Journal articles: '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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Candiya Bongomin, George Okello, John C. Munene, Joseph Mpeera Ntayi, and Charles Akol Malinga. "Financial literacy in emerging economies." Managerial Finance 43, no. 12 (December 4, 2017): 1310–31. http://dx.doi.org/10.1108/mf-04-2017-0117.

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Purpose The purpose of this paper is to examine the impact of individual components of financial literacy in promoting financial inclusion of poor households in rural Uganda. Design/methodology/approach The study was cross-sectional combined with correlation and regression analyses. Data were collected from 400 poor households drawn from four regions in rural Uganda. Hierarchical regression analysis was used to test for the contribution of individual components of financial literacy on financial inclusion of poor households in rural Uganda. In addition, confirmatory factor analysis was used to establish existence of convergent validity between the items used to measure the different constructs under study. Furthermore, analysis of variance was also adopted to test for variation in perceptions of poor households on being financially included. Findings The results generated from the study revealed that only attitude as a component of financial literacy significantly and positively predicts financial inclusion of poor households in rural Uganda. Contrary to previous thinking and empirical studies, behavior, knowledge, and skills are not significant predictors of financial inclusion of poor households in rural Uganda. Overall, the combined effect of the different components of financial literacy explains about 11.2 percent of the variance in financial inclusion of poor households in rural Uganda. Research limitations/implications The study was not without limitations. The study adopted only cross-sectional study design, thus, leaving out longitudinal study. Therefore, future studies employing longitudinal research design worth undertaking. Furthermore, the sample although large enough focused only on poor households located in rural Uganda, therefore, ignoring peri-urban and urban areas in Uganda. Besides, the study used only quantitative data, thus, qualitative study using key informant interviews may be considered for further research. Practical implications The paper indicates that policy makers, advocates of financial inclusion and researchers, should reconsider investigating individual contribution of the different components of financial literacy in promoting financial inclusion of poor households in rural Uganda. For researchers, it is important to re-analyze the individual components of financial literacy of behavior, knowledge, skills, and attitude in influencing financial inclusion of poor households in rural Uganda. Originality/value This paper combines both functional components (behavior and attitude) and non-functional measures (knowledge and skills) of financial literacy to explain financial inclusion of poor households in rural Uganda. Most financial literacy studies have mainly adopted only non-functional measures of knowledge and skills. Besides, these studies ignore the individual contribution of functional components and non-functional measures of financial literacy in explaining financial inclusion of poor households. Thus, this study is the first to examine the impact of individual components of financial literacy in explaining financial inclusion of poor households in rural Uganda.

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Irvin, Judith L. "Meeting the Literacy Needs of Adolescents: Components of an Effective Literacy Program." NASSP Bulletin 82, no. 600 (October 1998): 1–2. http://dx.doi.org/10.1177/019263659808260002.

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Ahlgren, Andrew. "[Adults' Statistical Literacy: Meanings, Components, Responsibilities]: Discussion." International Statistical Review / Revue Internationale de Statistique 70, no. 1 (April 2002): 41. http://dx.doi.org/10.2307/1403718.

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Weldon, K. L. "[Adults' Statistical Literacy: Meanings, Components, Responsibilities]: Discussion." International Statistical Review / Revue Internationale de Statistique 70, no. 1 (April 2002): 43. http://dx.doi.org/10.2307/1403719.

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15

Hornyák, Andrea. "Components of Financial Literacy of Young People." Acta Universitatis Sapientiae, Economics and Business 6, no. 1 (December 1, 2018): 5–19. http://dx.doi.org/10.1515/auseb-2018-0001.

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AbstractThe financial crisis has drawn attention to the importance of the population’s financial literacy. I am investigating assessment methodologies to evaluate financial literacy both from the point of view of macroeconomics and microeconomics in my study. I am of the opinion that the elaboration of the financial competency model based on international database is the solution that can lead to the determination of conditions of financial awareness by collectively investigating financial education, core competencies, and the psychological role of money. I surveyed the financial knowledgeability of Hungarian high school students with the help of field research after assessing the OECD and PISA findings. I received very different results of knowledge, behaviour, and attitudes by school type, gender, age-group, and family background, which might support the assessment of financial literacy indicators, the evaluation of results, and international comparisons.

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Pourkarimi, Javad, and Mohsen Nazarzadeh Zare. "The assessment of ICT literacy of Iranian teachers through the ISST model." International Journal of Information and Learning Technology 33, no. 4 (August 1, 2016): 236–47. http://dx.doi.org/10.1108/ijilt-12-2015-0038.

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Purpose – The purpose of this paper is to examine the views of experts of educational technology and teachers in Tehran, about the components of ICT literacy based on the ISST model. Design/methodology/approach – This study conducted a descriptive methodology by using a survey method. The statistical population consisted of 9,800 teachers and 37 experts of educational technology in Tehran; owing to the small size of the experts’ population, all 37 experts were selected for research, and a sample of 266 teachers was selected based on the cluster sampling method. To collect the necessary data, the researcher designed a questionnaire based on four key components of the ISST model. To analyze the data, statistical procedures including the Kolmogrov-Smirnov test, one sample t-test and independent t-test were used. Findings – The findings of research showed that from the viewpoint of experts all components of ICT literacy were significant. On the other hand, from the viewpoint of teachers, all components of ICT literacy except the component of information society were significant. Furthermore, the findings showed that, there were a significant difference (p=0.05) between the views of experts and teachers about all components of ICT literacy, except the component of information processing. Practical implications – The study showed that to equip all teachers with the components of ICT literacy such as information device, information society, information processing and information handling can help them to improve efficiency and effectiveness, and also the ISST model applied in this study can be used by other functional areas. Originality/value – This study showed that fundamental training in the field of ICT literacy for teachers is very essential in the education system, because fluency of ICT skills can help them to increase better performance, and subsequently to increase self-value, motivation, feeling of success and productivity in the work environment.

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Amouzandeh, Claudia, Donna Fingland, and Helen Anna Vidgen. "A Scoping Review of the Validity, Reliability and Conceptual Alignment of Food Literacy Measures for Adults." Nutrients 11, no. 4 (April 8, 2019): 801. http://dx.doi.org/10.3390/nu11040801.

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The measurement of food literacy has recently gained momentum globally. The aim of this paper is to review the literature in order to describe and analyse the measurement of adult food literacy. The objectives are to i) identify tools that explicitly measure food literacy in adults; ii) summarise their psychometric properties; and iii) critique tool items against the four domains and 11 components of food literacy, as conceptualised by Vidgen and Gallegos. Using the PRISMA guidelines, a search of seven databases (PubMed, Embase, ScienceDirect, Scopus, EBSCOhost, A+ Education, and ProQuest) was undertaken. 12 studies met the inclusion criteria. Papers reported on either the development of a tool to explicitly measure food literacy or a part thereof (n = 5); food literacy strategy indicators (n = 1); tools developed to evaluate a food literacy intervention (n = 3); or tools to measure food literacy as a characteristic within a broader study (n = 3). Six tools captured all four domains. None measured all components. Items measuring the same component varied considerably. Most tools referenced a theoretical framework, were validated and reliable. This review will assist practitioners select and develop tools for the measurement of food literacy in their context.

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Santhi, P. Mary, Balaselvakumar, and K. Kumaraswamy. "Geostatistics and Geoinformatics in the analysis of ‘crime against women’ in Tiruchirappalli city, Tamil Nadu." Geo Eye 7, no. 2 (December 15, 2018): 32–37. http://dx.doi.org/10.53989/bu.ge.v7i2.8.

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The purpose of the study is to understand the relationship between demographic parameters and crime occurrences against women in Tiruchirappalli city. Seven variables of crime against women have been incorporated by statistics factor analytical technique with the 2011 census of population, sex ratio, literacy ratioand work participation rate. Four components have been derived namely Gender component-I, Personal Crimes and Literacy component-II, Molestation and Total Population component – III and Work Participation and Sex Ratio- component - IV. Woraiyur police station in Srirangam range followed by Palakkarai police station in Fort range have associated with the components of I, II & III determine the high rate of crime against women in the city. The occurrences of cruelty by husband were of great concern, especially in Srirangam range. Keywords: Crime against women; Demographic parameters; statistical components; police stations; Geostatistics and Geoinformatics

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Forutanian, Shadi. "Exploring the Components of Digital literacy Curriculum: EFL and IT Instructors’ Voice." Journal of English Language Teaching and Applied Linguistics 3, no. 1 (January 28, 2021): 25–34. http://dx.doi.org/10.32996/jeltal.2021.3.1.4.

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Every day we are moving toward digitalization and computerization. In education and especially online learning, we are observing fast developments. The need of a digital curriculum and digital literacy for better teaching and learning is sensible. Thus, a digital literacy curriculum is a necessary tool for teachers and students. This qualitative study explored some components of the digital literacy curriculum based on EFL and IT instructors’ voice. Also, the researchers found digital tools that they used a lot and their purposes behind applying these digital tools. The results show that EFL and IT instructors had focused on production, communication, evaluation of digital skills in cyberspace. Most of them were aware of digital literacy definition and suggested some components of the digital literacy definition components and suggested designing a digital literacy curriculum. Among all digital tools, they used WhatsApp and Bigbluebutton more. Based on all retrieved data, the researchers proposed a digital literacy curriculum framework and identified the need for further study about applying this framework in real life. Doing need analysis before designing a digital literacy curriculum to know students' and teachers' digital talent and awareness is another area that further research should have done.

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Sakinah, Gina, and Bagio Mudakir. "ANALISIS LITERASI KEUANGAN MAHASISWA S-1 FAKULTAS EKONOMIKA DAN BISNIS UNIVERSITAS DIPONEGORO ANGKATAN 2014 - 2017." JURNAL DINAMIKA EKONOMI PEMBANGUNAN 1, no. 2 (October 4, 2018): 54. http://dx.doi.org/10.14710/jdep.1.2.54-70.

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Financial management failure occurs when students do not have good financial literacy. Students must have good knowledge, attitude, and behavior in managing their personal finances. This study aims to analyze the level of financial literacy of undergraduate students of the Faculty of Economics and Business at Diponegoro University class of 2014 to 2017 and the factors that influence it. Financial literacy in this study uses a financial literacy index consisting of components of the knowledge, attitude, and financial behavior of students. The research data uses primary data with questionnaires and sample of 100 students. Meanwhile, the method used in this study is descriptive statistics and multiple linear regression test (OLS). As a result, the level of student financial literacy is categorized as quite literary, that is 50.4%, influenced by age, GPA, parental education, and length of study. On the other hand, gender and income do not affect student financial literacy.

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Offerdahl, Erika G., Jessie B. Arneson, and Nicholas Byrne. "Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology." CBE—Life Sciences Education 16, no. 1 (March 2017): es1. http://dx.doi.org/10.1187/cbe.16-06-0193.

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The development of scientific visual literacy has been identified as critical to the training of tomorrow’s scientists and citizens alike. Within the context of the molecular life sciences in particular, visual representations frequently incorporate various components, such as discipline-specific graphical and diagrammatic features, varied levels of abstraction, and spatial arrangements of visual elements to convey information. Visual literacy is achieved when an individual understands the various ways in which a discipline uses these components to represent a particular way of knowing. Owing to the complex nature of visual representations, the activities through which visual literacy is developed have high cognitive load. Cognitive load can be reduced by first helping students to become fluent with the discrete components of visual representations before asking them to simultaneously integrate these components to extract the intended meaning of a representation. We present a taxonomy for characterizing one component of visual representations—the level of abstraction—as a first step in understanding the opportunities afforded students to develop fluency. Further, we demonstrate how our taxonomy can be used to analyze course assessments and spur discussions regarding the extent to which the development of visual literacy skills is supported by instruction within an undergraduate biochemistry curriculum.

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Liu, Chien-Yu, Linda Li-Chuan Lin, Jiunn-Jye Sheu, and Raymond Kim-Wai Sum. "Psychometric Validation of Senior Perceived Physical Literacy Instrument." International Journal of Environmental Research and Public Health 19, no. 11 (May 31, 2022): 6726. http://dx.doi.org/10.3390/ijerph19116726.

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Aim: To validate the Senior Perceived Physical Literacy Instrument (SPPLI). Methods: In the pilot study, we refined the Perceived Physical Literacy Instrument (PPLI, Cronbach’s α = 0.94, initially designed for adults) into SPPLI using internal reliability, content validity, and construct validity results. A total of 341 older adults recruited from community centers in Southern Taiwan participated in the study. A principle component analysis (PCA) identified three components of SPPLI. Results: Eleven items were captured from the 18-item PPLI as the SPPLI (Cronbach’s α = 0.90). SPPLI exhibits three components: attitude toward physical activity, physical activity ability, and sociality around physical activity. Significant differences were discovered in physical activity ability by educational attainment (p < 0.05) and in all three components by stage of exercise (maintenance vs. non-maintenance) (p < 0.05). The SPPLI possesses proper reliability and validity to assess physical literacy among older adults. Conclusions: This instrument is suggested for physical literacy assessments in physical activity programs to assess the needs of older adults and/or the effectiveness of an intervention program that aims to improve the attitude, ability, and sociality of physical activity.

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Rusmining, A. Purwanto, and Sumargiyani. "Analysis of content components and context components of mathematics literacy on linear algebra." Journal of Physics: Conference Series 1188 (March 2019): 012003. http://dx.doi.org/10.1088/1742-6596/1188/1/012003.

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Bogard, Treavor, Mary-Kate Sableski, Jackie Arnold, and Connie Bowman. "Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction." Journal of the Scholarship of Teaching and Learning 17, no. 4 (November 2, 2017): 44–66. http://dx.doi.org/10.14434/josotl.v17i4.21885.

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This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.

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Khramova, Ludmila, Olga Lobanova, Larisa Shmulskaya, Anna Firer, and Olga Efits. "Analysis of conceptual approaches to the definition of the concept of "functional literacy"." Revista Amazonia Investiga 11, no. 55 (October 10, 2022): 297–305. http://dx.doi.org/10.34069/ai/2022.55.07.31.

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The relevance of the article is due to the attention paid by the pedagogical community to the category of "functional literacy", the ambiguity of its interpretation in scientific research, the requirement to respond to the changing demand of society for the quality of education. Moreover, the results of a survey of practicing teachers indicate some difficulty in understanding functional literacy. The purpose of the study is to analyze conceptual approaches to defining the concept of "functional literacy" and develop a generalized model of the structural elements of functional literacy. To achieve this goal, a combination of general scientific methods was used: a descriptive method, including methods of comparison, interpretation and generalization; synchronous theoretical analysis of conceptual approaches to the definition of the concept of "functional literacy" and its components; questioning; pedagogical forecasting; modeling. As a result of the study, conceptual approaches to the definition of the concept of "functional literacy" were analyzed, the definition of the concept of "functional literacy" and its components – mathematical literacy, natural science literacy, reading literacy, financial literacy – was given. In the conclusions, the authors note that the analysis of conceptual approaches to the definition of the concept of "functional literacy" and its components contributes to the improvement of the ways and mechanisms for the formation of functional literacy of students.

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Виноградова, Наталья, and Natalya Vinogradova. "Functional Literacy of Younger Schoolchild: Problem Statement." Primary Education 5, no. 6 (December 27, 2017): 3–7. http://dx.doi.org/10.12737/article_5a33d646dcf9e1.01813828.

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The article considers approaches to the formation of functional literacy of younger schoolchildren as a planned result of learning. The idea of the necessity of singling out the two components of the concept “functional literacy” is revealed: integrative and objective components of its filling. The integrative components of the concept are characterized.

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Виноградова, Наталья, and Natalya Vinogradova. "Functional Literacy of Younger Schoolchild: Problem Statement." Primary Education 6, no. 1 (March 5, 2018): 3–10. http://dx.doi.org/10.12737/article_5a9652695f40e7.03576593.

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The article considers approaches to the formation of functional literacy of younger schoolchildren as a planned result of learning. The idea of the necessity of singling out the two components of the concept “functional literacy” is revealed: integrative and objective components of its filling. The integrative components of the concept are characterized.

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Shkyrta, Ihor, Vasyl Lazar, and Nataliia Bazar. "FORMATION OF FUNDAMENTALS OF COMPUTER LITERACY OF THE FUTURE PRIMARY SCHOOL TEACHER IN THE PROCESS OF VOCATIONAL EDUCATION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 455–59. http://dx.doi.org/10.24144/2524-0609.2021.48.455-459.

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The article defines the role of computer literacy as a component of future teacher training, identifies and characterizes the criteria and components of computer literacy in the light of today's requirements. The urgency of the problem of forming computer literacy of future primary school teachers in the process of professional training is due to the contradictions between the growing needs of society in teachers of new formation, capable of implementing modern information and communication technologies (ICT), and insufficient development of theoretical and methodological principles pedagogical education. The purpose of the article: to determine the role and place of computer literacy in the professional activity of the future primary school teacher; analysis of theoretical and methodological principles of computer literacy of future primary school teachers. To clarify the goal, various methods of scientific research were used: analysis of scientific literature − to determine the scientific and theoretical basis of the future primary school teacher to the use of information and communication technologies in professional activities; theoretical generalization, systematization of research - to substantiate the conceptual provisions of primary school teacher training in terms of informatization of education, the allocation of components of computer literacy of the teacher. The materials of the article reflect the current problem - the formation of computer literacy in future primary school teachers. The article identifies the role of computer literacy of future primary school teachers; the interpretation of the concept of «computer literacy» and its content is given, the theoretical and methodological principles of computer literacy are analyzed in the light of modern requirements.

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Kiwanuka, Archillies, and Athenia Bongani Sibindi. "Insurance Literacy: Significance of Its Dimensions for Insurance Inclusion in Uganda." Economies 11, no. 2 (January 17, 2023): 33. http://dx.doi.org/10.3390/economies11020033.

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The aim of the study was to establish the significance of the individual components of insurance literacy—knowledge, skills, attitude and behaviour—in explaining insurance inclusion in Uganda. The study was correlational and cross-sectional by design. Hence, 400 responses were obtained from individuals who enrolled for insurance. A hierarchical multiple regression analysis was adopted to test the predictive power of the dimensions of insurance literacy on insurance inclusion in Uganda. Before performing correlational and regression analyses, the study variables were tested for parametric assumptions, convergent and discriminant validity, common method variance and exploratory factors. The results of the study revealed that knowledge, skills and attitude significantly and positively predicted insurance inclusion in Uganda. Contrary to prior studies, behaviour was found to have an insignificant positive influence on insurance inclusion in Uganda. Overall, the individual components of insurance literacy explained 38.5% of the variation in insurance inclusion in Uganda. Notably, the current study contributes to the nascent literature on insurance literacy and insurance inclusion. Earlier studies have ignored the insurance component of financial inclusion. The originality of this study lies in that it is the first to examine the significance of the individual dimensions of insurance literacy towards explaining insurance inclusion. The implication of this study is that policymakers should consider insurance literacy in national financial inclusion strategies and financial literacy programmes in order to foster insurance inclusion.

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Yemchyk, O. "THE CONCEPT AND COMPONENTS OF EARLY CHILDHOOD COMPUTER LITERACY." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 70 (2020): 78–82. http://dx.doi.org/10.32840/1992-5786.2020.70-1.14.

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Ulfah, Maria, Hamidah Suryani Lukman, and Novi Andri Nurcahyono. "Analisis Berpikir Literasi Matematika Berdasarkan Kecerdasan Logika Matematika Siswa SMP." ARITHMETIC: Academic Journal of Math 2, no. 2 (December 31, 2020): 125. http://dx.doi.org/10.29240/ja.v2i2.1702.

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Based on preliminary analysis, students’ mathematics literacy thinking skills are relatively low. One of the factors that affected it is mathematics logic intelligence. This research aims to describe the students mathematics literacy thinking skills based on high, medium and low intelligence mathematics logic. This research is a inquiry study with a qualitative approach and descriptive qualitative research design and data collection techniques in the form of questionnaries and tests. The subjects in this study were three students of 8th grades of SMP Negeri 1 Sukabumi city, the type of subject taking in this study using the purposive sampling. Based on the results of the study, the students that possesses a high mathematics logic intelligence reach the three components of mathematics literacy thinking that formulate mathematical situations, applying mathematics concepts, facts, procedures, and mathematics reasoning, and interpret, applying and evaluate the results. Students who acquire mathematics logic intelligence categories are fulfilling the two components of mathematics literacy thinking namely formulating mathematical situations and applying mathematics concepts, facts, procedures and mathematics reasoning. Meanwhile, the students that possesses a low mathematics logic intelligence reach one indicator of one component of mathematics literacy thinking ability.

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Gruzdeva, E. S., and I. V. Panova. "THEORETICAL AND PRACTICAL ASPECTS OF FORMING MEDIA AND INFORMATION LITERACY OF A SCHOOL GRADUATE." Informatics in school, no. 4 (June 23, 2019): 32–36. http://dx.doi.org/10.32517/2221-1993-2019-18-4-32-36.

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The article discusses the general characteristics of the concept of “media information literacy” and its components. The content of the methodological developments aimed at the formation of various components of media information literacy is analyzed, the possibility of their inclusion in the programs of classwork and extracurricular activities in informatics and mathematics is discussed. The results of the extracurricular activities aimed at the formation of one of the components of media information literacy — security in the information and media environment are presented.

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Prachagool, Veena, Prasart Nuangchalerm, and Parinda Yawongsa. "Digital Literacy of Pre-service Teachers in the Period Time of COVID-19 Pandemic." Journal of Educational Issues 8, no. 2 (September 13, 2022): 347. http://dx.doi.org/10.5296/jei.v8i2.20135.

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Digital literacy is an important thing for modern pre-service teachers, they are key element to deal with technology for education and motivate classroom with effective infortion technology. This study aims to explore digital literacy of pre-service teachers during time of COVID-19 pandemic. The respondents were 54 pre-service teachers, rated the digital literacy based on the framework of teacher digital literacy, which consisted of 5 components: (1) social responsibility, (2) team-based learning, (3) information management, (4) processing and information presentation, and (5) digital integrity. Result revealed that the level of digital literacy of pre-service teachers is at high level in all components. It indicated that they are ready to deal with technology for education, but digital literacy is still engaged into them and in-service science teachers.

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Huhmann, Bruce A. "Literacy matters in marketing." International Journal of Bank Marketing 35, no. 5 (July 3, 2017): 750–60. http://dx.doi.org/10.1108/ijbm-12-2016-0188.

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Purpose Literacy represents one’s ability to process and produce materials related to a domain. One type of this higher-order, global individual difference variable is consumer financial literacy. It stems from one’s financial information processing capacity, prior financial knowledge, and proficiency in optimizing financial decisions and managing financial resources. The paper aims to discuss these issues. Design/methodology/approach The research matching perspective theoretically explains findings related to literacy, including those in this special issue. Optimal processing arises as available and required processing resources correspond. Thus, cognitive comprehension and behavioral application/decision-making outcomes following financial marketing communication exposure are optimized when consumer financial literacy matches the level needed for successful processing. Insufficient or excess available resources harm outcomes. Findings The resource-matching perspective clarifies consumers’ increasing financial difficulties. Consumers limit personal finance efforts because required resources overwhelm limited financial literacy. However, education or experience can expand consumer financial literacy. Alternatively, financial service marketers may accommodate low consumer financial literacy by simplifying financial information presentation. Consumers reward firms that show sensitivity to their domain-specific literacy limitations with stronger loyalty. Research limitations/implications Construct definition is vital to advance research. Yet, financial literacy has no generally accepted definition. This paper’s definitions should aid understanding of the psychological underpinnings of financial literacy’s components. Originality/value Much has been written about consumers’ inability to manage personal finances. This paper provides a unified, theoretical explanation for consumers increasing financial literacy difficulties and suggests ways that consumers, financial service providers, and public policy makers can overcome these difficulties.

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Thunder, Kateri, and Alisha N. Demchak. "The math diet: An instructional framework to grow mathematicians." Teaching Children Mathematics 22, no. 7 (March 2016): 389–92. http://dx.doi.org/10.5951/teacchilmath.22.7.0389.

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The metaphor of a balanced diet is used in literacy to describe the components of literacy instruction that are vital to growing readers and writers (NRP 2000). In a balanced literacy diet, the components work in tandem to give students multiple contexts to practice and transfer their understanding, knowledge, and skills. Similarly, the Math Diet provides an instructional framework to grow proficient mathematicians based on mathematics education research (NCTM 2014; NRC 2009). (See the more4U note at the end of the article for how to access a summary table of the Math Diet that is available online.) The Math Diet for students in kindergarten through fifth grade includes five components.

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Hrytsak, Natalia. "AXIOLOGICAL COMPONENT OF GENRE LITERACY STRUCTURE OF FUTURE TEACHERS OF WORLD LITERATURE." Continuing Professional Education: Theory and Practice, no. 1 (2020): 37–43. http://dx.doi.org/10.28925/1609-8595.2020.1.5.

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The article presents the author`s structure of genre literacy of future teachers of world literature that is a synthesis of interrelated components (informational, axiological, intercultural, and communicative-pragmatic). The importance of fiction researching in the content and form unity is emphasized as it contributes to an adequate interpretation of alien cultural work of fiction. The expediency of introducing axiological component into the structure of genre literacy future teachers of world literature is substantiated. The content of the axiological block of the structure of genre literacy of future world literature teachers is analyzed on the basis of literary studies, works on teaching methodology of Ukrainian and World literature, studies in philosophy, aesthetics, cultural studies and other social and humanities sciences. Especial attention is drawn on the issue of universal and national value dominants. The axiological component of the structure of genre literacy of world literature future teachers is aimed at awareness of the nature of fundamental values, conception of alien values, taking into account the heritage of the native culture, awareness of differences in the system of value orientations, awareness of national originality. Particular attention is paid to the concept of the phenomenon of values of the F. Kluckhohn and F. Strodtbeck. Students-philologists’ perception of these American scholars’ values orientation theory will help them to determine the nature of values, type and characteristics of culture. The article focuses on the problem of cultural shock. It is shown that the concept of dialogue of cultures helps to solve the outlined problem, and helps to understand the way of thinking of another people, let them build a strategy of intercultural dialogue. It has been proved that the perception of alien cultural values by the student-philologist is a creative process that involves an emotional adjustment to the reception of different cultural reality. It is emphasized that the axiological component of the structure of genre literacy of future teachers of world literature synthesizes the professional and personal growth of the student-philologist

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farooqi, Ataur rahman, D. R. Pallavi, M. Ramachandran, S. Sowmiya, and Selvam Manjula. "A Brief Study On Recent Trends in Financial Literacy." Recent trends in Management and Commerce 3, no. 1 (March 1, 2022): 40–45. http://dx.doi.org/10.46632/rmc/3/1/7.

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Financial literacy is personal financial management, credit various financing including budgeting and investment Ability to understand and use skills effectively Is. Financial literacy with money your relationship foundation its lifelong learning journey. According to financial literacy and the Education Commission, the five main components of financial literacy are: learning, spending, savings and investing, borrowing and securing. Financial literacy is learning How to manage your money. This means yours How to pay bills, borrow and make money. Saving responsibly and how and why to invest and learning to plan for retirement. Financial literacy is cognitive understanding of financial components and skills Budget, investment, borrowing, taxation and personal finance management. While the financial education umbrella comes under many skills popular examples include the home budget, learning loans How to manage and repay various loans and investment products In between include business appraisal.

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Harmon, Janis M., Karen D. Wood, and Katie Stover. "Four Components to Promote Literacy Engagement in Subject Matter Disciplines." Middle School Journal 44, no. 2 (November 2012): 49–57. http://dx.doi.org/10.1080/00940771.2012.11461847.

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Purpura, David J., and Amy R. Napoli. "Early Numeracy and Literacy: Untangling the Relation Between Specific Components." Mathematical Thinking and Learning 17, no. 2-3 (April 3, 2015): 197–218. http://dx.doi.org/10.1080/10986065.2015.1016817.

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Margolina, Natalia Lvovna, and Irina Vladimirovna Nalimova. "Mathematical literacy as an important component of preparing a future teacher." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (July 30, 2021): 149–53. http://dx.doi.org/10.34216/2073-1426-2021-27-2-149-153.

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The article analyzes the concept of mathematical literacy. The formation of mathematical literacy among members of modern society is a fundamental basis for the formation of functional literacy. Currently, there is no single approach to the interpretation of the concept of "mathematical literacy", the article provides several different approaches to the definition. Based on the analysis of the points of view of different scientists, the authors of the article highlight the main components of the concept of "mathematical literacy". These include: literacy of mathematical speech; possession of mathematical concepts; the ability to correctly formulate definitions and statements; the ability to apply mathematics to research. The paper provides a characteristic of the listed components of mathematical literacy. In addition, in this work, for the first time, an attempt was made to formulate the levels of mathematical literacy – speech, terminological, critical and operational. The article presents the results of testing students in pedagogic areas of training of two universities – Kostroma State University and Yaroslavl State Pedagogic University. The test was aimed at assessing the level of mathematical literacy of future teachers, for whom teaching mathematics will be a part of their professional activities. The test tested not only the knowledge of terms and the ability to give definitions, but also the ability to correctly apply mathematics to solve practical problems with subsequent interpretation, as well as the ability to see errors and inaccuracies in the texts of students' works, Internet sources and teaching aids. The authors identified criteria for assessing the test results and for each criterion; a quantitative indicator was determined equal to the number of correctly completed tasks. The low results of even third-year students show topicality of specific activities that could help improve the mathematical literacy of pedagogues.

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BLYZNYUK, TETYANA. "DEFINING AND CONCEPTUALIZING GEOCULTURAL SCIENTIFIC LITERACY." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 43–49. http://dx.doi.org/10.15330/jpnu.6.1.43-49.

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The article offers detail analysis of the notion literacy from various perspectives; traces its evolution from the original understanding (the ability to read, write, and use arithmetic) up to the contemporary complex interpretation by numerous sources, encompassing the multiple meanings and scopes of unquestionably vital competencies. Besides, the author emphasizes the relevance of teaching/learning Geocultural scientific literacy as an education discipline in institutions of higher education in general and understanding its components in particular while preparing teachers for New Ukrainian School. The paper stresses that modern pedagogical education of Ukraine, is an integral component of the European educational space, aimed at forming a professional with firm scientific knowledge, ability to transmit it within the subjects of the academic process and is capable of active and effective livelihoods in a multinational and multicultural environment. Thus, solid knowledge of geocultural scientific literacy provides the perfect grounds for international cooperation in education sector, understanding uniqueness of relationships between the cultures, communities’ members, natural environments, politics, history and other measurements. This knowledge serves the basis for studying many university disciplines.

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Tomczyk, Łukasz, and Ludvík Eger. "Online Safety as a New Component of Digital Literacy for Young People." Integration of Education 24, no. 2 (June 30, 2020): 172–84. http://dx.doi.org/10.15507/1991-9468.099.024.202002.172-184.

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Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for le arning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media educat ion and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.

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Paramonovs, Sergejs, and Ksenija Ijevleva. "The Role of Marketing Tools in the Improvement of Consumers Financial Literacy." Economics and Business 27, no. 1 (August 1, 2015): 40–45. http://dx.doi.org/10.1515/eb-2015-0006.

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Abstract The aim of the paper is to explore the contribution of different types of marketing communication in consumer financial literacy formation from a three component perspective. As a method a survey among the target audience of home loans was used. The authors have focused on consumer financial knowledge, financial behaviour and financial attitude that constitute financial literacy in home loan market. As a result of empirical analysis the authors have found that the biggest contribution to formation of consumers financial literacy (within all three components) have educational web sites of government authorities, official web sites of banks, consultations with bank specialists, school curriculum subjects and opinions of friends, relatives and acquaintances.

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Peralta, Louisa, Louise Rowling, Oddrun Samdal, Rose Hipkins, and Dean Dudley. "Conceptualising a new approach to adolescent health literacy." Health Education Journal 76, no. 7 (July 4, 2017): 787–801. http://dx.doi.org/10.1177/0017896917714812.

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Background: Health literacy research for adolescents and young people has been growing in importance. However, conceptualisation has been largely limited to concepts of adult health literacy in healthcare and disease prevention settings. The challenge for the future lies in developing a coherent concept that combines adolescent development, educational theory, whole school action and change, and critical health literacy. Such an approach needs to be both enabling and positive for students currently, and should also help facilitate health literacy outcomes in the future. Objective: This paper describes the process used to develop a conceptualisation of adolescent health literacy and to summarise what is known about health literacy in schools. Method: Guided by an international expert panel, we identified, reviewed, summarised and re-constructed key literature and resources to identify key components and principles necessary for adolescent health literacy in schools. Results: The proposed conceptualisation of adolescent health literacy initially had three areas of focus: adolescent development, whole school change and health literacy. The concepts of adolescent learning, health-literate organisation and critical health literacy emerged from the review as key components for health literacy in school settings. Pedagogy was found to be the crucial mechanism for health literacy development in the school setting and the resultant concept of adolescent health literacy. Conclusion: The focus on health-literate organisations, critical health literacy and pedagogy in the school setting distinguishes this conceptualisation from other health literacy work.

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Subagja, Sigit, Bibin Rubini, and Indarini Dwi Pursitasari. "Student Needs Analysis of the Scientific Literacy Oriented Interactive Multimedia on Living Cells Matter." International Journal of Biology Education Towards Sustainable Development 2, no. 1 (June 30, 2022): 1–11. http://dx.doi.org/10.53889/ijbetsd.v2i1.116.

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Scientific literacy defines as multidimensional skills that students should have to prepare a life after school. One thing that can improve scientific literacy is the quality of teaching materials. Teaching materials are one of the main components in learning including living cell matter. Currently, teaching materials that are widely used in Indonesia are still in the form of printed teaching materials and according to PISA results, these teaching materials have not a significant impact on students' scientific literacy. Nowadays, technological advances are very rapid and have a very positive impact on life, including in education. One of the benefits is the integration of interactive multimedia as the basis for teaching materials. The purpose of this article is to analyze the students' needs regarding interactive multimedia-based teaching materials containing scientific literacy in the learning of the living cells matter and to analysis of scientific literacy aspects in the previously used teaching materials. The research method used is descriptive qualitative with data collection techniques using questionnaires and interviews. The research subjects used were 3 Biology teachers and 81 students of class XI of science program at one of high schools in Sukabumi City, Indonesia. The results showed that students need interactive multimedia-based teaching materials containing scientific literacy on living cell matter and currently the teaching materials that students use have several components that are not as expected and the components of scientific literacy in these teaching are still not balanced. Therefore, it is necessary to develop interactive multimedia-based teaching materials containing scientific literacy on living cell matter to improve students' scientific literacy.

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Verbivskyi, Dmytrii, Yaroslava Sikora, and Olena Usata. "MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 69–72. http://dx.doi.org/10.24144/2524-0609.2021.48.69-72.

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The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

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DELLATOLAS, GEORGES, LUCIA WILLADINO BRAGA, LIGIA DO NASCIMENTO SOUZA, GILBERTO NUNES FILHO, ELIZABETH QUEIROZ, and GÉRARD DELOCHE. "Cognitive consequences of early phase of literacy." Journal of the International Neuropsychological Society 9, no. 5 (July 2003): 771–82. http://dx.doi.org/10.1017/s1355617703950107.

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The effect of the degree of illiteracy (complete or incomplete) on phonological skills, verbal and visual memory and visuospatial skills is examined in 97 normal Brazilian adults who considered themselves illiterate, and 41 Brazilian school children aged 7 to 8 years, either nonreaders or beginning readers. Similar literacy effects were observed in children and in adults. Tasks involving phonological awareness and visual recognition memory of nonsense figures distinguish the best nonreaders and beginning readers. Children performed better than adults at oral repetition of short items and figure recall, and adults better than children at semantic verbal fluency, digit span, and word list recall. A principal component analysis of the correlations between tasks showed that phonological awareness/ reading, phonological memory/oral repetition, and semantic verbal memory/fluency tasks, generated different components. The respective role of culturally based preschool activities and literacy on the cognitive functions that are explored in this study is discussed. (JINS, 2003, 9, 771–782.)

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Bilianska, Mariia, and Olga Yaroshenko. "ABILITY TO FOSTER SCHOOLCHILDREN’S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS’ PROFESSIONAL TRAINING." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 907–19. http://dx.doi.org/10.33225/pec/20.78.907.

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An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. The scientific studies on formation of students’ ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students’ environmental literacy is not efficient. Ability of prospective Biology teachers to form students’ ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students’ ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses “Conducting Ecological Pedagogical Activities”, “Technologies of Environmental Education and Upbringing”, “Methods of Teaching Ecology”, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students' attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students’ environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology. Keywords: ecological literacy, elective courses, environmental upbringing, pre-service biology teachers

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Alimuddin, Alimuddin. "Pengembangan Literasi dalam Pembelajaran Bahasa." Lentera: Jurnal Ilmiah Kependidikan 1 (August 27, 2022): 53–59. http://dx.doi.org/10.33654/iseta.v1i0.1870.

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Literacy and language are two interrelated components. On this basis, language learning can be used as a medium in literacy development at schools, especially in reading and writing skills. Thus, to improve students' literacy performance, literacy-based language learning strategies need to be adopted including 1) building a literacy culture, 2) encouraging School Literacy Movement (GLS), and 3) choosing/implementing the appropriate approach/method. The strategy is a response to a number of findings that become challenges, as well as complex problems related to Indonesia's low student literacy, which ranks 62nd out of 70 countries (PISA, 2019).

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Nagasa, Keno. "International Migrants, Family Literacy and Pact." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 378–92. http://dx.doi.org/10.31686/ijier.vol8.iss5.2353.

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The purpose of this study is to examine the components of a family literacy program that brought international migrants into Primary Classrooms in the Rocky Mountain Region in the US. The literacy program included four components: 1) Children's Education of direct child instruction of literacy and language skills; 2) Adult Education of parent instruction of English as Second Language (ESL); 3) Parent Time of parent education and support group; and 4) Parent and Child Together Time (PACTT), where the parents get to be an interactive part of their child’s classroom with the teacher present. PACTT is a unique opportunity in facilitating cultural integration and parental engagement, while providing participants opportunity to observe first-hand the reality of education in the United States as well as being active ELLs. Drawing on multiple social and educational theories and research, data from interviews, observation, and focus group yielded data that contributes a more inclusive discourse and new knowledge to the educational community regarding international migrants and their dreams and hopes for the success of their children.

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Journal articles on the topic 'Literacy Components'

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