Journal articles on the topic 'C. Users, literacy and reading'
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1
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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Yusniah, Yusniah, Putri Lestari, and Ineke Mayliningrum. "Tingkat Pemanfaatan Bahan Koleksi sebagai Pemenuhan Kebutuhan Informasi pada Anak di Rumah Literasi Ranggi Sumatera Utara." Da'watuna: Journal of Communication and Islamic Broadcasting 3, no. 1 (January 6, 2023): 496–504. http://dx.doi.org/10.47467/dawatuna.v3i1.2521.
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Reading books for children is very important for a child's growth and development, especially when entering a formal educational environment such as elementary school. This activity aims to explore the benefits of having a literacy house, especially to improve children's learning abilities. Using participatory rural appraisal methods or techniques and data collection techniques through interviews, observation, focus group discussions and literature review. The results of the study show that the Ranggi Literacy House at the PWI Complex, Percut Sei Tuan, Deli Serdang acts as a source of learning for children, especially underprivileged children, a place for character formation, and a source of information for parents. in child care, community recreation and training facilities, even facilities for mothers to express their talents. The results of the study indicate that the availability of children's literature in the mother and child library services is quite adequate. Judging from the suitability of literature for the age level and information needs of children, it is in accordance with the availability of 3D collections for children who cannot read, and the availability of fairy tales, comics, religious books, history books, and other textbooks. The use of children's literature at the Ranggi Literacy House is quite good. This is shown by the enthusiasm of users in reading literature and utilizing the available facilities. Obstacles faced by the Ranggi Literacy House in improving the reading culture of its users: they do not yet have an audio-visual collection, even though audio-visual collections can contribute to improving children's reading culture because in reality children tend to prefer using technology and prefer to see and hear. However, in fulfillment of this, the Ranggi Literacy House also often holds watching folklore or other stories together as a form of character education for children.
Keywords: Reading garden, learning resources, educational-recreational information sources.
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Yusniah, Yusniah, Putri Lestari, and Ineke Mayliningrum. "Tingkat Pemanfaatan Bahan Koleksi sebagai Pemenuhan Kebutuhan Informasi pada Anak di Rumah Literasi Ranggi Sumatera Utara." Da'watuna: Journal of Communication and Islamic Broadcasting 3, no. 2 (January 6, 2023): 496–504. http://dx.doi.org/10.47467/dawatuna.v3i3.2521.
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Reading books for children is very important for a child's growth and development, especially when entering a formal educational environment such as elementary school. This activity aims to explore the benefits of having a literacy house, especially to improve children's learning abilities. Using participatory rural appraisal methods or techniques and data collection techniques through interviews, observation, focus group discussions and literature review. The results of the study show that the Ranggi Literacy House at the PWI Complex, Percut Sei Tuan, Deli Serdang acts as a source of learning for children, especially underprivileged children, a place for character formation, and a source of information for parents. in child care, community recreation and training facilities, even facilities for mothers to express their talents. The results of the study indicate that the availability of children's literature in the mother and child library services is quite adequate. Judging from the suitability of literature for the age level and information needs of children, it is in accordance with the availability of 3D collections for children who cannot read, and the availability of fairy tales, comics, religious books, history books, and other textbooks. The use of children's literature at the Ranggi Literacy House is quite good. This is shown by the enthusiasm of users in reading literature and utilizing the available facilities. Obstacles faced by the Ranggi Literacy House in improving the reading culture of its users: they do not yet have an audio-visual collection, even though audio-visual collections can contribute to improving children's reading culture because in reality children tend to prefer using technology and prefer to see and hear. However, in fulfillment of this, the Ranggi Literacy House also often holds watching folklore or other stories together as a form of character education for children.
Keywords: Reading garden, learning resources, educational-recreational information sources.
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Barral, Oswald, SÉbastien LallÉ, Alireza Iranpour, and Cristina Conati. "Effect of Adaptive Guidance and Visualization Literacy on Gaze Attentive Behaviors and Sequential Patterns on Magazine-Style Narrative Visualizations." ACM Transactions on Interactive Intelligent Systems 11, no. 3-4 (December 31, 2021): 1–46. http://dx.doi.org/10.1145/3447992.
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We study the effectiveness of adaptive interventions at helping users process textual documents with embedded visualizations, a form of multimodal documents known as Magazine-Style Narrative Visualizations (MSNVs). The interventions are meant to dynamically highlight in the visualization the datapoints that are described in the textual sentence currently being read by the user, as captured by eye-tracking. These interventions were previously evaluated in two user studies that involved 98 participants reading excerpts of real-world MSNVs during a 1-hour session. Participants’ outcomes included their subjective feedback about the guidance, and well as their reading time and score on a set of comprehension questions. Results showed that the interventions can increase comprehension of the MSNV excerpts for users with lower levels of a cognitive skill known as visualization literacy. In this article, we aim to further investigate this result by leveraging eye-tracking to analyze in depth how the participants processed the interventions depending on their levels of visualization literacy. We first analyzed summative gaze metrics that capture how users process and integrate the key components of the narrative visualizations. Second, we mined the salient patterns in the users’ scanpaths to contextualize how users sequentially process these components. Results indicate that the interventions succeed in guiding attention to salient components of the narrative visualizations, especially by generating more transitions between key components of the visualization (i.e., datapoints, labels, and legend), as well as between the two modalities (text and visualization). We also show that the interventions help users with lower levels of visualization literacy to better map datapoints to the legend, which likely contributed to their improved comprehension of the documents. These findings shed light on how adaptive interventions help users with different levels of visualization literacy, informing the design of personalized narrative visualizations.
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Febianti, Fepi. "GERAKAN LITERASI DALAM MENINGKATKAN MINAT BACA MASYARAKAT MELALUI PERAN PERPUSTAKAAN DAN PUSTAKAWAN." Info Bibliotheca: Jurnal Perpustakaan dan Ilmu Informasi 3, no. 1 (December 31, 2021): 82–107. http://dx.doi.org/10.24036/ib.v3i1.268.
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Interest in reading is the emergence of feelings of pleasure or strong interest that encourages individuals to carry out activities so that they do it on their own accord. Then there are attempts to do this activity repeatedly. reading is an important activity. Human civilization will not be far from this activity. Even in its history, a civilization is said to be advanced if humans at that time had the ability to read and write. Even in Islam, the first commandment to the Prophet Muhammad was to read (iqra`: read). It has also been proven, a nation with a high interest in reading becomes a nation that excels in science and technology. By reading, you can find a variety of knowledge and make discoveries in both the scientific and social fields. Based on research on reading interest, broadly speaking, there are two factors, namely internal and external factors. Internal factors generally include perceptions, motivations, and individual feelings towards reading activities. Meanwhile, external factors relate to the environment, ease of access to books, availability of facilities and infrastructure, technological developments, and even distribution of reading books. Therefore, a unique literacy is needed to support the reading culture of the community. Literacy has an important role in the life of a learning community that lives in an era that is based on current knowledge, technology, and information. Human civilization can be awakened by mastery of literacy based on reading, writing, and critical thinking activities. Literacy is a process of how a person communicates in society. In addition, literacy can also be interpreted as practice and social relations related to knowledge, language, and culture. Libraries with librarians can be used to develop a literacy culture for users in particular and society in general. With the available resources, together with stakeholders and community groups, they can innovate, create, and vary literacy-based library services. Thus the literacy culture will grow and develop.
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Berrett, Andrew, Nathan Fontanet, and Nari Carter. "Randomized Control Trial Study of K-3 Students Demonstrates Greater Scantron Reading Assessment Performance for Imagine Language & Literacy Users." JOURNAL OF ADVANCES IN LINGUISTICS 13 (July 1, 2022): 1–3. http://dx.doi.org/10.24297/jal.v13i.9252.
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Supplemental education technology tools such as those that provide computer-assisted instruction may provide important academic value to elementary age students in developing literacy and language skills. A randomized control trial of students within five schools was conducted in a northwestern school district in the United States of America to evaluate the academic impact of the Imagine Language & Literacy program on student literacy outcomes. In one school, K–3 students who used the program were found to have achieved test scores that were significantly greater than students who did not use the program during the 2013–2014 school year. The results of this study provide evidence of the effectiveness of supplemental literacy tools such as Imagine Language & Literacy in improving student outcomes in literacy development.
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Gezgin, Ulaş Başar. "Global Media Literacy." Glimpse 20 (2019): 89–97. http://dx.doi.org/10.5840/glimpse2019205.
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In this theoretical article, we identify a conceptual error in the notion of ‘global media literacy’ and present and discuss eight typologies of media literacy formed on the basis of the ideological, political and economic dimensions of media and media literacy. While the first four types (Types 1-4) are past-oriented, they differ in terms of their endorsement or criticism of the government and capitalism. The same holds for the remaining four types (Types 5-8) except with respect to their future orientations. The time orientation, attitudes towards the government and capitalism determine how media literacy is conceptualized and what type of media literacy is to be promoted. It is proposed that unlike the original sense of literacy which was cognitively based, media literacy is socially constructed, which means that the widespread literacy analogy drawn from reading and writing to media use and interpretation is problematic. Finally, after delineating the eight typologies of media literacy, we discuss whether they apply to the digital world. It is argued that Type 8 media which is future-oriented, anti-government, and anti-capitalist find opportunities in the digital world which they lack due to funding issues in the non-digital world. Another point of the discussion involves the less tribal nature of digital media use since digital media users have access to different views which is not always the case for users of non-digital media. It is hoped that the typology of media literacy presented in this article will be critically discussed and utilized in future studies in the field.
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Gralton, Ernest, Marilyn Sher, and Coro Drew Lopez. "Information and readability issues for psychiatric patients: e-learning for users." Psychiatrist 34, no. 9 (September 2010): 376–80. http://dx.doi.org/10.1192/pb.bp.109.027102.
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Aims and methodThe level of reading ability required to understand written information about key mental health issues designed for service users is examined. Information was taken from four reputable internet sources and analysed for readability. The relevant literature in relation to psychiatric patients and literacy is reviewed and potential solutions are proposed.ResultsA considerable proportion of the available information has a reading age at or above 14 years. Some organisations appear better than others in providing information at a more appropriate level of reading ability.Clinical implicationsWritten information aimed at users of psychiatric services may not take into account that they are more likely to have impaired reading ability, even though they might not have an identified intellectual disability. Professionals who develop written materials can use tools in word processing software to assist with the appropriate development of these materials. Information technology could in the future provide information directed at users of psychiatric services that does not rely so heavily on written material.
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Fitri, Fitri, Triyo Supriyatno, and Mohamad Zubad Nurul Yaqin. "Pengaruh Penerapan Literasi Berbasis Web terhadap Peningkatan Minat Baca Peserta Didik Kelas V." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 8, no. 3 (August 31, 2022): 1173. http://dx.doi.org/10.32884/ideas.v8i3.828.
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In an all-digital era like today, the development of digital media and information technology poses challenges for users in accessing, selecting, and utilizing information from the times accompanied by digital developments which are expected to form a better increase in student learning. This study aims to determine the effect of implementing web-based literacy to increase students reading interest. This research uses quantitative methods with experimental research type, true experimental design. The results showed that there was an effect of implementing web-based literacy on increasing students reading interest, this was seen in the acquisition of a pretest score of 51.62 and an increase in the posttest score of 82.81 with a significant value of 0.000 < 0.05. After experiencing changes, it is seen that there is an increase in students reading interest, the application of web-based literacy will greatly help the effectiveness of learning and can also help students access the internet in more useful ways
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Curenton, Stephanie M., and Symonne Kennedy. "Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy." ISRN Education 2013 (May 2, 2013): 1–10. http://dx.doi.org/10.1155/2013/936191.
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This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.
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Hiebert, Elfrieda H. "The Texts of Literacy Instruction." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 12, 2017): 117–34. http://dx.doi.org/10.1177/2381336917718521.
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Texts are a central part of reading. Yet our understandings of appropriate text features and distributions of text diets at different points in students’ reading development are limited. The thesis of the essay is that, if the trajectory of struggling readers is to change, attention is needed to the features of texts and students’ text diets, especially those of students who attend schools in heavily impacted communities. Three issues are identified that require the attention of researchers to ensure appropriate texts and text diets for struggling readers: (a) texts from the earliest levels need to be meaningful, (b) at least part of struggling readers’ text diets need to be with texts in which words with morphological and phonological consistency are repeated, and (c) amount of text read by struggling readers needs to be substantial for reading capacity to increase. For each issue, the manner in which current practices can contribute to potential obstacles for struggling readers is described. Next, research on alternative practices is presented that shows how shifts in texts and text diets can support higher reading proficiency. The essay ends with a description of a research agenda that uses digital resources to increase students’ facility with vocabulary in complex texts.
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Galang, Aljon. "PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 275. http://dx.doi.org/10.24252/eternal.v62.2020.a7.
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Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system.
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Ayre, Julie, Carissa Bonner, Danielle M. Muscat, Adam G. Dunn, Eliza Harrison, Jason Dalmazzo, Dana Mouwad, Parisa Aslani, Heather L. Shepherd, and Kirsten J. McCaffery. "Multiple Automated Health Literacy Assessments of Written Health Information: Development of the SHeLL (Sydney Health Literacy Lab) Health Literacy Editor v1." JMIR Formative Research 7 (February 14, 2023): e40645. http://dx.doi.org/10.2196/40645.
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Producing health information that people can easily understand is challenging and time-consuming. Existing guidance is often subjective and lacks specificity. With advances in software that reads and analyzes text, there is an opportunity to develop tools that provide objective, specific, and automated guidance on the complexity of health information. This paper outlines the development of the SHeLL (Sydney Health Literacy Lab) Health Literacy Editor, an automated tool to facilitate the implementation of health literacy guidelines for the production of easy-to-read written health information. Target users were any person or organization that develops consumer-facing education materials, with or without prior experience with health literacy concepts. Anticipated users included health professionals, staff, and government and nongovernment agencies. To develop this tool, existing health literacy and relevant writing guidelines were collated. Items amenable to programmable automated assessment were incorporated into the Editor. A set of natural language processing methods were also adapted for use in the SHeLL Editor, though the approach was primarily procedural (rule-based). As a result of this process, the Editor comprises 6 assessments: readability (school grade reading score calculated using the Simple Measure of Gobbledygook (SMOG)), complex language (percentage of the text that contains public health thesaurus entries, words that are uncommon in English, or acronyms), passive voice, text structure (eg, use of long paragraphs), lexical density and diversity, and person-centered language. These are presented as global scores, with additional, more specific feedback flagged in the text itself. Feedback is provided in real-time so that users can iteratively revise and improve the text. The design also includes a “text preparation” mode, which allows users to quickly make adjustments to ensure accurate calculation of readability. A hierarchy of assessments also helps users prioritize the most important feedback. Lastly, the Editor has a function that exports the analysis and revised text. The SHeLL Health Literacy Editor is a new tool that can help improve the quality and safety of written health information. It provides objective, immediate feedback on a range of factors, complementing readability with other less widely used but important objective assessments such as complex and person-centered language. It can be used as a scalable intervention to support the uptake of health literacy guidelines by health services and providers of health information. This early prototype can be further refined by expanding the thesaurus and leveraging new machine learning methods for assessing the complexity of the written text. User-testing with health professionals is needed before evaluating the Editor’s ability to improve the health literacy of written health information and evaluating its implementation into existing Australian health services.
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Hendawi, Rasha, Shadi Alian, and Juan Li. "A Smart Mobile App to Simplify Medical Documents and Improve Health Literacy: System Design and Feasibility Validation." JMIR Formative Research 6, no. 4 (April 1, 2022): e35069. http://dx.doi.org/10.2196/35069.
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Background People with low health literacy experience more challenges in understanding instructions given by their health providers, following prescriptions, and understanding their health care system sufficiently to obtain the maximum benefits. People with insufficient health literacy have high risk of making medical mistakes, more chances of experiencing adverse drug effects, and inferior control of chronic diseases. Objective This study aims to design, develop, and evaluate a mobile health app, MediReader, to help individuals better understand complex medical materials and improve their health literacy. Methods MediReader is designed and implemented through several steps, which are as follows: measure and understand an individual’s health literacy level; identify medical terminologies that the individual may not understand based on their health literacy; annotate and interpret the identified medical terminologies tailored to the individual’s reading skill levels, with meanings defined in the appropriate external knowledge sources; evaluate MediReader using task-based user study and satisfaction surveys. Results On the basis of the comparison with a control group, user study results demonstrate that MediReader can improve users’ understanding of medical documents. This improvement is particularly significant for users with low health literacy levels. The satisfaction survey showed that users are satisfied with the tool in general. Conclusions MediReader provides an easy-to-use interface for users to read and understand medical documents. It can effectively identify medical terms that a user may not understand, and then, annotate and interpret them with appropriate meanings using languages that the user can understand. Experimental results demonstrate the feasibility of using this tool to improve an individual’s understanding of medical materials.
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Park, Okhyun. "Literacy Instruction for Immigrant Adolescents Using Their Native Language and Culture." Korean Society of Culture and Convergence 44, no. 5 (May 31, 2022): 99–118. http://dx.doi.org/10.33645/cnc.2022.5.44.5.99.
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This study aims to provide literacy instruction for immigrant adolescents using their native language and culture. To this end, three immigrant adolescents were selected, and a literacy improvement program was designed and implemented. As a result of the RA-RCP test, first, there was an improvement of the study participants in word recognition, reading fluency, reading comprehension, and alphabet knowledge. Second, the improvement of participant C was the greatest. In particular, the presented native language text led to positive attitude change of study participant C. Third, research participant A found his dream of becoming a Korean-native fairy tale translator. Based on this, improvements and suggestions for literacy guidance for immigrant adolescents were written.
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Husna, Nurul, Zulfahita Zulfahita, Sri Mulyani, and Md Shahinoor Rahman. "Reading Literacy, Mathematical Literacy, and Self-Confidence of Junior High School Students in Singkawang." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 253. http://dx.doi.org/10.26737/jetl.v5i2.1986.
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Literacy skills are very important abilities for students and are being encouraged to do so as a necessary prerequisite for lifelong learning. Because literacy skills are abilities that can be used to empower and improve the quality of individuals, families, communities, and countries. This study aims to (1) describe students' reading literacy and mathematical literacy skills based on the level of self-confidence of students in schools accredited A and B, as well as male and female students; (2) to test the comparability of reading literacy, mathematical literacy, and self-confidence based on the level of school accreditation and gender. The research method used in this research is descriptive quantitative. The sample in this study was selected using cluster sampling. The sample consisted of two public schools accredited A and B, and two private schools accredited A and B. The instruments in this study were reading literacy questions, mathematical literacy questions, student self-confidence questionnaires, and interview guidelines. The conclusions in this research are: (1) the descriptions are: (a) For schools with A accreditation, only confident students can process gathering information, processing information, and communicating information on reading literacy, while for mathematical literacy students who are confident can carry out the process Devising Strategies for Solving Problems indicators. For schools with B accreditation, students who are confident, confident enough, and less confident have carried out all the reading literacy processes, but there are still some mistakes and not according to the concept, while for mathematical literacy, students who are confident and confident enough can carry out process indicator Devising Strategies for Solving Problems. (b) For male students and female students who are confident, confident enough, and less confident to carry out the process of gathering information, processing information, and communicating information on reading literacy but still make some mistakes and do not fit the concept. As for mathematical literacy, confident female students can carry out the Communication process and Devising Strategies for Solving Problems. (2) For the comparison test, namely: (a) There is no difference in reading literacy between students from A and B accredited schools; (b) There are differences in mathematical literacy between students from A and B accredited schools; (c) There are differences in reading literacy and mathematical literacy between male students and female students; (d) There is no level of student confidence based on school accreditation and gender.
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Krawiec, Rebecca. "Monastic Literacy in John Cassian: Toward a New Sublimity." Church History 81, no. 4 (December 2012): 765–95. http://dx.doi.org/10.1017/s0009640712001898.
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In his two central monastic texts, theInstitutesand theConferences, John Cassian (c. 360-c.435) draws extensively on tropes of grammatical and rhetorical education. This language helps shape monasticism in ways that are culturally and socially acceptable to the elite, male audience in Gaul to which he is appealing. The effect of this language is not to create a monasticism that is comfortable for the elite but to transform his audience through a process analogous to their traditional education. He invents a new monastic reading culture that uses reading and writing to form the identity of a monk. Like all reading cultures, Cassian's requires a particular form of literacy, defined here as teaching certain reading methods and valuing particular texts. Indeed, Cassian's two works serve as the teaching texts for this monastic literacy and so compete against contemporaneous claims for other forms of monastic instruction. Cassian's texts function as monastic equivalents to rhetorical handbooks (theInstitutes) and works of literary theory (theConferences) and are themselves sublime replacements for “pagan” literature. The epitome of his monasticism, ecstatic prayer, is also described in terms of sublimity thereby appropriating rhetorical values and prestige into a new performance of the elite male self.
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Yuliati, Ni Komang Dwi Eka, Made Hery Santosa, and Setya Chendra Wibawa. "Users’ Acceptance of Kumandang Interactive Reading Aloud Smartphone-Based Apps." Jurnal Ilmiah Sekolah Dasar 6, no. 1 (March 5, 2022): 125–35. http://dx.doi.org/10.23887/jisd.v6i1.43579.
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In 21st century learning, the development of smartphone-based applications to support education, especially literacy, has become a basic need. This study aims to analyze the factors that factor in user acceptance of an Android-based application called Kumandang, Reading Aloud Activities. This type of research is survey research. The subjects of this study were ninety participants consisting of teachers, parents, and guardians. The research instrument used in this study was a questionnaire sheet. The technique of data collection is the distribution of questionnaires. The data analysis technique uses a structural equation model with the help of the SMARTPLS application. The study model uses UTAUT2, which consists of several indicators, including; Performance Expectations (PE), Business Expectations (EE), Social Influence (SI), Facilitation Conditions (FC), Price Value (PV), Hedonic Motivation (HM), and Habits of Behavioral Intentions (H). The results showed that business expectations (EE) related to the ease and convenience of using Kumandang positively affected user acceptance. In addition, hedonic motivation (HM) related to fun and entertainment also affects parents' intention to use the Kumandang application. The results also show that performance expectations (PE), social influences (SI), facilitating conditions (FC), habits (H), and price effects (PV) do not affect parents' acceptance of using the Kumandang application.
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Koritnik, Ana, and Metka Kordigel Aberšek. "THE IMPACT OF RECEPTION LITERATURE ON READING COMPETENCE IN CHILDREN WITH MILD MENTAL RETARDATION." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 58–66. http://dx.doi.org/10.33225/pec/14.61.58.
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The study investigated the impact of children’s literature reception on literacy at children with mild mental retardation in the process designed on the adapted receptive model of children’s literature didactics. An experiment of a one-group pretest-posttest design was conducted on the sample of seven children with mild mental retardation. In the period of one semester their literacy program was supported with children’s literature education according to the adapted model of receptive children’s literature didactics. After that, their reading competence was tested with the Assessment scheme of reading competence (Pečjak at. al., 2011), which was focused on two dimensions of the reading process: reading comprehension and the quantitative and qualitative data of students’ reading performance. Among the last one a) reading speed was measured, b) reading rhythm was observed, c) reading mistakes were counted and classified, d) reading accurateness was observed and e) reading expression was measured. The results show the positive impact of the adapted model of receptive children’s literature didactics on students’ reading competence – the reading speed, the reading rhythm the accurateness of reading performance and the reading expression improved and the number of reading mistakes decreased. Key words: adapted model of children’s literature didactics, children with mild mental retardation, functional literacy, literature reception.
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Gutierrez-Clellen, Vera F. "Mediating Literacy Skills in Spanish-Speaking Children With Special Needs." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 285–92. http://dx.doi.org/10.1044/0161-1461.3003.285.
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The purpose of this article is to: (a) describe sources of variability in reading and spelling performance of children learning English as a second language, with a specific emphasis on Spanish-speaking children; (b) encourage teachers and clinicians to consider these differences when developing intervention plans; and (c) suggest specific intervention procedures that might facilitate development of reading and spelling skills of Spanish-speaking children with language difficulties and limited English proficiency. An integrated approach to intervention is highlighted that addresses reading and spelling as reciprocal processes. Implementation of this approach is presented using various contexts for learning and strategies specific to developing second-language reading and writing skills.
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Kucharská, Anna, Klára Špačková, and Martina Šmejkalová. "Language awareness as a prerequisite of literacy skills." Linguistics Beyond and Within (LingBaW) 8 (December 31, 2022): 114–32. http://dx.doi.org/10.31743/lingbaw.14961.
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Monitoring children’s language ability levels makes it possible to predict their school achievement and identify potential difficulties. Identifying literacy difficulties in terms of specific learning disabilities is an important topic for elementary school pupils. Today, there is a general consensus based on research evidence that the diagnostic battery of literacy skills should always include a test of language abilities, through which the prerequisites for individual reading skills and at-risk readers can be identified.
A working group has created a diagnostic tool for language awareness that allows the morphological-syntactic (subtest A and B) and semantic (subtest C) language levels of Czech children of elementary school age to be assessed.
Data analysis examines how individual language skills correspond to reading performance – decoding and reading comprehension in different reading modalities (oral and silent reading) and how they correspond to other prerequisites for reading, such as listening comprehension. The paper introduces a new diagnostic tool using a quantitative methodology. It is based on data from the research project Key Literacy Skills for Primary School Pupils – a diagnostic battery, in which 881 elementary grade pupils (Grade 1 – Grade 5) participated. The statistical parameters of the new tool are presented and the relations between the Language Awareness Test, decoding skills, and oral and silent reading comprehension are analysed.
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Cartmill, Bena, Laurelie R. Wall, Elizabeth C. Ward, Anne J. Hill, and Sandro V. Porceddu. "Computer Literacy and Health Locus of Control as Determinants for Readiness and Acceptability of Telepractice in a Head and Neck Cancer Population." International Journal of Telerehabilitation 8, no. 2 (December 15, 2016): 49–60. http://dx.doi.org/10.5195/ijt.2016.6203.
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Understanding end-user populations is required in designing telepractice applications. This study explored computer literacy and health locus of control in head/neck cancer (HNC) patients to inform suitability for telerehabilitation. Sixty individuals with oropharygneal cancer were recruited. Computer literacy was examined using a 10-question survey. The Multidimensional Health Locus of Control Scale Form C (MHLC-C) examined perceptions of health “control”. Participants were mostly middle-aged males, from high socioeconomic backgrounds. Only 10% were non-computer users. Of the computers users, 91% reported daily use, 66% used multiple devices and over 75% rated themselves as “confident” users. More than half were open to using technology for health-related activities. High internal scores (MHLC-C) signified a belief that own behaviour influenced health status. HNC patients have high computer literacy and an internal health locus of control, both are positive factors to support telepractice models of care. This may include asynchronous models requiring heightened capacity for self-management.
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Kaderavek, Joan N., and Elizabeth Sulzby. "Parent-Child Joint Book Reading." American Journal of Speech-Language Pathology 7, no. 1 (February 1998): 33–47. http://dx.doi.org/10.1044/1058-0360.0701.33.
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Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.
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Carnell, Corbin S. "Review: A Rhetoric of Reading: C. S. Lewis's Defense of Western Literacy." Christianity & Literature 37, no. 2 (March 1988): 52. http://dx.doi.org/10.1177/014833318803700209.
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Vandervelden, Margaretha C., and Linda S. Siegel. "Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach." Learning Disability Quarterly 20, no. 2 (May 1997): 63–81. http://dx.doi.org/10.2307/1511215.
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This study evaluated an intervention to enhance early phonological processing skills and reading. Early phonological processing skills are strongly related to progress in early literacy and phonological processing deficits are found related to specific reading disability. Thirty children aged 5.1–6.0 (15 in each of two schools) were assigned to an experimental or control group and compared before and after a 12-week intervention on measures of phonological processing skills and reading. There were no pretreatment differences between groups. The experimental intervention was based on findings of (a) early developmental phases in phonological recoding, (b) reciprocal development between phoneme awareness and phonological recoding, and (c) reciprocal development between phonological processing skills and early reading. The instruction was designed to facilitate the gradually expanding use of letter-phoneme relationships in early reading and spelling. The results indicated that, at posttest, the experimental group performed significantly better than the control group on the measures of phonological processing skills and in reading. Intervention that includes teaching the sounds of letters and phoneme awareness as part of using letter-phoneme relationships in recognizing printed words, in spelling, and in reading (pronouncing words) appears to be effective for enhancing early reading and may possibly reduce the probability of subsequent reading disability.
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Auliya, Prativi Khilyatul, Lies Amin Lestari, and Suharsono Suharsono. "Developing Extensive Reading Materials for Secondary School to Foster Students’ Reading Habit." Journal of English Language and Literature 8, no. 3 (December 31, 2017): 706–14. http://dx.doi.org/10.17722/jell.v8i3.340.
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This study aims at developing extensive reading materials for Junior High School to foster students’ reading habit, as the first step of school literacy movement in Indonesia. This study utilizes Design and Development Research (DDR) by Richey and Klein (2007)[17] as the research method. Moreover, ADDIE model (Analysis, Design Develop, Implementation and Evaluation) is employed as instructional design model to develop the product. There are four data collection technique used; interview, questionnaire, test and observation. The product of this study is seven books as follows; The Five Pillars of Islam (Level A), Happy Halloween (Level A), Facts about Mosquitoes (Level C), The Legend of Surabaya (Level E), The Appointment in Samarra (Level G), The Return of Dracula (Level I), A True Friend (Level K). Those seven books are in the form of printed materials and within students’ independent reading level. They are supported with pictures, complemented with correlation level, preface, short-excerpt, glossary, commentary column, and books choice flowchart. Based on the theoretical and empirical validation, the seven books are suitable to be used as extensive reading materials in school literacy movement to foster students’ reading habit.
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Khoeriyah, Sri Fatikha. "Pengembangan Literasi Digital untuk Meningkatkan Kemampuan Membaca." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 690. http://dx.doi.org/10.20961/shes.v3i4.54378.
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<p><em>The rapid development of technology today should be the main key in efforts to develop students' abilities and skills in the field of education and the learning process in dealing with the world of technology and information. The support and role of education is expected to increase the nation's competitiveness in the midst of global competition. The openness of information technology should be balanced with the progress of good reading literacy, but in Indonesia in particular, reading literacy skills for children are still at the bottom. Therefore, the development of digital literacy is expected to be a benchmark and a supporting factor in the development of student knowledge that can be accessed by digital media around the environment such as mobile phones, computers, laptops, etc. This article proposes a new conceptual framework for the concept of digital literacy, combining five types of literacy: (a) photovisual literacy; (b) reproductive literacy; (c) information literacy; (d) branched literacy; and (e) socio-emotional literacy that can support knowledge development.</em></p>
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Ferdiawan, I. Komang Tyan, Ni Made Ratminingsih, and Luh Diah Surya Adnyani. "Graphic Novel Development as a Reading Media for Increasing Literacy Skill of 8th Grade Junior High School Students." Art of Teaching English as a Foreign Language 2, no. 1 (November 2, 2021): 89–101. http://dx.doi.org/10.36663/tatefl.v2i1.123.
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This research believes that junior high school students in eighth grade need suitable and interesting reading material to develop their literacy skills which one way to achieve it is to design graphic novels of learning material on it. This research designed in the form of design and development (D&D) model proposed by Richey and Klein (2007). The development model used in this research was Richey and Klein’s (2007) ADDE model. The result was a graphic novel as an attractive literacy media that was developed for assisting eighth grade junior high school students’ literacy skills. Based on the content validity judgement, the graphic novel was highly relevant to the twelve criteria of a good graphic novel with minor revision. The quality judgment was utilized to determine whether or not the graphic novel was already qualified to serve as a good literacy source by using expert judgement. There were two expert judges and twelve users who took role in judging the quality of the graphic novel. Based on the quality judgement, the graphic novel was categorized as excellent media. Thus, the graphic novel was categorized as excellent media for assisting eighth grade students’ literacy skills.
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Ferdiawan, I. Komang Tyan, Ni Made Ratminingsih, and Luh Diah Surya Adnyani. "Graphic Novel Development as A Reading Media for Increasing Literacy Skill Of 8th Grade Junior High School Students." Art of Teaching English as a Foreign Language 2, no. 2 (November 30, 2021): 169–82. http://dx.doi.org/10.36663/tatefl.v2i2.123.
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This research believes that junior high school students in eighth grade need suitable and interesting reading material to develop their literacy skills which one way to achieve it is to design graphic novels of learning material on it. This research was designed in the form of design and development (D&D) model proposed by Richey and Klein (2007). The development model used in this research was Richey and Klein's (2007) ADDE model. The result was a graphic novel as an attractive literacy media that was developed for assisting eighth grade junior high school students’ literacy skills. Based on the content validity judgment, the graphic novel was highly relevant to the twelve criteria of a good graphic novel with minor revision. The quality judgment was utilized to determine whether or not the graphic novel was already qualified to serve as a good literacy source by using expert judgment. There were two expert judges and twelve users who took role in judging the quality of the graphic novel. Based on the quality judgment, the graphic novel was categorized as excellent media. Thus, the graphic novel was categorized as excellent media for assisting eighth grade students’ literacy skills
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Mursalim, Mursalim. "PENUMBUHAN BUDAYA LITERASI DENGAN PENERAPAN ILMU KETERAMPILAN BERBAHASA (MEMBACA DAN MENULIS)." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 1 (June 20, 2017): 31. http://dx.doi.org/10.30872/calls.v3i1.815.
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Indonesia has the wealth and diversity of the nation as the population of approximately 240 million, ethnic and regional languages, religions, diverse cultures, diverse customs and customs, and a wide variety of flora and fauna that all these things are very necessary to be understood and known by all layers community and built, disclosed, communicated both orally and in writing. In order for the wealth and diversity of such a nation to be known and understood as well as possible by all citizens of Indonesia, then every citizen is also expected to no longer experience illiteracy, or otherwise all literate. Therefore, the author of this paper will explain the growth of literacy culture with the science of reading and writing language skills. The purpose of this paper is to provide information to the reader community about the process of cultural growth of literacy with the application of the science of reading and writing language skills. The things that will be presented in this paper are (a) understanding of literacy and cultural literacy, (b) the growth of literacy culture, (c) understanding of language skills, (d) applying the science of writing language skills, and (e) read. It can be concluded that literacy is literacy, namely the ability to write and read. Then, the literacy culture is meant to do the habit of thinking followed by a process of reading, writing, in the end, what is done in a process of the activity will create the work. Keywords: culture of literacy, language skills, reading, writing
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Tse, Shek Kam, Xiao-yun Xiao, and Wai-yip Lam. "The influences of gender, reading ability, independent reading, and context on reading attitude." Written Language and Literacy 16, no. 2 (September 3, 2013): 241–71. http://dx.doi.org/10.1075/wll.16.2.05tse.
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The reading scores of 4712 Hong Kong primary Grade 4 students in the 2006 Progress in International Reading Literacy Study were analyzed alongside (a) information about their gender, reading ability, independent reading practices, and attitudes towards reading; (b) parental reading attitudes and home educational resources; and (c) the way the students were taught to read in school and the school’s overall reading achievement index. Multilevel analyses were carried out to model the relationship between the student characteristics and home and school contextual factors and reading attitude. It was found that the students’ reading attitudes reflected the influence of the student’s gender, reading ability, and independent reading practices and that parental reading attitudes and home educational resources made significant contributions to the students’ reading attitudes. Moreover, teaching the students reading skills explicitly and the school’s overall reading attainment were positively related to the students’ reading attitudes. The significance of the findings is examined and the educational implications are explored and discussed.
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Mike, Dennis G. "Literacy and Cerebral Palsy: Factors Influencing Literacy Learning in a Self-Contained Setting." Journal of Reading Behavior 27, no. 4 (December 1995): 627–42. http://dx.doi.org/10.1080/10862969509547902.
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This study was conducted as an ethnography of one self-contained classroom at a school for children with cerebral palsy. The five students were severely multiply disabled, exhibiting differing degrees and combinations of physical, visual, speech, hearing, and perceptual impairments. All were diagnosed as having severe reading disabilities. The purpose of the study was to describe and explain those factors that impacted on literacy learning within this setting. Data collection involved nonparticipant observation, interviews with teachers and administrators, videotape analysis and examination of student records. Factors identified as facilitating literacy learning were (a) the room as a text-rich environment, (b) the latitude often given students to govern their own literate behavior, (c) the regularly conducted storyreading sessions, and (d) the constructive use of computers. Factors identified as hindering literacy learning were (a) restriction of instructional time, (b) overreliance on individual instruction, and (c) lack of student literate interaction.
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Hikida, Michiko, Katharine Chamberlain, Susan Tily, Anne Daly-Lesch, Jayce R. Warner, and Diane L. Schallert. "Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks." Journal of Literacy Research 51, no. 2 (February 27, 2019): 177–95. http://dx.doi.org/10.1177/1086296x19833297.
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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.
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Guttman, Nurit, Eimi Lev, Elad Segev, Seffefe Ayecheh, Limor Ziv, Fekado Gadamo, Nivi Dayan, and Gal Yavetz. "“I never thought I could get health information from the Internet!”: Unexpected uses of an Internet website designed to enable Ethiopian immigrants with low/no literacy skills to browse health information." New Media & Society 20, no. 7 (June 20, 2017): 2272–95. http://dx.doi.org/10.1177/1461444817712937.
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The Internet is a major source for health information but contributes to the digital divide and health disparities. Minorities with low literacy skills are at a particular disadvantage in obtaining online information. A website was created with health information presented through videos in Amharic and an interface that does not require reading skills to enable users with low/no literacy to navigate among topics. In all, 225 Israeli Ethiopian immigrants were asked to use the website, most with low/no literacy skills. Participants were excited about it, but those with low/no literacy felt they needed support and training for future use. Some felt it was too difficult. The findings point to unexpected potential sociocultural uses for the website for immigrants with different levels of literacy skills. The analysis yielded two user typologies that can help identify user needs and segmentation, a culture-centered adaptation of the technology acceptance model, and implications for communication infrastructure theory.
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Arner, Tracy, Kathryn S. McCarthy, and Danielle S. McNamara. "iSTART StairStepper—Using Comprehension Strategy Training to Game the Test." Computers 10, no. 4 (April 9, 2021): 48. http://dx.doi.org/10.3390/computers10040048.
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Literacy skills are critical for future success, yet over 60% of high school seniors lack proficient reading skills according to standardized tests. The focus on high stakes, standardized test performance may lead educators to “teach-to-the-test” rather than supporting transferable comprehension strategies that students need. StairStepper can fill this gap by blending necessary test prep and reading comprehension strategy practice in a fun, game-based environment. StairStepper is an adaptive literacy skill training game within Interactive Strategy Training for Active Reading and Thinking (iSTART) intelligent tutoring system. StairStepper is unique in that it models text passages and multiple-choice questions of high-stakes assessments, iteratively supporting skill acquisition through self-explanation prompts and scaffolded, adaptive feedback based on performance and self-explanations. This paper describes an experimental study employing a delayed-treatment control design to evaluate users’ perceptions of the StairStepper game and its influence on reading comprehension scores. Results indicate that participants enjoyed the visual aspects of the game environment, wanted to perform well, and considered the game feedback helpful. Reading comprehension scores of students in the treatment condition did not increase. However, the comprehension scores of the control group decreased. Collectively, these results indicate that the StairStepper game may fill the intended gap in instruction by providing enjoyable practice of essential reading comprehension skills and test preparation, potentially increasing students’ practice persistence while decreasing teacher workload.
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DeHart, Jason D. "“Eating through Books:” Reading Aloud Practice in Middle Grades Literacy." Journal of Literary Education, no. 6 (December 31, 2022): 152. http://dx.doi.org/10.7203/jle.6.23754.
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This manuscript highlights the work of a 6th grade teacher, Author C, who engages in the practice of reading aloud regularly. In order to present this work as co-authored research, we utilize the methodology of narrative inquiry and, in so doing, present the story of this teacher as a foregrounded component of the process. This article is the collaboration and co-construction among two researchers and a teacher, organized according to the teacher’s seminal steps in literacy, their choices in selecting and sharing texts, and the challenges they faced in their pivot to online instruction in the context of the COVID-19 pandemic.
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Parry, Kate. "The Story of a Library: Research and Development in an African Village." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2127–47. http://dx.doi.org/10.1177/016146810911100907.
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Background Although education in Africa is expanding, little is being done to support learners’ literacy outside the school. Rural people have little access to books and so cannot develop their reading skills. Purpose of Study The project described here has both an educational and a research purpose: to complement formal schooling by making reading material available to students and others, and to document the development of new literacy practices by investigating and recording readers’ preferences. Setting The site is near the trading center of Kitengesa in Masaka District in Uganda. It is a rural area where most people depend on subsistence farming and the sale of food and cash crops. Many have been to school, however, and basic literacy is widespread. Intervention The project has consisted of the establishment and development of a community library, in cooperation with a local private secondary school. It is supported by funds that the author and other supporters raise in the United States and Canada. Research Design The research is a case study that follows an action research model. The intervention was initially based on observational research together with consultation with representatives of the community; it was carefully documented from the outset and the findings used to inform the project's further development. Data Collection and Analysis The data consist primarily of the library's records of members joining, books borrowed, and users’ declared purposes in coming to the building. The written records are supplemented by observations of behavior in the library and interviews with users. Results Local responses indicate that there is considerable potential for developing a reading culture in the area. Story books have proved to be most popular, but school textbooks and newspapers are also much in demand. The project has attracted interest from foreign visitors, who have used the library as a base for initiating other development projects. Conclusions The Kitengesa experience demonstrates that a community library is a cost-effective way of supporting literacy development and enabling research on literacy practices. It also provides a base for other grassroots development projects. The suggested way forward is to build on this experience by encouraging the growth of similar libraries throughout Uganda.
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Br Ginting, Meta Melisa, Mutsyuhito Solin, and Wisman Hadi. "Development of Children's Literature Reading Materials to Support SDN 028228 Binjai Student Literacy Activities." Britain International of Linguistics Arts and Education (BIoLAE) Journal 3, no. 1 (March 30, 2021): 101–7. http://dx.doi.org/10.33258/biolae.v3i1.415.
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This research is motivated by the lack of availability of reading materials for children's literature, reading materials that are not suitable for the age of growth and development of children's psychology, then students have an interest in reading, and reading habits are not yet entrenched, so it is necessary to develop varied reading materials and support students in activities. literacy. Children's literature reading materials are needed at SDN 028228 Binjai to support students' literacy activities. This study aims to determine the results of the development of children's literature reading materials in the form of comics to support literacy activities of SDN 028228 Binjai students. The research method used was research and development (Research and Development) by Borg and Gall. The results showed that (1) The reading material development process was carried out in several stages, namely preliminary studies, initial product development and product testing. (2) The results of the reading material feasibility test show that (a) the result of the material expert's validation on the reading material as a whole is 83.3% with the criteria of "very good". (b) the results of the validation by design experts on the reading material as a whole obtained data 88.3% with "very good" criteria. (c) the results of the overall classroom teacher assessment of the reading material obtained an average of 91% with the criteria "very good" (3) The results of the effectiveness of the development of reading materials show that (a) the results of individual trials on reading materials obtained an average of 79.6% with the criteria "good ", The results of small group trials on reading materials obtained an average of 88.2% with the criteria" very good ", limited field test results on reading materials obtained an average of 90.1% with the criteria" very good ". (b) the results of the quality of using children's literature in the form of comics to support students' literacy activities were obtained an average of 88.65% (posttest), while before the use of children's literature in the form of comics, the average was 68.40% (pretest). The difference in value is 20.25% which means that children's literature reading material in the form of comics can improve the results of students' literacy activities from before. The implications of this research are (1) children's literary reading materials to support students 'literacy activities can increase students' knowledge of North Sumatra folklore; (2) the results of this study can enrich the treasury of science in order to increase creativity in the development of reading materials, especially those related to the development of children's literature reading materials in North Sumatra.
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Suhardi, Suhardi. "MOBILE LIBRARY APPLICATION MODELING FOR STRENGTHENING DIGITAL-BASED STUDENT'S READING WRITING INTEREST." Sinkron 8, no. 1 (January 1, 2023): 62–70. http://dx.doi.org/10.33395/sinkron.v8i1.11922.
Full textAbstract:
Digital literacy is very important at this time. Proficiency in using technology is a must in order to compete nationally and internationally. One way to improve literacy patterns is to obtain a lot of information and reading materials through the library. Technological devel-opments make libraries have to innovate so that conventional libraries become digital li-braries. At the library of the State Islamic University of North Sumatra (UINSU) Medan itself, the literacy pattern has utilized the digital library. It just needs better innovation by creating responsive mobile applications. This application model will focus on providing digital books so that they can be accessed from anywhere without having to visit the li-brary. The development of this application model uses the Research and Development (R&D) method and is designed using the UML model and with various tools and various programming languages such as Android Studio, HTML, CSS, and PHP which will later produce a responsive web view. There are 3 access rights in the mobile library application, namely Administrators, Library Members and Library Visitors who have their own access rights. This application model runs well on the android platform which is relevant to today and makes it easy for users because it can be accessed anywhere and anytime and has online reading, borrowing and returning features.
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Brooks, Maneka Deanna, and Katherine K. Frankel. "Oral reading: practices and purposes in secondary classrooms." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 328–41. http://dx.doi.org/10.1108/etpc-01-2018-0010.
Full textAbstract:
Purpose This paper aims to investigate teacher-initiated whole-group oral reading practices in two ninth-grade reading intervention classrooms and how teachers understood the purposes of those practices. Design/methodology/approach In this qualitative cross-case analysis, a literacy-as-social-practice perspective is used to collaboratively analyze ethnographic data (fieldnotes, audio recordings, interviews, artifacts) across two classrooms. Findings Oral reading was a routine instructional reading event in both classrooms. However, the literacy practices that characterized oral reading and teachers’ purposes for using oral reading varied depending on teachers’ pedagogical philosophies, instructional goals and contextual constraints. During oral reading, students’ opportunities to engage in independent meaning making with texts were either absent or secondary to other purposes or goals. Practical implications Findings emphasize the significance of understanding both how and why oral reading happens in secondary classrooms. Specifically, they point to the importance of collaborating with teachers to (a) examine their own ideas about the power of oral reading and the institutional factors that shape their existing oral reading practices; (b) investigate the intended and actual outcomes of oral reading for their students and (c) develop other instructional approaches to support students to individually and collaboratively make meaning from texts. Originality/value This study falls at the intersection of three under-researched areas of study: the nature of everyday instruction in secondary literacy intervention settings, the persistence of oral reading in secondary school and teachers’ purposes for using oral reading in their instruction. Consequently, it contributes new knowledge that can support educators in creating more equitable instructional environments.
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Hall, Stephanie Jane. "'Quick Reads' May Promote Literacy without Stigma: Findings from Eight UK Public Libraries." Evidence Based Library and Information Practice 1, no. 2 (June 5, 2006): 36. http://dx.doi.org/10.18438/b8d59m.
Full textAbstract:
A review of:
McLoughlin, Carla, and Anne Morris. "UK Public Libraries: Roles in Adult Literacy Provision." Journal of Librarianship and Information Science 36.1 (March 2004): 37-46.
Objective – To examine the role of public libraries in the provision of adult literacy services, with a detailed look at both the successes and concerns of the libraries under study; to provide recommendations for best practice in establishing or reviewing adult literacy services.
Design – A series of case studies using written reports and semi-structured interviews.
Setting – Eight public libraries in the UK involved in literacy service provision or reader development services.
Subjects – Eight senior staff members in charge of library literacy programming.
Method – A written report of literacy service initiatives was solicited from each participating library. A single interview was conducted with a staff member in charge of literacy service at each of the eight participating libraries. Fact-checking telephone interviews were conducted at three locations where adult literacy programs were in early stages. More in-depth, face-to-face interviews were conducted at the five libraries with better established programs. Each type of interview consisted of a set of scripted questions supplemented by individualized questions based on the written reports.
Main results – There are four key areas of results to be summarized from this study:
Adult Literacy Collections – The authors observed three main approaches to branding literacy collections:
?Emphasis on reading for pleasure (with collections entitled ‘Quick Reads’ or ‘First Choice’);
?Emphasis on reading for skills development;
?Discreet labelling enabling stock recognition without advertising that the reader is borrowing literacy materials.
The authors conclude that the ‘Quick Reads’ approach was the most successful in highlighting the collection without stigmatizing it and in promoting the pleasure of reading. The importance of maintaining relevant, attractive books was highlighted, with collections targeting both entry level readers and emergent readers.
Approaches for Supporting Adult Literacy – The libraries used reader development extensively as a strategy to support adult literacy efforts. Staff tied literacy offerings to other programs or services of interest (for example, promoting adult literacy services alongside audio-visual collections and Internet access). Adult learners were also targeted for library tours, reading groups, and assistance with book selection for the literacy collection. Some of the libraries hired new staff from outside the library profession, choosing candidates with prior experience in basic skills development or community work.
Methods of Attracting Adults with Poor Literacy -- Partnership was identified as a key strategy for the libraries studied. Partnerships were formed with numerous agencies, including the probationary service, a community centre (where the library’s ‘reader in residence’ was installed), a college, and a Peugeot factory. Networking with other literacy service providers and coalitions was also an important strategy, particularly as a way to increase the library’s profile as a literacy service provider. Perhaps the simplest strategy for attracting adults with poor literacy was to identify areas of the library districts where literacy skills were lowest and then to target literacy service to those regions.
Sustainability and Mainstreaming -- Early planning for sustainability was crucial. Incorporating funding for literacy staffing and collections into the core budget and annual library plan was also an important step. While some libraries hired new staff, and one library staffed the literacy project with volunteers, using existing staff for adult literacy work proved to be more efficient and sustainable. Instilling a sense of ownership in the project for both staff and users of the literacy services by involving them in the development and promotion of literacy service and collections was another strategy employed to ensure longevity of the service.
Conclusions – The most successful form of library literacy service provision was found to be the reader development approach (promoting reading for enjoyment and building reading activities around existing interests). The libraries studied showed an understanding of the wide range of reading levels and interests among adult learners. Potential barriers for libraries in the provision of adult literacy service “include restrictive funding criteria, limited staff capacity, and a bidding culture that remains unsympathetic to public library circumstances” (44). The authors make five recommendations for best practices in adult literacy service provision:
Eclectic adult literacy collections: Collections should be fresh and appealing and should incorporate engaging non-fiction.
Standardized criteria for adult literacy stock: Standardized criteria should be developed by a basic skills agency, preferably at a national level.
Equality for adult readers: Approach adult readers as people who read for enjoyment or who are ‘getting back to reading’, rather than as those needing to ‘improve’ their reading.
Maximum access: Ensure a diverse and well-stocked collection of books that is easy for adult learners to locate.
Community profiling: Optimize service delivery by profiling your community’s literacy levels.