Relevant bibliographies by topics / Literacy Components

Academic literature on the topic 'Literacy Components'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Literacy Components"

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Manolitsis, George. "Ο αναδυόμενος γραμματισμός στην προσχολική εκπαίδευση: Νέα ζητήματα και εκπαιδευτικές προτάσεις." Preschool and Primary Education 4, no. 1 (May 30, 2016): 3. http://dx.doi.org/10.12681/ppej.9970.

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The present study aims to describe a theoretical perspective of emergent literacy, based on a detailed literature review of previous theoretical models, and on contemporary research findings on the structure of emergent literacy. A triangular model is suggested to explain the construct of emergent literacy. A prominent role is given to the continuous interaction of various contextual experiences with the components of emergent literacy. The construct of emergent literacy consists of three major components which are considered critical for literacy acquisition. These major components are the knowledge of literacy concepts, literacy skills and literacy behaviours. The knowledge components include concepts about print and letter knowledge; the literacy skills include oral language (vocabulary, listening comprehension, and narrative skills) and metalinguistic (phonological, syntactic and morphological awareness) skills; literacy behaviour includes emergent reading and emergent writing. According to this triangular model, the components of literacy knowledge and literacy skills are intercorrelated, while both components influence the emergence of literacy behaviours such as emergent reading and writing. However, beyond the direct links of each major component to each other, there are also indirect links among them through the effects of the experiences children get from the contexts they live in. These experiences originate from home and school contexts. Educational implications for optimal literacy acquisition from an early age are discussed based on the suggestions of this triangular model.
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Faulkner, Ashley E. "Financial literacy education in the United States: Exploring popular personal finance literature." Journal of Librarianship and Information Science 49, no. 3 (November 20, 2015): 287–98. http://dx.doi.org/10.1177/0961000615616106.

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As libraries work to define their roles within the global financial literacy education movement, it will serve them well to understand the popular literary component to this movement: the personal finance self-help genre. In this literature study, the author read 12 of the most popular books of this genre, as determined by simulations of likely Google searches, and conveys herein some of the beliefs and strategies these books may have imparted to library patrons. This study will benefit librarians by enhancing their understanding of the personal finance genre, conveying the genre’s interrelation to the current financial literacy movement, and even prompting librarians to question their own understanding regarding certain financial literacy components.
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Gal, Iddo. "Adults' Statistical Literacy: Meanings, Components, Responsibilities." International Statistical Review / Revue Internationale de Statistique 70, no. 1 (April 2002): 1. http://dx.doi.org/10.2307/1403713.

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Toktarova, Vera I., and Olga V. Rebko. "Digital literacy: definition, components and assessment." Vestnik of the Mari State University 15, no. 2 (2021): 165–77. http://dx.doi.org/10.30914/2072-6783-2021-15-2-165-177.

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Alberto, Paul A., Laura Fredrick, Melissa Hughes, Laura McIntosh, and David Cihak. "Components of Visual Literacy: Teaching Logos." Focus on Autism and Other Developmental Disabilities 22, no. 4 (November 2007): 234–43. http://dx.doi.org/10.1177/10883576070220040501.

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Zolfaghari, Fatemeh, Alireza Ahmadi, and Sammy King Fai Hui. "Assessment literacy components across subject matters." Cogent Education 3, no. 1 (November 7, 2016): 1252561. http://dx.doi.org/10.1080/2331186x.2016.1252561.

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Gal, Iddo. "Adults' Statistical Literacy: Meanings, Components, Responsibilities." International Statistical Review 70, no. 1 (April 2002): 1–25. http://dx.doi.org/10.1111/j.1751-5823.2002.tb00336.x.

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Vidgen, Helen Anna, and Danielle Gallegos. "Defining food literacy and its components." Appetite 76 (May 2014): 50–59. http://dx.doi.org/10.1016/j.appet.2014.01.010.

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Faggella-Luby, Michael N., Sharon M. Ware, and Ashley Capozzoli. "Adolescent Literacy—Reviewing Adolescent Literacy Reports: Key Components and Critical Questions." Journal of Literacy Research 41, no. 4 (October 2009): 453–75. http://dx.doi.org/10.1080/10862960903340199.

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Repedro, Jr., Reynaldo E., and Crispina V. Diego. "Attitudes toward Statistics and Statistical Literacy of Public Senior High School Students." Philippine Social Science Journal 4, no. 3 (October 25, 2021): 48–56. http://dx.doi.org/10.52006/main.v4i3.399.

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Statistics has proven its usefulness in research over centuries to produce quality insights and data-driven decision-making. Learning statistics not only rely on cognitive but other factors such including attitude as well. This descriptive-correlational research determined the attitudes toward statistics in the components of affect, cognitive competence, value, difficulty, interest and effort, and statistical literacy of 200 public senior high school students selected through stratified random sampling. The SATS-36© developed by Schau et al. (2003) was used to determine attitudes, while a researcher-made questionnaire was utilized to measure statistical literacy. Using descriptive statistics and inferential analysis, students' attitudes toward the subject were established positively in value, interest, and effort components. In contrast, a negative attitude was exhibited in the components of affect, cognitive competence, and difficulty. Students' statistical literacy was found to be low in all areas and as a whole. Among the six components of attitude, the value component showed a significant relationship and predicted students' statistical literacy. Thus, the most vital component of attitudes toward statistics is value.
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Dissertations / Theses on the topic "Literacy Components"

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Lee, Nirmala. "Financial literacy and financial literacy education : what might be the components of an effective financial literacy curriculum?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10007419/.

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There is concern about lack of financial literacy and need for financial literacy education, but little or no attempt to understand their nature. Three questions were asked: 'What is financial literacy?', 'What is financial literacy education?' and 'What might be the components of an effective financial literacy curriculum?'. Adopting an inductive grounded theory approach and a pragmatist philosophy, in association with real-world organisations such as the National Institute of Adult Continuing Education (NIACE), the Financial Services Authority (FSA), and the National Research and Development Centre for adult literacy and numeracy (NRDC), empirical data was collected from surveys, observation and interviews. This was the first time that: perceptions of financial advisers in England on financial literacy were systematically analysed; financial literacy education provision in England was examined using the FSA framework; financial literacy education for financial literacy providers was the subject of a study; a financial literacy curriculum was categorised using the FSA's baseline survey areas; and financial literacy curriculum components were explored within a new synthesis of 'Competency Based Action learning (CoBAl)'. It was found that often financial literacy was misunderstood, financial literacy education interventions ineffective, financial literacy practitioners unqualified, and financial literacy curricula simplistic. Public policy needs to be directed towards developing a more rigorous and aspirational form of financial literacy education that would facilitate more effective outcomes. Financial literacy is more than information or capability; it is the demonstration of competencies in actual performance in the financial world. Financial literacy educational interventions need to be multidimensional and set within the framework of adult learning and not that of children learning within a formal educational system. A financial literacy curriculum that synthesises components relating to knowledge, skills and attitudinal competencies with action learning in the real-world context is likely to lead to the generation of more effective financial experiences.
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Wright, Jill. "Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading Panel, emphasizing the importance of the five components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The study site historically used a traditional Balanced Literacy program, and reported proficiency scores in the 30th percentile overall. This research study investigated phonemic awareness and phonics as important components of a total literacy program, focusing on one supplementary program, Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). SIPPS, combined with a traditional Balanced Literacy program, was implemented over a period of five years in a suburban, Midwest elementary school. Results indicated that overall reading achievement improved over the five year implementation, with the most significant growth occurring in the first grade. Growth was slow and not significant from year-to-year, but did improve in all subgroups, including Black students and the free-and-reduced-lunch subgroup. Given the importance of early literacy acquisition, future studies should investigate other supplementary programs available to identify the most effective programs for student achievement.

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Noel, Lauren Elizabeth. "The Role of Health Literacy in Intervention Engagement, Teach Back Performance, and Perceptions of Intervention Components." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23117.

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Background: Low health literacy is a significant problem affecting our country.  While the associations between low health literacy and poorer health outcomes have been well documented (Berkman et al., 2011), the literature lacks evidence of effective strategies to address health literacy in the context of health behaviors such as diet and physical activity (PA). Likewise, few interventions have reported on how health literacy status influences performance and engagement in the intervention. Two potential intervention strategies include the teach back method or teach to goal approach and interactive voice response (IVR) technology. These strategies hold promise as a means of improving health literacy and reaching vulnerable, low health literate populations, but these strategies have not been widely explored in the literature (Paasche-Orlow et al., 2005; Baker et al., 2011; Schillinger et al., 2009; Bennett et al., 2012; Piette et al., 1999). Primary Aims: This research was embedded in a larger trial, Talking Health, which is a 6-month, 2 group randomized controlled trial to determine the effects of a health behavior intervention on reducing sugar-sweetened beverage (SSB) consumption in Southwest Virginians. The primary aims of this study were to examine the associations between health literacy status and 1) number of rounds of teach back needed to reinforce key concepts, 2) proportion of correct answers on the first round of teach back, 3) level of intervention engagement (i.e., completion rates for teach back call, IVR calls, and small group classes), and 4) perceptions of the intervention components. Methods: The data reported represent the first 3 cohorts of the Talking Health trial including participants in Lee, Giles, and Pulaski Counties. Eligibility requirements included being 18 years or older, English speaking, consuming at least 200 calories per day from SSB, able to participate in moderate intensity PA, and having reliable access to a telephone. Data were collected at baseline and at the 6-month follow-up assessment. Health literacy was assessed using the validated Newest Vital Sign. Participants were randomized to a behavioral intervention aimed at decreasing SSB consumption (SipSmartER) or to a matched-contact control group targeting PA (Move More). Both groups participated in 3 small group education sessions, received a live teach back call, and 11 supportive IVR calls. Participants completed a summative evaluation at the 6-month follow-up, which captured their perceptions of the intervention components. ANOVAs were used to measure differences in outcomes by health literacy status, randomized condition, and interactions. Results: Of the 125 enrolled participants, 92.0% were Caucasian, 76.8% were female, 29.6% had d high school education, 64.0% had <$25,000 annual household income, and 32.8% had low health literacy skills. Eighty-five participants (68.0%) completed the teach back call. The overall model when looking at the degree to which health literacy status and randomized condition predicted the number of rounds of teach back needed to reinforce key concepts was significant (F= 8.323, p < 0.001). Out of 3 possible teach back attempts, participants in the low health literacy category required a significantly higher number of teach back attempts as compared to those with high health literacy (F= 16.769, p <0.001), and participants randomized to Move More required a significantly higher number of teach back attempts compared to SipSmartER participants (F=7.296, p= 0.008). Similarly, the overall model when looking at the degree to which health literacy status and randomized condition predicted the proportion correct on the first round of teach back was significant (F= 9.836, p<0.001), such that those with higher health literacy status  (F= 19.176, p< 0.001) and those randomized to SipSmartER condition answered a significantly higher proportion of questions correct (F= 9.783, p= 0.002). Intervention engagement including completion of the small group education sessions, the live teach back call, and the IVR calls did not vary significantly across randomized condition or literacy levels. Low health literate participants had a significantly higher overall perceived satisfaction with the IVR, as compared to high health literate participants (F= 5.849, p= 0.020). However, perceptions of other intervention components (e.g., small group sessions, teach back call, personal action plans, drink diaries/exercise logs,) were similar among participants with low and high health literacy status and across randomized conditions.   Conclusion: These data confirm the importance for multiple teach back opportunities and additional exposure to health information to ensure participant comprehension of key intervention content"in particular for those with lower health literacy. This research also supports that IVR is an effective approach to reaching vulnerable, low health literate populations. Future research should investigate the efficacy and cost-effectiveness of utilizing teach back methods delivered using automated technologies. Future research also is needed to determine how teach back performance are related to other study factors such as retention, engagement, and health outcomes.
Master of Science
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Tieman, Bradley. "Grocery Store Interventions Addressing Components of Food Literacy to Improve Diet Quality: A Systematic Review of Randomized Controlled Trials." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583998522281172.

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Kibert, Nicole Courtney. "An analysis of the correlations between the attitude, behavior, and knowledge components of environmental literacy in undergraduate university students." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ana6250/Nicole%5FKibert%5Fthesisformatted.pdf.

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Thesis (M.S.)--University of Florida, 2000.
Title from first page of PDF file. Document formatted into pages; contains xi, 83 p.; also contains graphics. Vita. Includes bibliographical references (p. 79-82).
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Drogos, David James. "SUSTAINABILITY CURRICULUM INVENTORY AND LITERACY ASSESSMENT: THE INFLUENCE OF VALUES ON KNOWLEDGE OF AND PERCEIVED IMPORTANCE OF SUSTAINABILITY COMPONENTS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1316.

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The incorporation of sustainability education and sustainable practices in higher education serves several purposes. It prepares students for work in sustainability-focused professions, fosters environmentally responsible behavior in individuals, and helps to reduce the ecological impacts of the operational aspects of educational institutions. However, contemporary definitions of sustainability, which consider social, political, ecological, and economic influences on the environment, complicate educational initiatives. Distinct educational departments often consider sustainability through their specialized lens. Trans-disciplinary initiative must be enacted in order for sustainability education to reach its full potential. This paper outlines the results of an electronically administered faculty sustainability curriculum inventory as well as an electronically administered university-wide sustainability literacy survey that were conducted at Southern Illinois University. The relationship between individual values and perceived importance and knowledge of sustainability components are examined within the context of the Value-Belief-Norm theory. While response rates for both surveys were relatively low, the faculty curriculum inventory survey was useful in identifying faculty members with an interest in sustainability education. These individuals could potentially work to spearhead curricular initiatives across the university. The survey also provided information that was used to create a sustainability course database and profiles of faculty members with an interest in sustainability education. Results for the literacy survey indicate that respondents' perceived importance of sustainability components exceeded their knowledge of those components in every case. Respondents rated components grouped under both energy systems and individual integrity as very important or extremely important to a sustainable university community. However, all components were rated at or above relatively important. Ecocentric, altruistic, and traditional individual values served as reliable predictors of respondents' perceived importance of sustainability components. These results should encourage further research of the motivations for sustainability incorporation on a campus community when considered within the framework of behavioral models such as the Value-Belief -Norm Theory or the Theory of Planned Behavior.
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Van, der Merwe Zelda Elizabeth. "An analysis of what and how reading literacy components are included and taught within a foundation phase teacher preparation programme / van der Merwe, Z." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7578.

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National and international studies indicate that the preparation of teachers to teach reading is inconsistent across universities worldwide. Teacher preparation programmes lack rigorous research based findings and recommendations point to the fact that evidence–based research and integrated approaches should be incorporated to address this inconsistency. There is a need for a comprehensive curriculum to guide pre–service teachers toward a coherent knowledge base for the effective teaching of reading as teachers do not have an understanding of what to teach or how to teach it. Literature identifies that the inclusion, and explicit teaching of the five reading literacy components (phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension) form the essential components which should be instructed to enable teachers to teach reading. This study analysed a teacher preparation programme to identify what reading literacy components are taught as well as how the reading literacy components are taught within the programme. The results reflect that the reading literacy components are included haphazardly within the teacher preparation programme and there is no evidence–based research incorporated. It is clear that the pre–service teachers are not taught “how” to teach the reading literacy components as the science of reading is not focused on in the teacher preparation programme studied. The findings of this study support the literature base requiring teachers to be equipped with a disciplinary knowledge base to teach reading. Furthermore, teachers should be provided with a rigorous, research–based curriculum which will enable them to become expert reading literacy teachers who will be well prepared to implement research–based programmes and practices.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
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Keßel, Yvonne Nicole [Verfasser], Frank [Gutachter] Goldhammer, and Andreas [Gutachter] Klein. "Development of interactive performance measures for two components of ICT Literacy: successfully accessing and evaluating information / Yvonne Nicole Keßel ; Gutachter: Frank Goldhammer, Andreas Klein." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2018. http://d-nb.info/1154852903/34.

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Svedin, Evelina. "Utveckling av kursmoment för kemiundervisning : En undersökning av gymnasieelevers kunskapsutveckling i samband med lärandeaktiviteter rörande kemisk analys och hållbar utveckling." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263938.

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I denna undersökning studerades en grupp gymnasieelevers kunskapsutveckling i samband med ett kursmoment, bestående av fyra olika delmoment, som konstruerades som en del av denna undersökning. Eleverna som deltog i undersökningen går för tillfället i årkurs 1 på Naturvetenskapsprogrammet och den kurs som eleverna läste och som kursmomentet genomfördes i var kemi 1. Kursmomentet genomfördes med målsättning att utöka elevernas kunskaper inom utvalda ämnesområden från ämnesplanen i kemi, men också med syfte att skapa förutsättning för eleverna att utveckla Scientific Literacy samt stärka sin förmåga att kunna diskutera och att ta ställning i olika samhällsfrågor med naturvetenskapligt innehåll. Detta undersökes genom att dels låta eleverna besvara en enkät där de själva fick ta ställning till sin egen kunskapsutveckling efter att de hade deltagit i kursmomentet, men även genom att granska deras kunskaper i samband med rättningen av den hemuppgift som eleverna utförde som sista del av momentet. I uppgiften efterfrågades att eleverna dels skulle beskriva olika kemiska analystekniker, men också att redogöra för potentiella lösningar till olika miljöproblem utifrån principer för hållbar utveckling. De slutsatser som kunde dras utifrån undersökningen var att kursmomentet hade gett förutsättningar för eleverna att stärka sina kunskaper och förmågor inom de efterfrågade ämnesområdena. Dock framkom också att viss bearbetning av de olika delarna av momentet behöver genomföras för att ytterligare stärka korrelationen mellan utförandet av kursmoment och de mål som det var avsett att uppnå. Både under och efter genomförande av kursmomentet analyserades även den didaktiska process som ägt rum i samband med arbetet. Utifrån detta kunde slutsatser presenteras angående hur man som kemilärare kan resonera kring organisering av arbete och planering av tidsåtgång, om man önskar utforma ett liknande kursmoment eller vill använda det som ligger till grund för detta arbete
In this research, the knowledge development of a group of high school students during a course component was studied. The course component, which consisted of four separate parts, was developed for this investigation. The students who participated in the investigation are all in year one in high school, and study at the Science programme. The course component was included in their chemistry course. The course component was developed to increase the students’ knowledge within selected topics from the curriculum, however, also to offer the postulation to develop Scientific Literacy, as well as to increase their ability to discuss societal issues while including a scientific perspective. To be able to carry out the investigation, two different data selections were accomplished. One where the students responded to a survey, where they had to reflect upon their own knowledge development, and another, where their subject knowledge was examined during the assessment of an assignment that they had to carry out as the last part of the course component. The instructions for the assignment was to first describe different analytical tools used in chemistry, and secondly, to narrate different solutions on how to deal with environmental issues, using a perspective of sustainable development. The conclusion drawn from this research is that the course component provided the students the opportunity to increase their knowledge and their strengthen abilities within the requested subject areas. However, it also emerged from the study that, if the different parts om the course component were to be adjusted, the result might have been more successful and the correlation between the course component and the main purposes for it to be carried out might had been stronger. The didactical process that has been carried out during this work has also been analysed. Hence, suggestions about how to reflect upon time requirements and work organisation if one, as a teacher, wishes to either implement this course component in their own tutoring, or do something similar, is presented in the end of this report.
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Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.

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Parenting education, combined with adult basic education and early childhood education, makes the Even Start program a unified family literacy program which helps to break the intergenerational cycle of poverty and low literacy. Research studies have shown that the Even Start program has positive effects on its participants. Even though some of the effects are not explicitly tied to parenting education, they are closely related to parenting education. This study investigated the effectiveness of parenting education as perceived by its participants. The purposes of this study were to identify Even Start program participants’ perceptions of parenting education, to explore issues related to parenting education, and to identify the impact of parenting education as perceived by the program participants. The interviewed parents considered parenting education an important component of the Even Start family literacy program. Findings in this study revealed how the participants used what they had learned in the parenting classes, incorporating their improved literacy skills to facilitate the growth of the whole family. According to the study participants, parenting classes provided a safe and comfortable environment for the parents to learn or validate their parenting practices, to identify themselves with each other, to build up a network of support system, and to practice their literacy skills in a context related to their everyday life. Since their participation in the parenting education, the study participants reported attainment of new insights about being a good parent, better communication with their children and other family members, improved education experience for their children, prolonged parenting values and practices, and improved family relationships. Using Bronfenbrenner’s ecology model to look at the family literacy program, parenting education appeared to be the linkage between all components.
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Books on the topic "Literacy Components"

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Hutt, Nancy. Draft LINC literacy component for draft LINC curriculum guidelines. [Ottawa?]: Citizenship & Immigration Canada, Ontario Region, 1994.

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Hutt, Nancy. The revised Linc literacy component 1997 of the LINC curriculum guidelines based on the Canadian language benchmarks. [Ottawa?]: Citizenship & Immigration Canada, 1997.

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Beeson, Pélagie M., and Kindle Rising. Acquired Dysgraphias: Mechanisms of Writing. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.13.

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Acquired dysgraphia refers to disorders of spelling or writing due to neurological damage in individuals with normal premorbid literacy skills. Dysgraphia can result from the disruption of central cognitive processes that also support spoken language and reading, so that spelling impairments frequently co-occur with aphasia and acquired alexia. The ability to produce written words can also be affected by damage to peripheral processes necessary to plan and execute the appropriate hand movements for letter generation or typing. In this chapter, we review the cognitive processes that support spelling and writing, and the characteristic dysgraphia syndromes that reflect differential impairment to specific central and peripheral components. We also review assessment procedures for writing and spelling that are structured to clarify the status of component processes and to guide rehabilitation planning. Treatment procedures and sequences are described with a focus on lexical-semantic, phonological, and interactive treatments. The nature and treatment of dysgraphia are illustrated by case examples of global dysgraphia, phonological dysgraphia, and surface dysgraphia.
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R, Binkley Marilyn, Rust Keith, National Center for Education Statistics., and International Association for the Evaluation of Educational Achievement., eds. Reading literacy in the United States: Technical report of the U.S. component of IEA Reading Literacy Study. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Development, 1994.

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R, Binkley Marilyn, Rust Keith, National Center for Education Statistics., United States. Office of Educational Research and Improvement., and International Association for the Evaluation of Educational Achievement., eds. Reading literacy in the United States: Technical report of the U.S. component of the IEA Reading literacy study. [Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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Schrijvers, Dirk. Disease-modifying therapies in advanced cancer. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0122.

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In many situations, anti-cancer therapies may be critical components of a palliative care plan to optimize patient comfort, function, quality of life, and duration of survival. Optimal care often requires the integration of oncological and palliative care and it is important for palliative care clinicians to be familiar with oncological approaches to improve patient well-being, and also the limitations of such approaches. This integrative role requires that palliative care clinicians have a basic literacy regarding anti-cancer therapies and that they be familiar with information resources to update them on new and developing therapeutic options which may be of benefit to their patients.
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Kitts, Margo. Religion and Violence from Literary Perspectives. Edited by Michael Jerryson, Mark Juergensmeyer, and Margo Kitts. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199759996.013.0029.

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This chapter investigates how violence gets into religious texts and how it gets out of them, into action. Religious literatures clearly help to provide archives of cosmologies, memories, personalities, and symbols for collective imagination. Trauma, terror, pain and the like are among the fundamental components of religious literature, and conjure a violent imaginary, which, by definition, takes shape in violent acts. It surely modifies wartime actions constituted within ancient literature, in some cases saturating warlike acts with sacrificial themes. Upon reading, hearing, or seeing, it is hard to imagine that any conscious being would not be focused by a spectacle of violent destruction, grasping immediately the specter of his or her own demise.
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Crowley, Lara M. Interpreting Manuscript Contexts. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821861.003.0001.

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Chapter 1 introduces and explores the book’s central thesis through considering practices by Donne’s early readers, placing this study into recent critical conversations on Donne and manuscript culture, and establishing its contribution to such conversations. In addition to adding several discrete examples of manuscript investigations that suggest early interpretive responses to Donne’s texts, this chapter advances a methodological approach for examining literary works within original artifacts: it delineates manuscript elements to investigate in order to uncover clues regarding early modern literary interpretations. These components include provenance, papers and how they were constructed into books, scribes, marginalia, titles, ascriptions, paratexts, and contents and their sequences. Because one cannot anticipate which elements will prove most informative for any given manuscript, all components require attention. This pragmatic approach to manuscript study encourages scholars to embark on explorations traditionally relegated to bibliography and textual studies that actually prove essential to literary criticism.
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Coyer, Megan. ‘Delta’: The Construction of a Nineteenth-Century Literary Surgeon. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474405607.003.0004.

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This chapter examines the construction of David Macbeth Moir (1798–1851), a prolific Blackwoodian author and surgeon, as a medical poet, by himself and others, both within Blackwood’s and beyond, as a key component of a redemptive counter-discourse of medical humanism. The idealistic image of the ‘humanistic’ literary medical man is read as developing, in part, as a counter to the negative cultural representations of medicine exacerbated by the anatomy murders as well as the growing divisions between medico-scientific and literary cultures and the perceived negative consequences of the ‘march of intellect’. Moir’s place within a tradition of literary medical men in Scotland and his role in debates surrounding the reform of medical education are discussed, as are key projects, including essays published in Blackwood’s and Fraser’s Magazine for Town and Country, his Outlines of the Ancient History of Medicine (1831), and his poetry.
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Jay, Gregory S. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190687229.003.0001.

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The introduction argues that a tradition of liberal white race fiction has been a key component of American literary history. It surveys scholarship defining “racial liberalism” and “racial capitalism” and considers their application to literary analysis and concludes with summaries of the book’s chapters. Summarizing the common features of these novels, the introduction explains how they used a variety of literary devices, struggled to criticize racism, called for social and political change, and promoted liberal philosophies of freedom and equality. Empathy, sympathy, and an appeal to the emotions of readers are essential features of each book, moreover, for liberal race fiction imagines that changing how we feel about racial injustice will motivate us to do something about it.
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Book chapters on the topic "Literacy Components"

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Otaiba, Stephanie Al, Jill Allor, Krystal L. Werfel, and Nathan Clemens. "Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research." In Literacy Studies, 9–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_2.

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Kane, Sharon. "Speaking and Listening: Vital Components of Literacy." In Literacy and Learning in the Content Areas, 265–303. Fourth Edition. | New York : Routledge, 2019. | “Third edition published by Holcomb Hathaway 2010”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206914-9.

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Braby, Justine, and Reinhold Mangundu. "Toward Transformation to a Well-Being Economy in an African Country: A Case Study from Namibia." In Transformation Literacy, 173–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_12.

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AbstractIn this chapter presents the results of various approaches used by a group of young Namibians to shift the society toward a well-being economy. They sought to find more appropriate measurements of success, and did this by conducting (a) a survey to measure progress, (b) different dialog processes to understand what a good quality of life actually means to citizens, (c) co-constructing community well-being from the bottom up, (d) communication, networking, and awareness to garner public support, and finally (e) attempting to influence high-level decision-making in government. The authors measured nine domains; of which, state of mind and perceived health were the only domains found to be sufficient. The domains community strength and sense of belonging were the lowest in the high-income area. The domains with the highest levels of dissatisfaction were good governance and political freedom. The process of co-constructing community well-being through a bottom-up approach had varying levels of success and was highly adaptive and flexible. The key findings were that the underlying components of well-being were trust (at all levels), a sense of belonging and healthy relationships, basic needs (home, food, water, sanitation, electricity), quality education (the kind that causes critical and systems thinking and develops creative potential), quality work (that is demanding and rewarding), and good health.
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Collins, Riley, Gene Mirus, and Donna Jo Napoli. "RISE eBooks: Leveraging Off-the-Shelf Software Components in Support of Deaf Literacy." In Lecture Notes in Computer Science, 389–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41264-1_53.

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Apaolaza, Aitor, Tobias Backes, Sabine Barthold, Irina Bienia, Till Blume, Chrysa Collyda, Angela Fessl, et al. "MOVING: A User-Centric Platform for Online Literacy Training and Learning." In Progress in IS, 77–97. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_6.

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AbstractIn this paper, we present an overview of the MOVING platform, a user-driven approach that enables young researchers, decision makers, and public administrators to use machine learning and data mining tools to search, organize, and manage large-scale information sources on the web such as scientific publications, videos of research talks, and social media. In order to provide a concise overview of the platform, we focus on its front end, which is the MOVING web application. By presenting the main components of the web application, we illustrate what functionalities and capabilities the platform offer its end-users, rather than delving into the data analysis and machine learning technologies that make these functionalities possible.
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Hébert, Louis. "Components of analysis." In Introduction to Literary Analysis, 9–13. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003179795-4.

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Sametinger, Johannes. "Literate Programming." In Software Engineering with Reusable Components, 211–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03345-6_18.

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Morais, José. "Phonemic Awareness, Language and Literacy." In Reading Disabilities: Diagnosis and Component Processes, 175–84. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_7.

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Sametinger, Johannes. "Reuse Measurement in Literate Programs." In Software Engineering with Reusable Components, 217–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03345-6_19.

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Hallewell Haslwanter, Jean D., and Christiane Takacs. "Ageism in Design: Accessibility Without User Experience?" In Lecture Notes in Computer Science, 517–25. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08645-8_61.

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AbstractWe investigated the perceptions of young computing science students about older people with regard to computer-based systems. Participants were shown a picture of either an old or young woman or man and asked to assess that persons computer literacy and suggest appropriate design aspects for them. The goal of this study was to see if the biases against older people and their perceived computer literacy extend to the design of systems for them.The results draw on 216 questionnaires from students in the first year of their Information and Communications Technology (ICT) studies at an Austrian university of applied sciences. Mixed methods were used to explore the differences between the perceived design needs for older and younger people, and how these relate to the components of user experience and accessibility.The results show that the design aspects mentioned for older people differ greatly from those mentioned for younger. Whereas for younger people many aspects that could be considered valuable and desirable are mentioned, for older people the focus is on accessibility and usability, almost to the exclusion of aspects that are valuable and desirable. Regarding accessibility, despite the perceived lack of expertise, the focus was on aspects like large fonts. This is concerning, as future systems will be designed by the students of today. These biases may influence whether future systems are acceptable to older people, and hence whether older people will benefit from them.
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Conference papers on the topic "Literacy Components"

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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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Semilarski, Helin, and Anne Laius. "A COMPLEX INSTRUMENT FOR MEASURING THE COMPONENTS OF GYMNASIUM STUDENTS' BIOLOGICAL LITERACY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1504.

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Safrizal, Safrizal, and Resti Yulia. "Supporting Components of Behavior Science Literacy for Elementary Students in Adiwiyata’s School." In Proceedings of the 1st International Conference on Maritime Education, ICOME 2021, 3-5 November 2021, Tanjungpinang, Riau Islands, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.3-11-2021.2314826.

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Collier, Robert Don, and Jalal Kawash. "Lessons learned and recommended strategies for game development components in a computer literacy course." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538887.

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Javaherpour, Azadeh. "The Presence of Financial Literacy Education in Ontario and Quebec's Curricula: Aims and Components." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440817.

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Adashchik, Lyudmila V. "Formation of functional literacy of persons with special psychophysical development in the ecological sphere of life in the conditions of inclusive education." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-199-207.

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The article considers the problems of the formation of functional literacy and its structural elements in the field of ecological culture of persons with special features of psychophysical development. Possible ways of forming universal components of functional literacy are listed and justified. Multiplicative variants of games and exercises are proposed, in the course of which it is possible to create conditions where the listed universal components will be formed more efficiently.
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Chebusheva, Elena V. "Theoretical aspects of the formation of functional literacy in children with disabilities." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-279-284.

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This article is devoted to the definition of the concept of "functional literacy", components of functional literacy. The article discusses the problems that hinder the formation of functional literacy in modern schoolchildren, including children with developmental disabilities. Trends of the modern education system towards achieving the subject results of schoolchildren, and not the formation of the ability to use these results in life. These problems are connected with modern educational and social trends, with other ways of information orientation of students, with the peculiarities of their psychophysical development.
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Ribamar Mendes Almeida, Will, Gylnara Kylma Feitosa Almeida, Yonara Costa Magalhães, José Augusto Medeiros Silva Filho, Lissa Maria Vieira Lôbo, and Anita Maria da Rocha Fernandes. "Lixeira Interativa Aprendizagem de Crianças Fora da Faixa de Alfabetização." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p097-099.

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Selective collection is an alternative way to minimize theenvironmental impact of waste that is disposed of and to reduce theproduction of misused waste. This work aims to raise awarenessamong children outside the literacy range, interactively teachingthe importance of selective collection. The proposal includes theconstruction of a prototype automated trash bin, made up ofelectronic components and controlled through the Arduinoplatform and the help of sensors and actuators. Thus, when the childapproaches the dumpster, a sound is emitted according to thematerial the dumpster receives, so the child deposits the wastecorrectly and consciously, without the need to be literate,interactively and associating that waste should be sorted anddisposed of properly. After prototyping, the assessment of learningwill be qualitative, through observation of the interaction of thechild with the trash, where the "hits" (correct disposal) can bequantified, as well as their reactions and perceptions.
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Coragem Ballejo, Clarissa, Lori Viali, and María Magdalena Gea. "Development and Evaluation of Statistical Literacy: A Proposal With 6th Year Elementary Students." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2d2.

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This article analyzes the statistical literacy from a practice carried out with 6th year elementary school students (11-12 years). The approach of the study is qualitative, but the analyzes are also based on quantitative data. Through the project "Meu Amigo," students from a school in Porto Alegre, Brazil interviewed their friends to collect data and build information about these classmates. Thus, they experienced the stages of statistical investigation, from the collection of data, through the organization, analysis and communication of the results. For the analysis of the information, a model of evaluation by headings was developed, organized in components and indicators. It was found that the indicators related to graphic and textual representations achieved better scores. However, the results relating to the tables showed less than the desired results. Este artigo analisa o letramento estatístico a partir de uma prática realizada com estudantes do 6º ano do Ensino Fundamental (11–12 anos). A abordagem do estudo é qualitativa, mas as análises se apoiam, também, em dados quantitativos. Por meio do projeto “Meu Amigo,” os discentes de uma escola de Porto Alegre – Brasil entrevistaram seus amigos para coletarem dados e construírem informações sobre esses colegas. Assim, vivenciaram as etapas da investigação estatística, desde a coleta de dados, passando pela organização, análise e comunicação dos resultados. Para a análise das informações, elaborou-se um modelo de avaliação por rubricas, organizado em componentes e indicadores. Constatou-se que os indicadores relacionados às representações gráficas e textuais alcançaram melhores pontuações. Já os relativos às tabelas revelaram resultados aquém do desejado.
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Zaytsev, Igor S. "Topical issues of functional literacy of persons with special psychophysical development in the social and personal sphere of life." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-28-36.

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The article is devoted to the problem of the formation of functional literacy in children with special psychophysical development. From this point of view, such an important area as the readiness for professional self-determination is considered. The positions of readiness for professional activity, as significant components of the social and personal sphere of life, are presented, guidelines for correctional and educational work on the formation of readiness for professional selfdetermination in conditions of psychophysical disorders are outlined.
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Reports on the topic "Literacy Components"

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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.
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Novak, Sova. Diagnosis of Mental Illness Today and Tomorrow: A Literary Review of the Current Methods, Drawbacks, and Sociological Components of Mental Health with Regard to the Diagnosis of Mental Illness. Portland State University Library, January 2015. http://dx.doi.org/10.15760/honors.208.

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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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OSIYANOVA, A., and I. FALALEEVA. THE SPECIFICS OF THE TRANSLATION OF IRONY IN MARGARET MITCHELL’S NOVEL “GONE WITH THE WIND”. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2077-1770-2022-14-2-3-23-30.

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This article examines the specifics of the translation of irony in Margaret Mitchell’s novel “Gone with The Wind”. The relevance of the article lies in the problems of translating an artistic technique from English into Russian. The purpose of the article is to identify the definition of the term “irony” and ways to translate it based on the works of scientists. The research methodology consists of analyzing the techniques of translating quotations from the original text of the novel and its translation. As a result of the study, the most effective translation techniques were identified, such as: complete translation with minor lexical or grammatical transformations; antonymic translation; addition of semantic components; cultural and situational substitution. The specifics of the translation of irony in the text using transformation techniques were also determined, due to the special role of this literary technique in the context of the novel. The theoretical basis of this article is the classification of translation techniques by T. A. Kazakova. The conclusions of the study show which are the most effective translation techniques used in translating the artistic technique “irony” from English into Russian.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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