Relevant bibliographies by topics / Literacy

Academic literature on the topic 'Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Literacy"

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Hodgson, John. "Literary literacy?" English in Education 53, no. 2 (May 4, 2019): 113–15. http://dx.doi.org/10.1080/04250494.2019.1613093.

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Björk, O., and J. W. Folkeryd. "Emergent literary literacy." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (March 2021): 1–25. http://dx.doi.org/10.17239/l1esll-2021.21.01.03.

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Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan, and Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.
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Van Dyke, Carolynn. "Taking “computer literacy” literally." Communications of the ACM 30, no. 5 (May 1987): 366–74. http://dx.doi.org/10.1145/22899.22901.

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Wallendorf, Melanie. "Literally Literacy: Table 1." Journal of Consumer Research 27, no. 4 (March 2001): 505–11. http://dx.doi.org/10.1086/319625.

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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (October 26, 2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.

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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.
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Elmer, J. "Literary and/as Literacy Studies." NOVEL A Forum on Fiction 46, no. 3 (September 1, 2013): 453–56. http://dx.doi.org/10.1215/00295132-2345912.

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Bartlett, Lesley. "Literacy's verb: Exploring what literacy is and what literacy does." International Journal of Educational Development 28, no. 6 (November 2008): 737–53. http://dx.doi.org/10.1016/j.ijedudev.2007.09.002.

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BOGDAN, DEANNE. "Toward a Rationale for Literary Literacy." Journal of Philosophy of Education 24, no. 2 (December 1990): 199–212. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00234.x.

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Soloveitchik, Haym. "Responsa: Literary History and Basic Literacy." AJS Review 24, no. 2 (November 1999): 343–57. http://dx.doi.org/10.1017/s0364009400011302.

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Dissertations / Theses on the topic "Literacy"

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Wang, Ye. "Literate thought metatheorizing in literacy and deafness /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124137478.

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Winterwood, Fawn Christine Phelps. "Literacy, identity, and digital youth culture understanding the cultural ecology of informal digital literacy practices /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212410327.

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Pond, Greg. "Promoting information literacy through media literacy." Thesis, Gonzaga University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537870.

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Mass media messages have overwhelmed modern culture. Many of these messages are not created with the best interest of the recipient in mind (Potter, 2008). The Mass media does not operate as a public service. It's big business. Good daily decision making has become increasingly dependent on the ability to be "information literate" - to effectively evaluate the accuracy, currency, and completeness of media messages. But these critical information literacy skills are surprisingly lacking today (Asher & Duke, 2012). One recent study suggests that information literacy skills can be effectively developed through training in media literacy (Van De Vord, 2010). This thesis has replicated this study in an effort to validate the correlation between information literacy and media literacy. Aside from the Van De Vord study, the communications theory of Media Ecology, as proposed by McLuhan, and developed by Postman is foundational to this work. Also referenced are McCombs and Shaw's agenda setting and Noelle-Neumann's spiral of silence theories. Additionally, the work of Potter in media literacy; of McChesney in media economics; and of Duke & Asher in information literacy are also foundational. Quantitative research for this thesis was conducted using an internet-based survey. The gathered empirical data was used in a statistical correlation analysis between information literacy and media literacy. The test results validated that the two variables were weakly correlated in a positive direction with evidence of statistically significant probability. The weakness of the correlation and the limitations inherent in the testing methods suggest that additional study is needed - perhaps utilizing alternate testing methods. Further comparison between the differing methods that are traditionally used in teaching the two different literacies is also suggested.

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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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Cassel, Robyn Valerie. "Home Literacy Factors Affecting Emergent Literacy Skills." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/17.

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The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities. Using exploratory factor analyses with 165 participants, three dimensions of family reading behavior were identified from the SBFRS including Home Reading Emphasis, Adult Responsibility, and Parental Academic Expectations. Each of the SBFRS rotated factors considered together in a stepwise multiple regression analysis contributed significantly over and above age to the prediction of phonological awareness as measured by the Phonemic Awareness 3 (PA3) Cluster from the WJ III. The best order of predictors for PA3 of the WJ III, with stepwise entry, included Factor 1: Home Reading Emphasis, Factor 3: Parental Academic Expectations, and Factor 2: Adult Responsibility. One of the SBFRS rotated factors, Factor 1: Home Reading Emphasis, considered in a stepwise multiple regression analysis using age as a covariate contributed significantly to the prediction of basic reading as measured by the Basic Reading Skills (BRS) Cluster of the WJ III [WJ III BRS=.38+.26(Factor1)]. Results demonstrate the importance of the aforementioned factors in relation to the prediction of emergent literacy. Future studies are needed to investigate parental expectations, adult responsibility for child outcomes, the impact of fathers, and the importance of dominant home language on the emergence of literacy. Revision of the SBFRS, in addition to studies that include a wider range of SES, racial/ethnic, and linguistic groups, would help to standardize the measure for future use.
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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.

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Silvestre, Susana Margarida dos Santos. "Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente." Master's thesis, Universidade de Évora, 2008. http://hdl.handle.net/10174/18207.

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Este estudo tem como objectivo percepcionar o papel das bibliotecas públicas portuguesas na criação de competências de leitura em idade pré-escolar, através da implementação de projectos de literacia emergente e familiar. Recorreu-se ao método de investigação quantitativo para a recolha inicial dos dados, através do envio de um questionário que permitiu traçar o panorama nacional das bibliotecas públicas portuguesas, abertas até ao ano de 2004. Das 86 bibliotecas que responderam ao questionário, apenas 34 dispõem de bebeteca. A investigação incidiu, em profundidade, em cinco bibliotecas públicas. Com base na metodologia qualitativa, os dados foram obtidos a partir de uma entrevista semi-estruturada, realizada a 6 inquiridos. Os dados sugerem que o campo de actuação das bibliotecas públicas portuguesas, no suporte à ·literacia emergente, incide na implementação de bebetecas, na dinamização de actividades de mediação directa de leitura e no estimulo às práticas literácitas em contexto familiar. São apontados alguns constrangimentos que dificultam o planeamento, a gestão e a dinamização eficaz das bebetecas. A escassez de recursos humanos, documentais e financeiros e a ausência de linhas orientadoras em Portugal são os obstáculos indicados. //ABSTRACT: This study aims to understand the role of Portuguesa public libraries in the development of reading skills since pre-school age, through the implementation of emergent and familiar literacy projects. The initial data were collected using the quantitative method through a questionnaire which enabled a portrait of the Portuguesa public libraries open up to 2004. From the 86 libraries that answered the questionnaire, only 34 have spaces destined for babies. The investigation focused in depth on five Portuguesa public libraries that were selected after a previous questionnaire. Based on the quality method, data were obtained from a semi-structured interview made to six library technicians. Data suggest that the role of Portuguesa public libraries as far as supporting emergent literacy is concerned consists in the implementation of specific spaces for babies within the library, in carrying out activities involving direct reading mediation and in stimulating reading habits in family context. The library technicians questioned point out some constraints that make difficult planning, management and effective functioning of these spaces for babies. They referred as obstacles the shortage of human resources and documents and financial funds, and the absence of guidelines for Portugal.
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Adkins, Natalie Ross. "Low Literate Consumers in a Literate Marketplace: Exploring Consumer Literacy and Its Impact." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30005.

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Each day in the United States, millions of adult consumers possessing traditional literacy skills below an eighth grade reading level enter a marketplace packed with written messages. This research offers the first in-depth, systematic investigation exploring the impact of low literacy skills within the marketplace and the methods consumers utilize to cope with literacy deficits. Based on the body of literature on stigma theory (Goffman 1963), previous work suggested coping strategies to result as a mechanism to protect the consumers' feelings of self-worth. This research identifies seven categories of coping strategies. The data collected show that coping strategies are not only used to protect the consumers' self-esteem but also to facilitate problem-solving tasks within the marketplace. In several cases, informants reveal their successes in getting marketplace needs met. Thus, a new conceptualization of the consumer literacy construct is offered to consist of traditional literacy skills, coping strategies or surrogate literacy skills, and specialized knowledge of the marketplace environment. Applying Link and Phelan's (2001) reconceptualization of the stigma concept to the data yields a richer understanding of the stigmatization process and consequences within the marketplace. Rather than passively accept the role of low literate, this research offers a perspective of the low literate consumer as an active challenger to the stereotypes that lead to negative evaluations and stigmatization. Implications of these findings for public policymakers, academicians, and members of the business community, as well as future researcher opportunities are discussed. The Association for Consumer Research (http://www.acrweb.org), the Society for Consumer Psychology (http://fisher.osu.edu/mkt/scp/), and the Sheth Foundation provided financial support for this research in the form of dissertation grants.
Ph. D.
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Shchіpak, Darya Dmytrivna, and Дар’я Дмитрівна Щіпак. "Media literacy." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/51597.

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1.Social Media and Literacy / Shakuntala Banaji – International Encyclopedia of Digital Communication & Society, – p. 6 2.Медиаграмотность - средство от манипуляции [Electronicresource]. – accessmode:WWW.UNESCO.ORG 3.Leveraging Social Mediafor Literacy [Electronicresource]. – accessmode:https://www.lexialearning.com/blog/leveraging-social-media-literacy
A great number of people spend on social networks more than 2 hours per day. And in general its content raises great concerns from a security point of view. As a new tendency, information usually provokes (especially among adolescents and young people) the destruction of universal values, personal models of behavior, undermine the idea of morality and ethics. Using social networks people face with inaccurate information which forms incorrect knowledge and perceptions in the audience. This risk is one of the most common on social media. This can be any information: from distortion of news to incorrect indication of the author of any quotation. What is more, people with a lack of media literacy can be endangered with mind influence, especially in political and social spheres.
Велика кількість людей проводить в соціальних мережах більше 2 годин на день. І в цілому їх зміст викликає великі побоювання з точки зору безпеки. Як нова тенденція, інформація зазвичай провокує (особливо серед підлітків і молоді) руйнування загальнолюдських цінностей, особистісних моделей поведінки, підриває уявлення про мораль і етику. Використовуючи соціальні мережі, люди стикаються з недостовірною інформацією, яка формує у аудиторії невірні знання і уявлення. Цей ризик є одним з найпоширеніших в соціальних мережах. Це може бути будь-яка інформація: від спотворення новин до невірного зазначення автора будь-якої цитати. Більш того, люди з недостатньою медіаграмотності можуть наражатися на небезпеку впливу на свідомість, особливо в політичній і соціальній сферах.
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Sharp, L. Kathryn. "Got Literacy…?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4273.

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Books on the topic "Literacy"

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Hart, Andrew. Literacy, values and non-literary texts. Southampton: Centre for language in education, 1994.

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1945-, Harrison Colin, and Ashworth Eric, eds. Celebrating literacy: Defending literacy. Oxford: Blackwell Education, 1991.

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1950-, Wray David, ed. Literacy. London: Routledge, 2004.

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V, Street Brian, and Hornberger Nancy H, eds. Literacy. 2nd ed. New York: Springer, 2008.

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Viv, Edwards, and Corson David, eds. Literacy. Dordrecht: Kluwer, 1997.

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Literacy Basics (Literary Basics). Letts Educational, 1999.

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Literacy Basics (Literary Basics). Letts Educational, 1999.

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Literacy Basics (Literary Basics). Letts Educational, 1999.

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Literacy Basics (Literary Basics). Letts Educational, 1999.

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Literacy Basics (Literary Basics). Letts Educational, 1999.

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Book chapters on the topic "Literacy"

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Hill, Susan. "Early Literacy Early Literacy." In Transitions to Early Care and Education, 45–55. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0573-9_5.

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Hull, Glynda A., and Gregorio Hernandez. "Literacy." In The Handbook of Educational Linguistics, 328–40. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch23.

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Malik, Jamil A., Theresa A. Morgan, Falk Kiefer, Mustafa Al’Absi, Anna C. Phillips, Patricia Cristine Heyn, Katherine S. Hall, et al. "Literacy." In Encyclopedia of Behavioral Medicine, 1169. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100985.

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Koch-Weser, Susan. "Literacy." In Encyclopedia of Immigrant Health, 1019–21. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_466.

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Robinson, Clinton. "Literacy." In Encyclopedia of Quality of Life and Well-Being Research, 3631–36. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1662.

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Hopp, Margarete. "Literacy." In Handbuch Kinder- und Jugendliteratur, 375–80. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-04721-2_41.

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Moyle, Maura, and Claire Plowgian. "Literacy." In Encyclopedia of Autism Spectrum Disorders, 1. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_1673-3.

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Williams, Stacy A. S. "Literacy." In Encyclopedia of Child Behavior and Development, 890–92. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1667.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Literacy." In Encyclopedia of Autism Spectrum Disorders, 1743–44. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1673.

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Follows, Amy, and Kara Lawson. "Literacy." In Technology for SEND in Primary Schools: A Guide for Best Practice, 23–40. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714470.n3.

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Conference papers on the topic "Literacy"

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Aleksandrova, Olga M. "Language And Literary Literacy As Components Of Learner’s Functional Literacy." In International Conference "Education Environment for the Information Age". Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.6.

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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.

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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Schield, Milo. "Statistical Literacy Curriculum Design." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04104.

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College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.
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Hren, Uroš, Uroš Rajkovič, and Eva Jereb. "Računalniška in internetna pismenost učiteljev osnovnih šol." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.22.

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In this article, we studied teachers' computer and internet literacy and compared the results with the EU. We described and researched the principal's role in teachers' computer and internet literacy. We reviewed the monitoring of different literacy types in the EU and presented initiatives to raise teachers' computer and internet literacy. In a survey we conducted among teachers, we found that teachers are computer and internet literate. The principal does not have as much influence on teachers' computer and internet literacy
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Strazdina, Eva. "Visual Literacy in the Context of Digital Education Transformation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.

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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (making meaning based on encoding and decoding signs/sign systems). The concept of visual literacy has been studied for several decades, however, it is a relatively new study area within a digital environment in Latvian media and education context. By bringing attention to the practice and reporting students comprehension and competency within the domain of digital visual literacy, the author reports the findings of a study that examined the competence of the sub-domain of visual literacy, applying Inquiry Graphic (IG) as a framework for the analysis. The purpose of this paper is to contribute quantitative and qualitative data to the domain of visual literacy amongst the Riga Art and Media school final year students and conceptualize visual literacy in the process of digital education transformation, proposing further research on academic practice and pedagogical tools to improve a person’s visual literacy and visual media competence in a digital environment.
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Kordigel Aberšek, Metka. "ONLINE SCIENCE LITERACY: TO TEACH OR NOT TO TEACH." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.63.

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The paper presents the results of the study, which examined science teachers’ evaluation of online science literacy competence in their students. Data was collected through adopted TICA questionnaire for accessing students’ basic computer competence, finding a suitable website, locating information on the website and critically evaluating the information. Results show: the digital generation does not enter the school as online literate. Online (science) literacy is developing in the educational process – and must be taught in the educational process. Key words: inferential reasoning, metacognition, online science literacy, hypertext comprehension.
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Reddy, Pritika, Swaran Ravindra, and Bibhya Sharma. "Digital Literacy Initiative for Person with Disability in Fiji." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6005.

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The promising use of digital technologies by persons with disabilities (PWDs) for education, employment, social and economic integration in the society is evident. As such, digital skills for the successful utilisation of digital technologies to support, societal inclusion is necessary. This study highlights a case study conducted with a sample of PWDs to evaluate their digital literacy status in Fiji using a digital literacy scale. Furthermore, a digital literacy remediation tool was used to improve the understanding of digital literacy and the digital literacy skills of the selected sample in Fiji. The results reveal that the participants were very low to low digitally literate. The digital literacy remediation was not attempted by any of the participants indicating lack of confidence in attempting technology driven modules. Although the remediation tool was tailored to include the PWDs, there are recommendations from the participants on its further improvements. The digital literacy scale and the digital literacy remediation tool fostered effective learning of digital skills for the persons with disabilities thus paving a way for promoting equity and inclusion in the digital society.
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Coffin Murray, Meg, Jorge Pérez, and Joy Fluker. "Digital Literacy in the Core: The Emerging Higher Education Landscape." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4915.

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Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.
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Wijaya A., Rama, Yeti Mulyati, Vismaia S. Damaianti, and Sumiyadi Sumiyadi. "Developing Reading Skills and Beginning Writing through Literary Literacy." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.21.

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Afifuddin, Muzakki. "Engaging Literary Competencethrough Critical Literacy in an EFL Setting." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.28.

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Reports on the topic "Literacy"

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Sakhiyya, Zulfa. The literacy myth. Edited by Ria Ernunsari and Charis Palmer. Monash University, September 2022. http://dx.doi.org/10.54377/b26f-ad82.

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Williams, Susan. Literacy Creative Component. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-960.

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Kakulla, Brittne. Topical Spotlight: Digital Literacy. Washington, DC: AARP Research, October 2021. http://dx.doi.org/10.26419/res.00420.006.

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Hassan, Mansour, Macharia Grace, and Björn Haßler. Digital Literacy Assessment Tool. Open Development & Education, January 2023. http://dx.doi.org/10.53832/opendeved.1018.

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Lusardi, Annamaria, and Olivia Mitchell. The Outlook for Financial Literacy. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17077.

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Carlson, Jake, Megan Sapp Nelson, Marianne Bracke, and Sarah Wright. The Data Information Literacy Toolkit. Purdue University, April 2015. http://dx.doi.org/10.5703/1288284315510.

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Foster, Nancy. Information Literacy and Research Practices. New York: Ithaka S+R, November 2014. http://dx.doi.org/10.18665/sr.24944.

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Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Macharia, Grace, Hannah Walker, Nafisa Waziri, Anna Martin, and Bjoern Haßler. Digital Literacy Assessment Tool Report. Open Development & Education, December 2023. http://dx.doi.org/10.53832/opendeved.1062.

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