School 1 Yogyakarta. The Fiction Corner contains special collections of fiction that are not found in other libraries, especially school libraries. In addition, the level of loan collections in the fiction corner is also the most prominent compared to other collections. The acquisition in this fiction corner is unique because it is based on needs in the corner of fiction with certain considerations and stages. The purpose of this paper is to know the implementation, obstacles, and the impact of the acquisition of a collection of fiction in the fiction corner. Qualitative research methods and approaches, with field observation techniques, direct interviews and collecting available data. The results of the acquisition research are going well but there are some obstacles. Positive impact in the form of; a) increase the level of library visits; b) Increase reading interest in supporting the school literacy movement; c) Become a distinctive feature of the library; d) Increase the percentage comparison of collections of fiction and non-fiction. While the negative impacts are: a) The fiction corner is very full of users; b) Collection of fiction in the corner of fiction is not well organized; c) High loss rates</p>
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Kinzel, Till. "C. S. Lewis and the Art of Reading: The Uses of Scholarship and the Pleasures of the Text." Linguaculture 2014, no. 2 (December 1, 2014): 87–98. http://dx.doi.org/10.1515/lincu-2015-0028.

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AbstractC. S. Lewis was one of the major scholars of literature in the 20thcentury. His contribution to the art of reading deserves a re-consideration and is therefore reconstructed and analysed in this paper. Topcis that are highlighted in this connection are the types of literary scholarship most useful to a proper understanding of old texts, the types of readers that exist, the controversies in which Lewis engaged concerning the interpretation of Milton, the importance of philological knowledge for literary scholars as well as the pitfalls of literary criticism. In many respects, C. S. Lewis is at odds with currently fashionable approaches to literature-and thus provides a welcome challenge to dominant paradigms of reading texts.
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Susinta, Annisa. "Management of Praja's Reading Culture Development Through Website Media Promotion at The Campus Library of Institut Pemerintahan Dalam Negeri Jatinangor." JPUA: Jurnal Perpustakaan Universitas Airlangga: Media Informasi dan Komunikasi Kepustakawanan 12, no. 1 (June 30, 2022): 13–25. http://dx.doi.org/10.20473/jpua.v12i1.2022.13-25.

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Management of reading culture development starts from reading - thinking - writing activities. The use of websites can take advantage of librarians to encourage interest in reading and writing for users. The librarian's task is to act as a driving force for collaborative innovation in literacy creation in the use of libraries in the form of a reading fondness movement. This article aims to describe the function of reading culture management through the promotion of media websites and IPDN digital library catalogs. The method used in this research is a qualitative method with literature study and direct observation. Using an interdisciplinary scientific approach. The results of the study found that librarians as literacy drivers and university libraries that facilitated the movement of reading fondness played a very important role in supporting the reading culture of students/users in maximizing library utilization by promoting through websites that display attractive websites, online journal portals, Kubuku applications, and Ebsco used to attract readers to be interested in reading
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Summers, Kathryn, and Michael Summers. "Reading and navigational strategies of Web users with lower literacy skills." Proceedings of the American Society for Information Science and Technology 42, no. 1 (October 18, 2006): n/a. http://dx.doi.org/10.1002/meet.1450420179.

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Tchudinova, Vera Р. "Increase of Public Readership, Media and Information Literacy (Foreign Experience)." Bibliotekovedenie [Library and Information Science (Russia)], no. 4 (August 21, 2013): 87–92. http://dx.doi.org/10.25281/0869-608x-2013-0-4-87-92.

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The article deals with one of the priority directions of the library and information activity - the development of children and adult library users’ Reading and Media and Information Literacy in foreign countries. There are described the approaches and objectives in the perspective of the development of level of education and culture of library users.
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Nurhasan, Usman, Erninda Ristiani, and Samsul Islam Baddrisshofa. "MOBILE MEDIA LITERATURE APPLICATION FOR IDENTIFICATION OF STUDENT'S READING INTEREST." Jurnal Riset Informatika 3, no. 4 (September 3, 2021): 385–94. http://dx.doi.org/10.34288/jri.v3i4.269.

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The School Literacy Movement (GLS) aims to foster youth character through a culture of literacy (reading and writing). However, in the presence of the Covid-19 outbreak, Indonesian education needs to use online media to keep learning going. Many types of platforms are used for online learning media, but all of these media do not support school literacy activities, so school literacy activities do not run as usual. Based on these problems, a solution was created, namely an application that makes it easy for literacy activities to take place online. Students can access this application to do online literacy via a laptop or smartphone. This application makes it easier for teachers to monitor the course of online literacy programs. The results of this study are indicated by functional testing on all features obtaining a 100% valid percentage. Tests on users get an average percentage of more than 80%. The test results prove that this application can be accepted by students, teachers and admins at State High School 1 Geger Madiun to make literacy activities more effective and efficient.
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Rohadi, Tedi. "Critical Literacy Based Instructional Reading Materials." Loquen: English Studies Journal 11, no. 01 (September 2, 2018): 16. http://dx.doi.org/10.32678/loquen.v11i01.1030.

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ABSTRACT The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that; a) the existing instructional materials in certain extent referring to students’ and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of expert judgement; d) the models are empirically proven effective to improve student's skills in reading critically; e) the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials.
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Laksmi, Laksmi. "STRATEGI PERPUSTAKAAN MENERAPKAN LITERASI UNTUK MENINGKATKAN IMAJINASI, KREATIVITAS, INOVASI." Alfuad: Jurnal Sosial Keagamaan 4, no. 1 (June 17, 2020): 12. http://dx.doi.org/10.31958/jsk.v4i1.1957.

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This research discusses the library strategy of applying literacy to increase imagination, creativity and innovation. Various libraries carry out various literacy programs, including GLN and GLS. However, the results have not looked encouraging. UNESCO in 2017 stated that out of a total of 61 countries, Indonesia ranked 60th at a low literacy level. Literacy activities, namely activities that empower the movement of reading and writing, can make someone create imagination, creativity, and innovation. Libraries must have effective and efficient literacy implementation strategies, based on 6 types of literacy, namely literacy, numeracy literacy, scientific literacy, ICT literacy, financial literacy, and cultural and citizenship literacy. Librarians need to pay attention to the process of developing literacy, namely: text and facilities; literacy type and purpose, learning context, and learner character. Librarians determine the competencies to be achieved, then determine the quality of character and type of literacy. In the application process, librarians introduce methods of reading books and storytelling, creating a safe and pleasant atmosphere, letting users experiment, and playing roles.
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Syabaruddin, Agus, and Imamudin Imamudin. "IMPLEMENTASI LITERASI DIGITAL DI KALANGAN MAHASISWA." JURNAL EDUSCIENCE 9, no. 3 (December 30, 2022): 942–50. http://dx.doi.org/10.36987/jes.v9i3.3447.

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The rapid development of technology has made social media a place to share many things and information, of course not only positive things but also negative things so that all users need to be wise in using them. As it is well known that students often have the task of writing articles that require relevant reference sources, there are not a few students who copy and paste their assignments. This is one of the impacts of not applying digital literacy. This research article uses the literature study method in which data collection is done by reading, taking notes and analyzing. All social media users, including users who dominate social media, namely the younger generation or students have an important role in implementing digital literacy in everyday life. This article discusses how to implement digital literacy for students starting from the constraints of student digital literacy in Indonesia, the reality of digital literacy among students in Indonesia and things that need to be developed to improve digital literacy among students with the aim that students better understand the need to be smart in use social media.Keywords: Student digital literacy; digital literacy for student; digital literacy skills for student
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Wood, Michele M., Dennis G. Fisher, Grace L. Reynolds, Yesenia Guzman, and William C. Pedersen. "Literacy Level and Vocational Training for Substance-Using Hispanic Adults." International Journal of Adult Vocational Education and Technology 2, no. 2 (April 2011): 42–54. http://dx.doi.org/10.4018/javet.2011040104.

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The Hispanic population has become the largest ethnic minority group in the United States. To successfully incorporate this population in adult vocational training, social service, and health programs, it is essential that programs design and implement materials at a reading level appropriate for the population served. This study determines the reading level in a population of Hispanic adult substance users receiving HIV prevention services in Long Beach, California. One hundred seven Spanish speakers were administered the Spanish Reading Comprehension Test. Spanish reading ability was determined to be at the third grade level for this sample. Results suggest that substance-using subpopulations of Spanish speakers in the Southwest United States face considerable language and literacy barriers. Findings have implications for adult vocational training as well as social service and health programs that include Hispanic subpopulations, and highlight the importance of designing materials that do not exceed the reading abilities of target populations.
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Dissertations / Theses on the topic "C. Users, literacy and reading"

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Attar, Dena Wardah. "Women reading online : the gendered process of developing new literacy practices." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288612.

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This thesis examines the experiences of women becoming Internet users and readers of online texts. Millions of women in the UK began to access websites and exchange emails for the first time in the late 1990s and beginning of the 215' century. The existence of a gender gap amongst earlier adopters revealed that there must be particular obstacles facing women as new users and readers, which the thesis sets out to investigate using a multi-disciplinary approach and a range of research methods. The data is drawn from three distinct sources. First, sixteen female and six male readers were observed and interviewed while accessing their own choice of websites. This produced data on texts-in-use in conjunction with audiotaped literacy events, taking the method pioneered in schools by the Fact and Fiction Project, in its study of gender and literacy, in a new direction. Secondly, data on adult women learning to use the Internet was gathered in the form of a reflexive account of teaching beginners' classes between 2000 and 2002 at an inner-London public access location. Thirdly, women's reactions to one specific online text, an emailed petition about women in Afghanistan, were explored through an analysis of emails and comments made in interviews. The analysis situates reading online as a socially constructed literacy practice while stressing the distinctiveness of individual literacy events. It is argued that some events have particular significance, impeding or assisting the process of developing a repertoire of new literacy practices. The obstacles women face are identified as linked to the dominance of particular online texts, gendered power relations in the home and workplace, and previous educational experiences. Opportunities to create as well as read, and feeling sufficiently in control of work, access and technology, are identified as key factors in becoming a confident online reader
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Ellis, Wendy Annette. "The impact of C-PEP (choral reading, partner reading, echo reading, and performance of text) on third grace fluency and comprehension development /." Full text available from ProQuest Dissertations & Theses, 2009. http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3370265.

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Gee, Stacey. "'At the sygne of the cardynalle's hat' : the book trade and the market for books in Yorkshire, c. 1450-1550." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9792/.

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This case study of the production and use of books in Yorkshire in the late fifteenth and early sixteenth centuries has two main aims. The first aim is to investigate the relationship between book production and book ownership in Yorkshire during the late fifteenth and early sixteenth centuries. Unlike the methodology of this thesis, previous studies have usually studied the book trade and the market for books separately. By focusing on both book production and use, this study shows that it is not usually possible to argue from the evidence of one to the other. In order to comprehend both book trade networks and the reading public they served, it is necessary to investigate them together. The second aim of this thesis is to investigate how the book trade was affected by socio-economic and religious changes, in particular, the early years of the Reformation and the new technology of print. Using the evidence of the franchise register of York and guild ordinances and other sources, I show that speculative book production in York became more important after the advent of print. As a result of the self-protecting activities of the London booksellers and printers, however, by the mid-sixteenth century the York book trade was predominantly a service industry. Some previous studies have argued that major changes also took place in levels of literacy and methods of reading during this period. Yet the evidence of Yorkshire wills and inventories indicates that the early religious reforms and the advent of print did not affect the ownership of books to any significant extent. A straight-forward contrast between manuscript culture and print culture is therefore too simplistic and we must consider the variety of ways in which books were acquired and used.
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Gerber, Casey Lynn. "Ear training and music reading methods used by Philip C. Hayden : music literacy through rhythm forms /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850417161&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279215869&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Major professor: Alan L. Spurgeon Includes bibliographical references (leaves102-113). Also available online via ProQuest to authorized users.
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Martins, Maria Inês de Vasconcelos Braga Horta. "Pensar a ortografia: S, ss, c ou ç?- Competências ortográficas nos 3º e 4º anos de escolaridade do ensino básico." Master's thesis, Instituto Superior de Psicologia Aplicada, 2001. http://hdl.handle.net/10400.12/591.

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Laugle, Kelly M. "Measuring the alphabetic principle: Mapping behaviors onto theory." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10331.

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xiii, 137 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Research suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the degree to which different measures of the alphabetic principle were predictive of later reading development. These measures were examined in the context of Ehri's phase theory of sight word development to investigate how different behaviors associated with the alphabetic principle fit within a developmental framework. Two cohorts of students (109 kindergarteners, 212 first graders) participated in this study from spring of 2007 until late fall of 2008 (58 second graders, 121 third graders). The predictive powers of single and combined measures of the alphabetic principle were analyzed using sequential regression. Results indicated that each measure explained significant between-student variation in performance on measures of word reading fluency, oral reading fluency (ORF), vocabulary, and reading comprehension. A measure of letter-sounds embedded in nonsense words appeared to have more utility for the prediction of reading outcomes than a measure of letter-sounds presented in isolation. Additionally, including a measure of nonsense words with a measure of letter-sounds embedded in nonsense words increased the predictive power of the model over and above the predictive power of letter sounds alone. Growth on ORF served as an additional criterion for the purpose of investigating the methodology of measuring growth. Two conceptualizations of growth were explored: raw score change over time and individual rates of growth over time (slope). Correlations and sequential regression were used to evaluate the relationship between raw score change and measures of the alphabetic principle. Hierarchical Linear Modeling (HLM) was used to model individual slopes on Lexile measures of ORF (LORF). In general, raw score change appeared largely unrelated to measures of the alphabetic principle. HLM analyses revealed that individual differences in slope on LORF were minimal and not very reliable, making the prediction of these differences difficult. Recommendations for future research and implications for practice are discussed.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy and Management
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Frigimelica, Giovanna. "Le politiche di promozione della lettura in Italia: il ruolo del "Centro per il libro" tra aspettative e confronti con l'estero." Thesis, 2011. http://eprints.rclis.org/15470/1/tesi2.pdf.

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The Italian National Statistic Institute (ISTAT) defines "readers" people aged 6+ who have read at least one book for pleasure during the last year. Readers are about 45% of the population. The promotion of books and reading in Italy is part of the enhancement of culture whose political responsibility depends from State, Regions, other public bodiesland and any other actor interested into. Recently it has been established the "Centro per il libro e la lettura", a specifically dedicated organization within the Ministry for Heritage. Its aim is the coordination of national cultural policies in the field of reading promotion. These policies are analyzed, comparing the Italian situation with France, England and Spain. Some suggestions are proposed for the project "In vitro", a new model of reading promotion that is supposed to be tested in 6 provincial territories.
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Lanche, Natacha. "La lectura en las bibliotecas escolares de nivel medio." Thesis, 2008. http://eprints.rclis.org/15755/1/ELISLanche_Natacha_-_La_lectura_en_las_bibliotecas_escolares_de_nivel_medio%5B1%5D.pdf.

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Reading in middle level school libraries Summary In this paper we review theoretical conceptions of reading. Discusses various programs promoting reading and college work that aim to improve the reading comprehension and academic performance of students. A field research is made with high school students in the city of Chajarí (Entre Rios), Argentina. The obtained data is processed and interpreted, draws conclusions. They are taken into consideration in regards to the examined documents (theoretical and plans) in order to make proposals. Suggestions are included to encourage reading in high-school libraries.
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Santos, Rafael Barcelos. "Competência informacional: histórico e perspectivas para a sociedade da informação." Thesis, 2011. http://eprints.rclis.org/16624/1/2011_RafaelBarcelosSantosp.pdf.

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The present study investigates the origins and transformations of the concept of information literacy in order to identify the main perspectives on the topic for the information society. Through the literature review, presents the history of motion on the international scene and discusses the research conducted in Brazil. Then the review relates the concept of information literacy with the different sectors of society, and to identify the role of the librarian in a constant evoluting scenario. To demonstrate the consequences of the issue today, we analyze the following types of information literacy: The Big6 ™, The Seven Pillars model and Kuhlthau, that is about the information search process. Considering that the models of information literacy should be in accordance with the objectives established by the institutions, indicating the presence of others in the literature. As a result of descriptive qualitative research, we note the three conceptions of information literacy presented by Dudziak: informational, cognitive and intelligence, and these are presented in this current study. We emphasize that the different approaches to the topic are very weak, and therefore will be included in future research. Concluding that information literacy is essential for citizens seeking a better quality of life, and for companies seeking a guided development in ethical, moral and rationality.
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Shrestha, Saroja. "Study on need and importance of Information Literacy in Nepal: Special emphasis to students of MLisc, TU, Central Department of Library and Information Science and professionals of Kathmandu Valley." Thesis, 2005. http://eprints.rclis.org/22582/1/SarojaShrestha.pdf.

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The present study is a study on "Need and importance of information literacy in Nepal: special emphasis to students of MLISc, Central Department of Library and Information Science, TU and professional librarians of Kathmandu". In the present context where emphasis is given more on getting the accurate information at the needed time. The professionals working as the information providers should be literate. Librarians are the primary information providers so professional librarians and students belonging to the" Department of Library and Information Science" who will pass out as the information scientist must be information literate. This study has been done to find out if the professionals working in libraries and the professionals produced by the Department of Library and Information Science are information literate or not. This study is to see whether they are capable of handling information literacy tools and alongside are they capable of making user aware of the techniques and the tools used in their libraries/information centre. The study has been done also to see if they are capable of giving information literacy skills to their respective users. The main objectives of the study is to see if the students of MLISc and the professional librarians are information literate or not having computer literacy, network source literacy, library literacy and tool literacy. The study has covered more than 70 respondents which include students and professional librarians. Altogether 100 questionnaires were distributed and only 70 were returned. Twenty seven (39%) are students and forty three (61%) are professionals as the category of respondents. The professionals are involved in TU libraries, governmental organizational libraries and information centers. Ninety nine percent responses have shown that information scientists should be information literate. Altogether fifty five (80%) respondents from both MLISc students and professionals have suggested that the professionals should have the qualities to identify various information resources, manipulate computer data and retrieve in required format, understand visual, symbols and images, perfect in search strategies. All have accepted the catalogues as an essential tool for information retrieval. They are in favor of user orientation is an essential factor for making people information literate. Sixty eight (97%) have responded that abstracting and indexing is as a part of information literacy. Sixty six (94%) have responded that current content services (CCS) and current awareness services (CAS) as weekly basis also help to become the person information literate. Sixty nine (99%) respondents have taken reference service as a part of making users information literate. Majorities have accessed to computer either from their own personal computer of home or from libraries and have used internet daily. Majority of the respondents have used internet for education and are also familiar with the search engines. The number of email and electronic resources users as daily are more than others. Sixty four (91%) respondents have knowledge about visual literacy and only the rest do not have. CDs are most used among other visual literacy tools. Sixty five (93%) respondents have told that they have knowledge about network literacy. Sixty two (89%) respondents have used internet and eight (11%) have used local databases for information retrieval. Sixty-one (87%) have taken internet as easy medium to retrieve information and rest have not. Sixty seven (96%) respondents have told that information literate person should have ethics and he / she should follow the rules and regulations as sole ethics. Majority of the respondents have told to formulate information literate society and to develop information awareness at national level. Most of the respondents have suggested to incorporate information literacy course in Public Services Commission, TU Service Commission and as well from SLC level to Master Degree Level education. They have also suggested that information literate person are the life long learner. So, from the responses, it is concluded that the information literate person should have all the qualities demanded by the changing time to proceed to the destination of his profession.
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Books on the topic "C. Users, literacy and reading"

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1884-1970, Laubach Frank Charles, ed. One burning heart: A biography of Frank C. Laubach. Syracuse, N.Y: Laubach Literacy International, 1990.

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Bussière, Patrick. The impact of computer use on reading achievement of 15-year-olds: Final report. Gatineau, Québec: Learning Policy Directorate, Strategic Policy and Planning, Human Resources and Skills Development Canada, 2004.

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Literacy acquisition: A contribution of C & C to the International Literacy Year (ILY). Lier, Belgium: J. Van In, 1990.

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Sunshine Spirals Starters Set C: Spots: Guided Reading Pack (Literacy Edition: Sunshine). Heinemann Educational Books - Primary Division, 1998.

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Burns. Teaching Reading With Upgrade C D Eighth Edition And Literacy Skills Primer. 8th ed. Houghton Mifflin Company, 2001.

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Phonics Practice Book C: Short and Long Vowels. Essential Learning Products Co, 1985.

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Sunshine Spirals Starters Set C: Be Quiet!: Guided Reading Pack (Literacy Edition: Sunshine). Heinemann Educational Books - Primary Division, 1998.

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Sunshine Spirals Starters Set C: My Box: Guided Reading Pack (Literacy Edition: Sunshine). Heinemann Educational Books - Primary Division, 1998.

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Sunshine Reception Stories Set C: Stepping Stones: Guided Reading Pack (Literacy Edition: Sunshine). Heinemann Educational Books - Primary Division, 1998.

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Sunshine Spirals Starters Set C: Dinosaur Party: Guided Reading Pack (Literacy Edition: Sunshine). Heinemann Educational Books - Primary Division, 1998.

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Book chapters on the topic "C. Users, literacy and reading"

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Lyons, Martyn. "The rise of literacy in the early modern West, c. 1600–c. 1800." In A History of Reading and Writing, 88–104. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-06096-9_7.

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Barry, Jonathan. "Literacy and Literature in Popular Culture: Reading and Writing in Historical Perspective." In Popular Culture in England, c. 1500–1850, 69–94. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-23971-9_4.

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Lin, Chien-Yu, Wen-Jeng Yu, Wei-Jie Chen, Chun-Wei Huang, and Chien-Chi Lin. "The Effect of Literacy Learning via Mobile Augmented Reality for the Students with ADHD and Reading Disabilities." In Universal Access in Human-Computer Interaction. Users and Context Diversity, 103–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40238-3_11.

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García Portilla, Jason. "Education, Religion, and Corruption/Prosperity (A), (B), (C), (1), (2)." In “Ye Shall Know Them by Their Fruits”, 125–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_9.

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AbstractThis chapter demonstrates the influential association of Protestantism and prosperity by explaining its historical focus on education and human capital building.Historically (and statistically), one key mechanism driving prosperity/transparency has been the Protestant emphasis on literacy so as to promote reading and understanding the Bible among wider circles (Becker & Woessmann, 2009). This contrasted starkly with the Roman Catholic practice of reciting parts of the Gospel in Latin scholarly language to mostly illiterate peasants (Androne, 2014). The teaching of God’s Word in vernacular languages created linguistic and methodical skills (i.e. exegetical understanding) that proved valuable beyond the religious realm. This practice also led to the accumulation of human capital, and thereby opened and perpetuated an important educational (and hence prosperity) gap between Protestants and Roman Catholics over time.As part of the Catholic Counter-Reformation, the Jesuits have competed with Protestant education but attaching less importance to the Scriptures in their schooling. Some South American areas influenced by Jesuit missions exhibit 10–15% higher human capital and income than the surrounding Catholic populations. Yet, Jesuit instruction has been largely elitist and far less encompassing than Protestant educational coverage and accomplishment.
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"Appendix C: Reading Assessment: Sample Diagnostic Tests." In Supported Literacy for Adolescents, 191–92. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118269350.app3.

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"Resistance, Complacency, and Reform in Reading Assessment: P. David Pearson and Anne C. Stallman." In Reading, Language, and Literacy, 240–52. Routledge, 2012. http://dx.doi.org/10.4324/9780203052631-24.

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"Research as We Approach the Millennium: Beyond Becoming a Nation of Readers: Judith A. Scott, Elfrieda H. Hiebert, and Richard C. Anderson." In Reading, Language, and Literacy, 253–80. Routledge, 2012. http://dx.doi.org/10.4324/9780203052631-25.

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Williams Jr., Douglas C. "Bilingualism, Deafness, and Literacy." In Advances in Educational Technologies and Instructional Design, 184–203. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8181-0.ch008.

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Deaf students commonly leave high school with no higher than a fourth-grade reading level. This commonality may prompt certain assumptions regarding deaf children's strengths and weaknesses, particularly relating to reading development as well as broader academic and professional endeavors. The following review examines reading development among deaf, native sign language users as a bilingual process. Specifically, four common assumptions surrounding deaf learners' potential for ASL-English bilingual development are addressed including those relating to phonological accessibility, English-based signed system efficacy, ASL-English transference of language proficiency, and strategies for emergent literacy development in young, deaf learners. Finally, suggestions for future research endeavors are posed by the author.
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"Library Users and their Reading Preferences, by C. P. Hill." In Routledge Revivals: Language in Tanzania (1980), 222–44. Routledge, 2017. http://dx.doi.org/10.4324/9781315142388-20.

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Gannon, Darragh. "Room with a View: Reading Ireland in the Irish College Old Library, Paris c.1870–1900." In Literacy, Language and Reading in Nineteenth-Century Ireland, 107–25. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781786942081.003.0007.

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Looking at reading culture beyond the geographical boundaries of Ireland, this chapter examines interpretations of contemporary and historical Ireland through the eyes of Irish students resident at the Irish College in Paris, c. 1870-1900. It interrogates the extensive print holdings of the Old Library, in addition to select items in the Irish College Archives, to illuminate student perceptions of Ireland’s past and present. This study locates the experience of ‘reading’ Ireland in the Irish College, Paris, at the intersection of seminal political changes in Ireland and France, the epicentre of European debate between religion and secularism and along the frontier of the nineteenth and twentieth centuries.
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Conference papers on the topic "C. Users, literacy and reading"

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
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Berke, Larwan, Sushant Kafle, and Matt Huenerfauth. "Methods for Evaluation of Imperfect Captioning Tools by Deaf or Hard-of-Hearing Users at Different Reading Literacy Levels." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3173574.3173665.

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TIAN, YUCHEN, WENJU WANG, CHENMING ZHOU, ZHONGMIN JIANG, and SHUYANG JIN. "RESEARCH ON THE RETRIEVAL SYSTEM OF THE REPUBLIC OF CHINA TEXTBOOKS." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35983.

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Abstract. In order to help people better understand the culture of the Republic of China (ROC), experience the cultural connotation of ROC, and facilitate the research by researchers and the inheritance of ROC culture, this article proposes a ROC textbook retrieval system. The system is mainly divided into four modules: login and registration, book retrieval, online reading, and document downloading. We summarized and classified existing ROC textbooks, and converted them into electronic materials by scanning to build a database of ROC textbooks. According to the characteristics of textbooks, a fast retrieval algorithm is proposed to provide users with book search, online reading and other functions on the client interface, enabling users to search and read ROC textbooks online at all times and places through electronic devices, accumulating cultural literacy. Users can also download books and documents according to their own needs.
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Coffin Murray, Meg, Jorge Pérez, and Joy Fluker. "Digital Literacy in the Core: The Emerging Higher Education Landscape." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4915.

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Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.
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Schooley, Ben, Akanksha Singh, Sarah Floyd, Stephan Pill, and John Brooks. "Direct Weighting Interactive Design of Patient Preferences for Shared Decision Making in Orthopaedic Practice." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002105.

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Patients need the ability to accurately and efficiently communicate their preferences across outcome domains to their healthcare providers.1-7 No existing system provides an efficient and timely approach to collect and communicate patient preferences across outcome domains to support shared decision making (SDM) in orthopaedic practice.2-4,8-19 The overarching goal of this research is to design, build, and test an app that collects baseline patient preferences and health status across orthopaedic outcomes and reports this information to the provider for use in patient care. A core component of the app is a Direct-Weighting (DW) preference assessment approach, originated from our prior research, and applied in a touchscreen based interactive design. It is envisioned that patients will use the app after scheduling a first visit to a surgeon for a new orthopaedic condition. Direct weighting (DW) approaches calculate patient-specific preference weights across outcomes by asking patients to disperse portions of a hypothetical “whole” across outcomes in a manner that reflects a patient’s preferences.20 DW has low respondent burden but it requires respondents to make “implicit” comparisons which may be difficult to conceptualize.20 However, the DW approach has become generally accepted in the quality-of-life literature and it has been shown that patients dividing up pieces of a “pie” across quality-of-life domains yields valid representations of patient preferences across the domains.20-22 However, the DW approach has not been validated with specific clinical scenarios using a clinically focused set of outcomes or by using a mobile software app. Drawing on prior research, we iteratively design and develop the app with input from prior DW research, informaticians, and clinicians. We use a qualitative approach to pilot test the app with 20 first-time visit patients presenting with joint pain and/or function deficiency. Participants were interviewed about their outcome preferences for care, used the app to prioritize outcome preferences, answered interview questions about their experience using the app, and completed a mHealth App Usability Questionnaire (MAUQ). Interview questions focused on the utility and usability of the mobile app for communicating with their provider, and capability of the app to capture their outcome preferences. Results validated five core preference domains, with most users dividing their 100-point allocation across 1-3 domains. The tool received moderate to high usability scores. Patients with older age and lower literacy found the DW approach more difficult in terms of allocating 100 points across 5 domains. Suggestions for DW interface interaction improvement included instantiation of a token/points oriented DW preference scoring methodology rather than a 1-10 sliding scale approach for improved preference weighting cognition and SDM with a provider. As more patient reported outcome (PRO) apps hit the marketplace across a broad spectrum of health conditions, these results provide evidence for a DW approach and interactive design for patients to communicate their treatment preferences to their providers.References:1.Baumhauer JF, Bozic KJ. Value-based Healthcare: Patient-reported Outcomes in Clinical Decision Making. Clin Orthop Relat Res. 2016;474(6):1375-1378.2. Slim K, Bazin JE. From informed consent to shared decision-making in surgery. J Visc Surg. 2019;156(3):181-184.3. Damman OC, Jani A, de Jong BA, et al. The use of PROMs and shared decision-making in medical encounters with patients: An opportunity to deliver value-based health care to patients. J Eval Clin Pract. 2020;26(2):524-540.4. Sorensen NL, Hammeken LH, Thomsen JL, Ehlers LH. Implementing patient-reported outcomes in clinical decision-making within knee and hip osteoarthritis: an explorative review. BMC Musculoskelet Disord. 2019;20(1):230.5. Kamal RN, Lindsay SE, Eppler SL. Patients Should Define Value in Health Care: A Conceptual Framework. J Hand Surg Am. 2018;43(11):1030-1034.6. Charles C, Gafni A, Whelan T. Decision-making in the physician-patient encounter: revisiting the shared treatment decision-making model. Social Science & Medicine. 1999;49(5):651-661.7. Niburski K, Guadagno E, Mohtashami S, Poenaru D. Shared decision making in surgery: A scoping review of the literature. Health Expect. 2020.8. Selten EM, Geenen R, van der Laan WH, et al. Hierarchical structure and importance of patients' reasons for treatment choices in knee and hip osteoarthritis: a concept mapping study. Rheumatology (Oxford). 2017;56(2):271-278.9. Kannan S, Seo J, Riggs KR, Geller G, Boss EF, Berger ZD. Surgeons' Views on Shared Decision-Making. J Patient Cent Res Rev. 2020;7(1):8-18.10. Briffa N. The employment of Patient-Reported Outcome Measures to communicate the likely benefits of surgery. Patient Relat Outcome Meas. 2018;9:263-266.
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