Journal articles: 'Feedback literacy'

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Ramsden, Lisa, and Bill Hunter. "A CASE FOR FEEDBACK LITERACY." Journal of Educational Informatics 3, no. 1 (March 16, 2022): 32–36. http://dx.doi.org/10.51357/jei.v3i1.183.

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Emmerink, Ralph. "Thoughts on Assessments: Assessment Feedback and Student Feedback Literacy." FORUM 64, no. 2 (July 21, 2022): 56–65. http://dx.doi.org/10.3898/forum.2022.64.2.05.

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As an educator, and a student myself, I believe that the current system of graded assessments used ubiquitously in education systems worldwide is quite flawed. Although certain issues arise in its implementation, a suitable alternative might be to consider gradeless assessments. Thus, rather than completely advocating for a change in the way educators use graded assessments within their classrooms, I suggest a shift towards an increased focus on assessment feedback and student feedback literacy. As such, this paper aims to advocate and campaign for a different and more enabling approach to current assessment practices, emphasising student learning and growth.

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Wongvorachan, Tarid, Okan Bulut, Yi-Shan Tsai, and Marlit A. Lindner. "Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context." Trends in Higher Education 1, no. 1 (December 6, 2022): 16–29. http://dx.doi.org/10.3390/higheredu1010002.

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For students, feedback received from their instructors can make a big difference in their learning by translating their assessment performance into future learning opportunities. To date, researchers have proposed various feedback literacy frameworks, which concern one’s ability to interpret and use feedback for their learning, to promote students’ feedback engagement by repositioning them as active participants in the learning process. However, the current feedback literacy frameworks have not been adapted to digital or e-Assessment settings despite the increasing use of e-Assessments (e.g., computer-based tests, intelligent tutoring systems) in practice. To address this gap, this conceptual paper introduces a feedback literacy model in the context of e-Assessments to present an intersection between e-Assessment features and the ecological model of feedback literacy for more effective feedback practices in digital learning environments. This paper could serve as a guideline to improve feedback effectiveness and its perceived value in e-Assessment to enhance student feedback literacy.

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Carless, David, and David Boud. "The development of student feedback literacy: enabling uptake of feedback." Assessment & Evaluation in Higher Education 43, no. 8 (May 3, 2018): 1315–25. http://dx.doi.org/10.1080/02602938.2018.1463354.

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Han, Ye, and Yueting Xu. "The development of student feedback literacy: the influences of teacher feedback on peer feedback." Assessment & Evaluation in Higher Education 45, no. 5 (November 18, 2019): 680–96. http://dx.doi.org/10.1080/02602938.2019.1689545.

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Karal, Yasemin, and Rabia Özdemir Sarıalioğlu. "The development of student feedback literacy through peer feedback in the online learning environment." European Journal of Open, Distance and E-Learning 24, no. 1 (October 1, 2022): 36–52. http://dx.doi.org/10.2478/eurodl-2022-0004.

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Abstract Feedback is an important element of learning, and peer feedback is now being increasingly used by more educators. Researchers acknowledge that students’ ability to read, interpret and use feedback can be developed, and more research is needed on how to achieve it. This study attempted to find out whether peer feedback helps foster student feedback literacy in an online learning environment. In this article, we attempt to showcase how students’ feedback literacy changed at the end of a 14-week process involving predominantly asynchronous peer interactions. This work was carried out as a mixed method study in a group of second-year undergraduate students from a state university. Study data were collected using two different questionnaires and one assessment rubric. The results showed that in an online learning environment, peer feedback can be a way to support the improvement of student feedback literacy.

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Sutton, Paul. "Conceptualizing feedback literacy: knowing, being, and acting." Innovations in Education and Teaching International 49, no. 1 (January 31, 2012): 31–40. http://dx.doi.org/10.1080/14703297.2012.647781.

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Harran, Marcelle. "Dominant feedback practices: shaping engineer literacy perceptions." Journal of Engineering, Design and Technology 9, no. 1 (March 29, 2011): 85–109. http://dx.doi.org/10.1108/17260531111121486.

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Dmitrenko, Natalia Yevheniivna, and Iuliia Oleksiivna Budas. "The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 323–39. http://dx.doi.org/10.18662/rrem/13.2/424.

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The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

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Feerrar, Julia. "Development of a framework for digital literacy." Reference Services Review 47, no. 2 (June 10, 2019): 91–105. http://dx.doi.org/10.1108/rsr-01-2019-0002.

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Purpose Institutions seeking to develop or expand digital literacy programs face the challenge of navigating varied definitions for digital literacy itself. In answer to this challenge, this paper aims to share a process for developing a shared framework for digital literacy at one institution, including drawing on themes in existing frameworks, soliciting campus feedback and making revisions. Design/methodology/approach A draft digital literacy framework was created following the work of an initial library task force. Focus groups were conducted to gather feedback on the framework and to identify areas for future development. Findings Focus groups yielded 38 written responses. Feedback themes related to gaps in the framework, structural suggestions and common challenges for learners. Themes in focus group feedback led to several framework revisions, including the addition of Curation as a competency area, the removal of information communication technologies as its own competency area, and the inclusion of Learner rather than Student at the center of the framework. Practical implications The approaches described in this case study can be adapted by those looking to create a shared framework or definition for digital literacy on their campuses, as well as to create or revise definitions for other related literacies. Originality/value This case study presents an adaptable process for getting started with broad digital literacy initiatives, within the context of existing digital literacy frameworks worldwide.

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Molloy, Elizabeth, David Boud, and Michael Henderson. "Developing a learning-centred framework for feedback literacy." Assessment & Evaluation in Higher Education 45, no. 4 (September 25, 2019): 527–40. http://dx.doi.org/10.1080/02602938.2019.1667955.

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Hopfenbeck, Therese N. "The need for actionable feedback in assessment literacy." Assessment in Education: Principles, Policy & Practice 27, no. 3 (May 3, 2020): 249–51. http://dx.doi.org/10.1080/0969594x.2020.1771665.

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Scheffel, Tara-Lynn. "Becoming Literacy Leaders: Teacher Candidates Initiate a Community-Based Literacy Program." Language and Literacy 18, no. 1 (April 3, 2016): 130. http://dx.doi.org/10.20360/g2t592.

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This paper presents a case study of a community-based literacy program that was initiated by teacher candidates. Program goals, purposes and opportunities for ongoing learning beyond coursework and practicum are explored. Key themes for discussion include: literacy as social and life-long; moving beyond print literacy; capitalizing on strengths; freedom in planning and freedom from assessment; feedback from the community; and, the opportunity to become literacy leaders. Mentorship roles are explored, along with questions for ongoing reflection and conversation.

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Caruso, Marinella, Nicola Fraschini, and Sabine Kuuse. "Online Tools for Feedback Engagement in Second Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 9, no. 1 (January 2019): 58–78. http://dx.doi.org/10.4018/ijcallt.2019010104.

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Feedback is one of the most important influences on second language learning. While much research has been undertaken in the field of corrective feedback, the study of student engagement with feedback in languages remains understudied. This article addresses the need for more interactive, effective and time-saving feedback, achieving more student engagement and ultimately enhancing their learning experience. Considering that engagement with feedback goes hand-in-hand with both awareness of the learning process and literacy about the feedback process itself, a range of interactive materials was developed embracing technology as a useful partner: three short videos to support feedback and language literacy, an online coversheet to establish a dialogical relation between student and instructor and an online data-bank of feedback comments. The students' evaluation of the materials support the conclusion that this communicative feedback lead to students feeling more aware and engaged with the feedback, thus becoming more responsible and active participants in their own language learning.

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Sumedi, Siti Hanna, Ilza Mayuni, and Siti Drivoka Sulistyaningrum. "Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher." NOBEL: Journal of Literature and Language Teaching 13, no. 1 (April 30, 2022): 117–37. http://dx.doi.org/10.15642/nobel.2022.13.1.117-137.

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Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.

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Marchis, Bogdana A. "Putting levity into literacy." Journal of Information Literacy 12, no. 2 (December 4, 2018): 113. http://dx.doi.org/10.11645/12.2.2488.

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Students believe that mandatory library workshops are boring and by default so are library instruction videos, but they do not have to be so. The Stanford Libraries have created a series of professionally produced videos, which are examples of effective ways to inject levity into literacy while conveying high-level academic content. Professor and student feedback confirmed that these videos held their attention and are therefore worth the expense incurred in creating them. This paper describes an original and effective method of introducing library services to students through engaging, professionally produced videos.

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Mihailidis, Paul. "Media Literacy in Journalism/Mass Communication Education: Can the United States Learn from Sweden?" Journalism & Mass Communication Educator 60, no. 4 (December 2005): 415–28. http://dx.doi.org/10.1177/107769580506000409.

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Exploratory studies were conducted in the United States and Sweden in the spring and autumn of 2004 to determine how faculty in journalism/mass communication programs acknowledged and conceptualized media literacy both as a teaching tool and educational concept. The Swedish participants' feedback was markedly different from U.S. academics' in terms of acknowledgement and conceptualization of media literacy. Conclusions drawn may help clarify media literacy's intentions as both a curricular benefit and new teaching tool for programs of journalism/mass communication/media in the United States. Comparisons also provide a base for future rigid exploration into this topic.

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Park, Minae, and Won Sook Sohn. "Development and Validation of Feedback Literacy Scale for Students." Korean Society for Educational Evaluation 32, no. 3 (September 30, 2019): 473–95. http://dx.doi.org/10.31158/jeev.2019.32.3.473.

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Wen, Ming, Yun Zhang, Hao Xiao, and Rui Huang. "Energy-saving and influencing factors of household electricity consumption in China." E3S Web of Conferences 341 (2022): 01021. http://dx.doi.org/10.1051/e3sconf/202234101021.

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Energy conservation and environmental protection are crucial to green development. This article distinguishes the relationship between the electricity literacy, energy saving awareness and information feedback. We found that i) electricity literacy and information feedback are negatively correlated with electricity consumption, ii) there is a positive correlation between electricity consumption and living area, household income, permanent resident population and education level, iii) electricity consumption presents an inverted U shape with education level.

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Mendelson, Eric, and Jody S. Piro. "An Affective, Formative and Data-Driven Feedback Intervention in Teacher Education." Journal of Curriculum and Teaching 11, no. 8 (October 23, 2022): 13. http://dx.doi.org/10.5430/jct.v11n8p13.

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Educators and researchers have long contemplated the most effective ways to provide feedback to students, to build sustainable feedback practices, and to establish feedback literacy. While a considerable amount of research, theory, and practical approaches exist to support the effect of formative feedback practices, less research exists on the impact of affective elements related to feedback. This study set out to explore pre-service teachers’ perceptions of a feedback intervention that included affective, formative, and data-driven aspects. A mixed-reality simulation environment was selected as the context for the study, and eight pre-service teachers performing in the simulation were selected as participants. This qualitative multicase study included three rounds of simulation observations, a feedback intervention, and interviews. Data were analyzed using a thematic analysis framework. Findings showed that the application of confirmation, empathy, and reciprocity in the feedback intervention prompted the development of helping relationships that promoted personal growth. Humanism became a useful framework for these emergent findings. In addition, findings included participants’ preferences for formative feedback over data-feedback, particularly formative feedback that introduced engaging language, purposeful organization, and details and examples. Lastly, findings revealed participants’ perceived personal growth in feedback literacy, especially in managing emotions and committing to the feedback process.

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Nam, Su-Jung, and Hyesun Hwang. "Consumers’ participation in information-related activities on social media." PLOS ONE 16, no. 4 (April 23, 2021): e0250248. http://dx.doi.org/10.1371/journal.pone.0250248.

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This study examined the relationship between consumers’ characteristics and social media use, focusing on consumers’ information-related activities such as creating content, sharing information, and providing feedback on information. The results showed that consumers’ creating content, sharing information, and providing of feedback on information were affected by their digital literacy, need for cognition, and self-esteem. Information literacy and need for cognition had positive effects on engagement in these information-related activities, but self-esteem exerted a negative effect.

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Macoustra, Jane. "Information Literacy: Organisational and Law Firm Perspectives." Legal Information Management 4, no. 2 (May 2004): 130–35. http://dx.doi.org/10.1017/s1472669604001483.

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This article is an extended version of my previous article “Information Literacy in a corporate environment” which was published on the FreePint website last year. http//:www.freepint.com/issues/060303.htm. The opinions in this article are solely those of the author. Feedback or discussion is welcomed.

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Vamos, Sandra, Paul Yeung, Steffen Schaal, and Kirsten Schlüter. "Developing an online health literacy curriculum for two German universities: a key stakeholder approach." Global Health Promotion 25, no. 3 (January 6, 2017): 43–51. http://dx.doi.org/10.1177/1757975916676958.

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Health literacy is a significant resource for daily life in society. Global evidence reveals that there are less than ideal levels of health literacy in populations. One potential straproviding them with the skills and tools that will improve their knowledge and practice as our future workforce. The purpose of this study was to articulate the need to develop an online health literacy introductory course for university students in Germany. A total of 16 students from two German universities participated in focus group interviews to collect data on the extent of student health literacy awareness and related health and education needs. Nine international stakeholders participated in an online self-guided review of a comprehensive draft course to obtain detailed feedback from experts in the education and health literacy fields. Results revealed that both focus group and international stakeholders are in support of developing an online health literacy curriculum. To build the draft curriculum, an existing Canadian health literacy online course was adapted as a blueprint for the German context. The proposed course was customized based on the findings from the focus groups and international stakeholder feedback, which is intended to help inform and determine contents, design, and delivery of such a course applicable for universities in Germany and beyond.

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Brosh, Chelsi R., Jenny R. Root, Alicia F. Saunders, Fred Spooner, and Larry B. Fisher. "Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability." Inclusion 6, no. 2 (June 1, 2018): 81–96. http://dx.doi.org/10.1352/2326-6988-6.2.81.

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AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

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Johnston, Nicole, and Sally Marsh. "Using iBooks and iPad apps to embed information literacy into an EFL foundations course." New Library World 115, no. 1/2 (January 7, 2014): 51–60. http://dx.doi.org/10.1108/nlw-09-2013-0071.

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Purpose – This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps. Design/methodology/approach – The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom. Findings – The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom. Research limitations/implications – Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum. Practical implications – This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks. Originality/value – There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.

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Zarutckaia, Ekaterina Vitalievna. "Developing University Students’ Feedback Literacy When Teaching a Foreign Language." Pedagogika. Voprosy teorii i praktiki, no. 5 (April 2021): 849–54. http://dx.doi.org/10.30853/ped210109.

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McCollum, Jeanette A., Mary Louise Hemmeter, and Wu-Ying Hsieh. "Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback." Topics in Early Childhood Special Education 33, no. 1 (December 28, 2011): 28–37. http://dx.doi.org/10.1177/0271121411431003.

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Peter, Johannes, Nikolas Leichner, Anne-Kathrin Mayer, and Günter Krampen. "Making information literacy instruction more efficient by providing individual feedback." Studies in Higher Education 42, no. 6 (September 17, 2015): 1110–25. http://dx.doi.org/10.1080/03075079.2015.1079607.

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Kipfer, Kelly. "Starting Early: A Revised Early Literacy Strategy." Children and Libraries 17, no. 1 (March 14, 2019): 3. http://dx.doi.org/10.5860/cal.17.1.3.

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In 2014, Waterloo Public Library (WPL) in Ontario, Canada, threw out the playbook for how early literacy was done and created the award-winning Explore, Play, Learn strategy based on Every Child Ready to Read 2 (ECRR2). This resulted in dramatically increased program participation, noteworthy circulation results, and measurable customer satisfaction with feedback that demonstrates impact.

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Hunter, Bill. "Editorial." Journal of Educational Informatics 3, no. 1 (March 16, 2022): 1–2. http://dx.doi.org/10.51357/jei.v3i1.178.

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Gravett, Karen, Ian M. Kinchin, Naomi E. Winstone, Kieran Balloo, Marion Heron, Anesa Hosein, Simon Lygo-Baker, and Emma Medland. "The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review." Assessment & Evaluation in Higher Education 45, no. 5 (November 10, 2019): 651–65. http://dx.doi.org/10.1080/02602938.2019.1686749.

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Nouri, Sarah S., Patricia Avila-Garcia, Anupama Gunshekar Cemballi, Urmimala Sarkar, Adrian Aguilera, and Courtney Rees Lyles. "Assessing Mobile Phone Digital Literacy and Engagement in User-Centered Design in a Diverse, Safety-Net Population: Mixed Methods Study." JMIR mHealth and uHealth 7, no. 8 (August 29, 2019): e14250. http://dx.doi.org/10.2196/14250.

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Background Health care systems are rapidly deploying digital tools for disease management; however, few studies have evaluated their usability by vulnerable populations. To understand the barriers to app usage among vulnerable populations, we employed user-centered design (UCD) methods in the development of a new text messaging app. Objective The study aimed to describe variations in patients’ engagement in the app design process, focusing on limited health literacy (LHL), limited English proficiency (LEP), and limited digital literacy (LDL). Methods We conducted 20 in-depth semistructured interviews with primary care patients at a public health care system, used open-ended discussions and card sorting tasks to seek input about mobile phones and text messaging, and used open coding to categorize the patterns of mobile phone usage and to evaluate engagement in the card sorting process. We examined qualitative differences in engagement by examining the extensiveness of participant feedback on existing and novel text messaging content and calculated the proportion of patients providing extensive feedback on existing and novel content, overall and by health literacy, English proficiency, and digital literacy. Results The average age of the 20 participants was 59 (SD 8) years; 13 (65%) were female, 18 (90%) were nonwhite, 16 (80%) had LHL, and 13 (65%) had LEP. All had depression, and 14 (70%) had diabetes. Most participants had smartphones (18/20, 90%) and regularly used text messaging (15/20, 75%), but 14 (70%) of them reported having difficulty texting because of inability to type, physical disability, and low literacy. We identified 10 participants as specifically having LDL; 7 of these participants had LEP, and all 10 had LHL. Half of the participants required a modification of the card sorting activity owing to not understanding it or not being able to read the cards in the allotted time. The proportion of participants who gave extensive feedback on existing content was lower in participants with limited versus adequate English proficiency (4/13, 30% vs 5/7, 71%), limited versus adequate health literacy (7/16, 44% vs 3/4, 75%), and limited versus adequate digital literacy (4/10, 40% vs 6/10, 60%); none of these differences were statistically significant. When examining the proportion of patients who gave extensive feedback for novel messaging content, those with LHL were less engaged than those with adequate health literacy (8/16, 50% vs 4/4, 100%); there were no statistical differences by any subgroup. Conclusions Despite widespread mobile phone use, digital literacy barriers are common among vulnerable populations. Engagement in the card sorting activity varied among participants and appeared to be lower among those with LHL, LEP, and LDL. Researchers employing traditional UCD methods should routinely measure these communication domains among their end-user samples. Future work is needed to replicate our findings in larger samples, but augmentation of card sorting with direct observation and audiovisual cues may be more productive in eliciting feedback for those with communication barriers.

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Mäkipää, Toni, and Najat Ouakrim-Soivio. "Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices." Journal of Teaching and Learning 13, no. 2 (March 1, 2020): 23–42. http://dx.doi.org/10.22329/jtl.v13i2.5971.

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The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.

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Abdel-Rahman, Susan M., Nicole McClure Kurlbaum, and Stan Fernald. "Scientists, Students, and Crowds: A Collaboration to Improve Health Literacy." World Journal of Social Science 5, no. 1 (October 9, 2017): 1. http://dx.doi.org/10.5430/wjss.v5n1p1.

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Where language and literacy barriers exist, medical researchers continue to do a poor job of ensuring access toclinical trials. Feedback from key stakeholders suggests that incorporating visual aids into the consent process canfacilitate enrollment of neglected populations. This study was initiated to examine whether a collaboration between ateaching hospital and fine arts institution that introduced the topic of health literacy to student artists could be used togenerate medical research-related images. Crowdsourcing was used to examine the effectiveness of the illustrationsand provide students with feedback from a lay audience. Twenty-five student artists and 184 survey respondentsparticipated in this study. Combined positive ratings of “very” or “fairly” effective ranged from 5-91% whilenegative ratings of “slightly” or “not” well ranged from 5-89%. Collaborations, as explored in this paper, canpromote minority awareness and provide a novel mechanism by which to communicate complex research-relatedconcepts to patients with limited literacy.

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Prasongko, Angga, and Tri Adianto. "THE ROLE OF THE AGILE LEADERSHIP MODEL AS A COMPETITIVE ADVANTAGE FOR THE FUTURE LEADER IN THE ERA OF GLOBALIZATION AND INDUSTRIAL REVOLUTION 4.0." Jurnal Pertahanan 5, no. 3 (December 2, 2019): 126. http://dx.doi.org/10.33172/jp.v5i3.596.

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<p>The world development has entered the Globalization and Industrial Revolution 4.0 era. People are required to have new literacy skills for facing some changes in their life. The new literacy skills are data literacy, technological literacy, and human literacy, as a basic capital for taking part in social life. One of the abilities that need to be owned and has an important role in an individual's competitive advantage is the ability to lead the society. One way to develop this capability is through the application of agile leadership models. This leadership model can create a figure of leader who is calm, adaptable, innovative, always learning from experience and give feedback, helpful, smart to see opportunities, adaptive, agile, open-minded and have a high ambiguity acceptance while still maintaining the productivity and achievement of the company's main goals at the same time. The agile leadership model should be considered to be applied in the Industrial Revolution 4.0 era because the fast-changing world requires a figure of leader who is calm, adaptable, innovative, always learning from experience and give feedback and motivate to help others and think for next generation.</p><p>Keywords: Agile Leadership, Competitive Advantage, Globalization, Industrial Revolution 4.0 era</p>

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Yu, Shulin, and Chunhong Liu. "Improving student feedback literacy in academic writing: An evidence-based framework." Assessing Writing 48 (April 2021): 100525. http://dx.doi.org/10.1016/j.asw.2021.100525.

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O'Hara, Ian. "Feedback Loops: Algorithmic Authority, Emergent Biases, and Implications for Information Literacy." Pennsylvania Libraries: Research & Practice 9, no. 1 (June 29, 2021): 8–15. http://dx.doi.org/10.5195/palrap.2021.231.

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Algorithms have become increasingly ubiquitous in our modern, technologically driven society. Algorithmic tools that are embedded to “enhance” the user experience when information-seeking carry problematic epistemological concerns. These algorithms are developed and interjected into search tools by human beings who, consciously or not, tend to impart biases into the functionality of the information retrieval process. These search tools have become our primary arbiters of knowledge and have been granted relatively unmitigated sovereignty over our perceptions of reality and truth. This article provides broader awareness of how the bias embedded within these algorithmic systems structures users’ perception and knowledge of the world, preserving traditional power hierarchies and the marginalization of specific groups of people, and examines the implications of algorithmic search systems on information literacy instruction from a critical pedagogical perspective.

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Geertsema, Martie, and Chris Campbell. "Improving student literacy in adult education through an immediate feedback tool." QScience Proceedings 2013, no. 3 (October 7, 2013): 20. http://dx.doi.org/10.5339/qproc.2013.mlearn.20.

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Westover, Jennifer M., and Emma J. Martin. "Performance feedback, paraeducators, and literacy instruction for students with significant disabilities." Journal of Intellectual Disabilities 18, no. 4 (September 30, 2014): 364–81. http://dx.doi.org/10.1177/1744629514552305.

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Noble, Christy, Stephen Billett, Lyn Armit, Leigh Collier, Joanne Hilder, Christine Sly, and Elizabeth Molloy. "“It’s yours to take”: generating learner feedback literacy in the workplace." Advances in Health Sciences Education 25, no. 1 (August 3, 2019): 55–74. http://dx.doi.org/10.1007/s10459-019-09905-5.

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Di Biase, Bruno, Satomi Kawaguchi, and Michelle Cavaleri. "Academic Literacy Development: Does Video Commentary Feedback Lead to Greater Engagement and Response than Conventional Written Feedback?" International Journal of Literacies 20, no. 3 (2014): 19–38. http://dx.doi.org/10.18848/2327-0136/cgp/v20i03/48813.

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Houlihan, Meggan, and Amanda Click. "Teaching Literacy: Methods for Studying and Improving Library Instruction." Evidence Based Library and Information Practice 7, no. 4 (December 11, 2012): 35. http://dx.doi.org/10.18438/b88w3b.

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Objective – The aim of this paper is to evaluate teaching effectiveness in one-shot information literacy (IL) instruction sessions. The authors used multiple methods, including plus/delta forms, peer evaluations, and instructor feedback surveys, in an effort to improve student learning, individual teaching skill, and the overall IL program at the American University in Cairo. Methods – Researchers implemented three main evaluation tools to gather data in this study. Librarians collected both quantitative and qualitative data using student plus/delta surveys, peer evaluation, and faculty feedback in order to draw overall conclusions about the effectiveness of one-shot IL sessions. By designing a multi-method study, and gathering information from students, faculty, and instruction librarians, results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge. Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and improved.

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Giraldo, Frank. "A Post-Positivist and Interpretive Approach to Researching Teachers’ Language Assessment Literacy." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 189–200. http://dx.doi.org/10.15446/profile.v22n1.78188.

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The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need to focus on language teachers and examine current challenges in researching language assessment literacy. Then, I reflect on how post-positivist, interpretive research constructs and methodologies can expand and why they should. If this happens, research might yield more valid, useful data to unveil the complexities of language assessment literacy for language teachers. That data can provide valuable feedback to advance teachers’ professional development through language assessment literacy.

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Elliott, Lori, and Nancy Lee Daily. "Organically Grown: Development of the Georgia State University Urban Literacy Clinic." Georgia Journal of Literacy 32, no. 2 (October 30, 2009): 6–8. http://dx.doi.org/10.56887/galiteracy.80.

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As an hour and a half of literacy instruction, skills demonstrations, and discussion of course content concludes, someone calls out: “Here they come!" -- and the energy in the auditorium-style clinic space skyrockets, fueled by movement, smiles, laughter, and most of all, by the electrifying eye contact between students and tutors. For the next hour and fifteen minutes, individualized tutoring sessions are taught while master-level teachers observe lessons and offer feedback to the new teachers. Doctoral students lead parents in workshops focused on family literacy practices, and the university faculty instructor monitors progress and videotapes literacy session segments for future instruction. This is a typical evening at one of many literacy sessions at the Georgia State University Urban Literacy Clinic (ULC).

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Krajnc, Urška. "ACHIEVING HIGHER LEVELS OF MATHEMATICAL LITERACY WITH INNOVATIVE TEACHING APPROACHES AND A CRITICAL USE OF DIGITAL TECHNOLOGY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 1 (June 25, 2021): 13–21. http://dx.doi.org/10.48127/gu-nse/21.18.13.

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An increasing number of students in primary school dislike maths, their motivation to solve problem tasks is declining, which results in poorer mathematical literacy. The above-mentioned issues can be solved only by applying innovative teaching approaches such as learning maths with the innovative learning environment MS Teams. Such learning is very interesting for students, knowledge testing is easier, and students get feedback immediately. Students are more motivated to learn math, which in turn means raising math literacy. Keywords: daily life problems, digital technology, innovative teaching approaches, mathematical literacy, MS Teams

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Nutbrown, Cathy, Julia Bishop, and Helen Wheeler. "Co-production of family literacy projects to enhance early literacy development." Journal of Children's Services 10, no. 3 (September 21, 2015): 265–79. http://dx.doi.org/10.1108/jcs-02-2015-0011.

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Purpose – The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences. Design/methodology/approach – Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved. Findings – Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project. Research limitations/implications – Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences. Practical implications – Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices. Social implications – Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development. Originality/value – This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.

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Mikulecky, Larry, and Paul Lloyd. "Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices." Journal of Literacy Research 29, no. 4 (December 1997): 555–85. http://dx.doi.org/10.1080/10862969709547974.

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This study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.

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Mahfoodh, Omer Hassan Ali. "FACTORS INFLUENCING EFL STUDENTS’ UTILISATION OF TEACHER WRITTEN FEEDBACK." TEFLIN Journal: A publication on the teaching and learning of English 33, no. 1 (May 12, 2022): 98. http://dx.doi.org/10.15639/teflinjournal.v33i1/98-122.

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This qualitative case study investigated factors affecting EFL university students’ use of teacher written feedback. Ten Yemeni EFL university students participated in this study. Data included students’ written essays, teacher written feedback, and semi-structured interviews. Students’ use of teacher written feedback was analysed using an adapted rating scheme. Thematic analysis was used for analysing the interviews. The results revealed that the major factors affecting students’ use of teacher written feedback are feedback-related factors (teachers’ use of correction symbols, legibility of written feedback, explicitness of written feedback, and wording of written feedback) and student-related factors (students’ emotional responses towards teacher written feedback and students’ previous literacy experience). Understanding the impact of these factors on students’ utilisation of teacher written feedback may help teachers to provide constructive and effective written feedback to their students. Training EFL students on how to utilise teacher written feedback successfully is important for improving the practice of teacher written feedback.

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Хасан Умарович, Магомадов, and Акимова Олеся Алексеевна. "IMPROVING THE TAX CULTURE AND LITERACY OF SCHOOLCHILDREN AND STUDENTS: TRAINING AND SUPPORT BASED ON THE EXPERIENCE OF THE FEDERAL TAX SERVICE OF RUSSIA." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, no. 4 (December 2022): 92–99. http://dx.doi.org/10.22394/2079-1690-2022-1-4-92-99.

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The article discusses topical issues of the development of tax literacy and tax culture, analyzes the level of tax literacy among students of educational organizations (schools and universities). Author's educational content has been developed within the framework of tax literacy lessons for students as general education institutions (schools, lyceums) and universities with the appropriate age limit. The mechanisms of adaptation of the proposed material for students of different ages are indicated, which allow improving the perception of the educational material and obtaining high-quality feedback. The potential problems of implementing the proposed tax literacy lessons for students of different ages are identified, and possible ways to overcome them within the framework of the current education system are proposed.

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Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (January 11, 2021): 84. http://dx.doi.org/10.11645/15.1.2840.

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Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and suggest ways to refine their practice. The article calls for a re-envisaging of the library’s role in data literacy instruction. It aims to address how librarians can extend their current practice of teaching IL to data literacy and why it is important. The authors’ experience may inspire other academic librarians to incorporate data literacy and data visualisation into their teaching practice.

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Journal articles on the topic 'Feedback literacy'

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