Relevant bibliographies by topics / Literacy experiences

Academic literature on the topic 'Literacy experiences'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Literacy experiences"

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Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (November 10, 2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.

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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (October 26, 2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.

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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.
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Salazar-Reyes, Liliana, and Lizbeth Obdulia Vega-Pérez. "Relationship between Literacy Experiences and Emergent Literacy Skills." Educación y Educadores 16, no. 2 (August 1, 2013): 311–25. http://dx.doi.org/10.5294/edu.2013.16.2.7.

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Koenig, A. J., and C. Farrenkopf. "Essential Experiences to Undergird the Early Development of Literacy." Journal of Visual Impairment & Blindness 91, no. 1 (January 1997): 14–24. http://dx.doi.org/10.1177/0145482x9709100104.

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This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.
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Ryan, Tammy. "Digital Teachers Reshaping Literacy Experiences." Kappa Delta Pi Record 48, no. 2 (April 30, 2012): 92–94. http://dx.doi.org/10.1080/00228958.2012.680390.

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Bruce, Christine Susan. "Workplace experiences of information literacy." International Journal of Information Management 19, no. 1 (February 1999): 33–47. http://dx.doi.org/10.1016/s0268-4012(98)00045-0.

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Perkins, Margaret. "Early experiences of classroom literacy." European Early Childhood Education Research Journal 3, no. 2 (January 1995): 79–90. http://dx.doi.org/10.1080/13502939585207781.

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Yuliani, Yuliani, Kms Husni Thanrin Muhammad, Kms Husni Thanrin Muhammad, and Aprilia Farida. "The Influence of Financial Literacy, Financial Experiences on Investment Planning Behavior." Modern Economic 34, no. 1 (August 30, 2022): 122–31. http://dx.doi.org/10.31521/modecon.v34(2022)-17.

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Abstract. Introduction. Investment planning is an important aspect of financial management, where investment is defined as the use of capital to make money, either through income-generating ways or through riskier enterprises aimed to generate profits. Financial Experiences play an essential role in financial practice, which is the process by which civil servants gain experience through experiences that are sensed individually as a result of environmental stimuli and impart a particular impression. Financial Experiences have a good link with investment planning, Financial Experiences that have a significant and positive impact can encourage civil servants to start paying more attention to their financial experience, allowing them to plan future investments with greater care. Purpose. This research aims to investigate the direct effect of financial literacy and financial experience on investment planning behavior, as well as the indirect effect of financial literacy and financial experience on investment planning behavior, via self-control as an intervening variable, among civil servants in the Palembang City Government Regional Secretariat. Using a sample of 200 civil servants from the Regional Secretariat of Palembang City. Results. Financial Literacy has an effect on self-control, as shown by the results of a data analysis. A positive estimate value indicates that the effect is positive. Financial Experiences have an effect on self-control. Financial Literacy influences the behavior of Palembang City Regional Secretariat Civil Servant investment planning. Conclusions. This study concludes that financial literacy and financial experience have a positive influence on self-control and investment planning behavior, and that financial literacy and financial experience can be mediated by self-control.
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Pollock, Susan. "Literacy difficulties: What are learners’ experiences?" Educational and Child Psychology 36, no. 1 (March 2019): 101–14. http://dx.doi.org/10.53841/bpsecp.2019.36.1.101.

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AimsThe aim of this research was to explore the school experiences of learners identified as having literacy difficulties.RationaleA sizable minority of learners receive additional literacy support during their school career. Poor literacy skills are believed to have an impact on social and emotional wellbeing and future success in life. However, there has been little research which seeks to explore the experiences of learners. Such exploration is likely to support Educational Psychologists to facilitate conversations which provide a more holistic understanding of literacy difficulties.MethodThis research used an exploratory case study methodology. The participatory method of photovoice was used to gather data, with each participants’ experiences of school represented on individual experience boards. These were analysed using thematic analysis.FindingsThere was a surprising lack of photos explicitly about literacy and learning ‘tools’. The student photographers’ work highlighted both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. This indicated an inextricable link between their social and learning experiences.LimitationsThe findings of this research are limited by the small sample size and use of convenience sampling. Participants were in part identified because of their perceived willingness to take part. Furthermore, the participatory nature of the research and degree of student photographer choice may have at times taken the research away from the focus of literacy difficulties.ConclusionsThere are implications for educational psychology practice both in relation to taking a more holistic view of understanding, and also supporting learners with literacy difficulties. The use of ‘photovoice’ to elicit and foreground student views and experiences as part of a consultation, or at a more systemic level, was also highlighted.
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Isidro, Elizabeth, and Laura Teichert. "Towards Socially Just Literacy Teaching in Virtual Spaces." Journal of Curriculum Studies Research 3, no. 1 (June 5, 2021): 21–41. http://dx.doi.org/10.46303/jcsr.2021.6.

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This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservice teachers towards socially just literacy teaching? By engaging in Narrative Inquiry, we unraveled preservice teachers’ experiences in facilitating literacy lessons that combine print-based and multimodal instruction, while learning about the specific tensions and questions that they confronted during the process. We realized that preservice teachers’ virtual teaching experiences develop towards more socially just teaching along the areas of knowledge, interpretive frames, teaching strategies, methods, skills, and advocacy and activism. We further found that this approach is a complex process characterized by the personal, contextual, and relational aspects of teaching.
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Dissertations / Theses on the topic "Literacy experiences"

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Wilton, N., Huili Hong, J. Temaj, Karin Keith, and Edward J. Dwyer. "Encouraging Literacy Through Musical Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/988.

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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.

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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.

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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.
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Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.

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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
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Sumner, Ruth L. "The literacy experiences of Family Island participants in the Bahamian Adult Literacy Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34843.pdf.

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Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.

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Coward-Vaughn, Valerie. "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4915.

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Elementary educators at the urban elementary school in this study struggled with technology-enhanced literacy pedagogy to increase student success. The purpose of this case study was to examine the extent to which educators built relationships between technology and teaching to improve student success. The study was guided by Venkatesh's unified theory of acceptance which was used to examine how educators accept and use technology in literacy instruction. The research questions examined teachers' perceptions of how they can build better relationships with technology and teaching to enhance student literacy success and their perceptions of administrative and district support services to enhance instructional practices. Data collection occurred through interviews of 12 participants at the school under study chosen based on age, gender, teaching experience, and teaching credentials. Information was coded and themes were identified. A result of thematic analysis was generally that ongoing professional development is important and it should be implemented to help classroom educators strengthen those relationships between technology and teaching in the school. The findings also indicated that educators needed more professional development opportunities and time to see more in-house demonstrations of technology incorporated into teaching. A 3-day professional development project was developed that presented opportunities for teachers to collaborate, react to demonstrations, and plan lessons utilizing new ideas learned. This project and findings of the study may allow school leaders to see the benefits of participatory professional development and empower teachers to have increased relationships with technology and literacy instruction to enhance learning for students.
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Weinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development." Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.

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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Collier-Reed, Brandon I. "Pupils' experiences of technology : exploring dimensions of technological literacy." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10295.

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Includes bibliographical references (leaves 155-162).
Technology is the driving force behind much of the change taking place in the world today. Consequently, across society, calls are being made to ensure technological literacy is a meaningful and central part of schooling to adequately prepare pupils to become part of an increasingly technologically driven world. However, studies have shown that large parts of society perceive technology primarily in terms of computers.
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Bellah, Kimberly A. "Elementary teachers' experiences in adopting an Agricultural Literacy Curriculum." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013383.

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Books on the topic "Literacy experiences"

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Seefeldt, Carol. Active experiences for active children: Literacy emerges. Upper Saddle River, N.J: Merrill/Prentice Hall, 2001.

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Early childhood experiences in language arts: Emerging literacy. 6th ed. Albany, N.Y: Delmar Publishers, 1999.

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Early childhood experiences in language arts: Early literacy. 9th ed. Belmont, CA: Wadsworth, 2010.

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Early childhood experiences in language arts: Emerging literacy. 4th ed. [Albany, NY]: Delmar Publishers, 1990.

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Godin, Joanne. Words of promise: Voluntary organizations' experiences with literacy. Ottawa: National Literacy Secretariat, 1991.

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Early childhood experiences in language arts: Emerging literacy. 5th ed. New York: Delmar Publishers, 1995.

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Early childhood experiences in language arts: Early literacy. Belmont, CA: Wadsworth, 2013.

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Oldfather, Penny. Students' perspectives on motivating experiences in literacy learning. Athens, GA: National Reading Research Center, 1993.

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Machado, Jeanne M. Early childhood experiences in language arts: Early literacy. 9th ed. Belmont, CA: Wadsworth, 2010.

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Early childhood experiences in language arts: Early literacy. 8th ed. New York: Thomson Delmar Learning, 2005.

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Book chapters on the topic "Literacy experiences"

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Brejcha, Jan, Cong Wang, Xiaotong Wang, Ziwei Wang, Li Wang, Qing Xu, Cheng Yang, et al. "Financial Literacy in China as an Innovation Opportunity." In Design, User Experience, and Usability: Novel User Experiences, 439–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40355-7_42.

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Cabra-Torres, Fabiola, Gloria Patricia Marciales Vivas, Harold Castañeda-Peña, Jorge Winston Barbosa-Chacón, Leonardo Melo González, and Oscar Gilberto Hernández Salamanca. "Information Literacy and Experiences of University Professors." In SpringerBriefs in Education, 63–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50014-6_5.

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Throndsen, Inger, and Ove Edvard Hatlevik. "Examining Gender Differences in ICT Literacy, Interest, and Use." In Digital Expectations and Experiences in Education, 221–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-648-4_13.

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Hiebert, Elfrieda H. "Young Children’s Literacy Experiences in Home and School." In Recent Research in Psychology, 33–55. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-4376-2_2.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Early Literacy Experiences for Precocious and Emerging Readers." In Best Practices In Gifted Education, 49–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-8.

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Northrop, Laura. "Cumulative Disadvantage: Differential Experiences of Students with Reading Difficulties." In How Education Policy Shapes Literacy Instruction, 121–37. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08510-9_5.

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Kaur, Sheena, Prasana Rosaline Fernandez, and Ali Jalalian Daghigh. "International students and learning experiences in higher education." In COVID-19, Education, and Literacy in Malaysia, 2–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003182733-02.

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Siiman, Leo A., Carlos Manuel Pacheco Cortés, and Margus Pedaste. "Digital Literacy for All Through Integrative STEM." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 119–27. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_12.

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Watkins, Jerry, and Angelina Russo. "Developing Communities and Collections with New Media and Information Literacy." In Digital Libraries: Implementing Strategies and Sharing Experiences, 390–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11599517_46.

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Katunich, John. "Promoting Sustainability Literacy Through Immersion Abroad Experiences for Teachers." In Redefining Teaching Competence through Immersive Programs, 235–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24788-1_9.

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Conference papers on the topic "Literacy experiences"

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Ciochina, Ingrid Cezarina-Elena, and Daniel Mara. "MEDIA LITERACY – ROMANIAN EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0930.

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Neilson, I., Chris Tweed, and Stavros Vergopoulos. "Computer Literacy and Architectural Education." In eCAADe 1991: Experiences with CAAD in Education and Practice. eCAADe, 1991. http://dx.doi.org/10.52842/conf.ecaade.1991.x.g6h.

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Hassad, Rossi. "Variability in the teaching of statistical literacy: a case of pedagogical dissonance?" In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15320.

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Statistics education is a fast evolving discipline, and major advances have been made over the past two decades regarding reform of the introductory statistics course. There is now growing consensus that the introductory statistics course should seek to develop statistical literacy. The objective of this pilot study was to explore and describe self-reports of course learning outcomes and assessment strategies, as well as the extent to which instructors of introductory statistics at the college level emphasize statistical literacy. The results revealed that for a considerable proportion of instructors, what they think they are teaching is at variance with what and how they teach. If this gap is not addressed, it will quite likely result in students not being adequately prepared in statistical literacy, as well as misrepresentation of the type and quality of instruction. This gap or conflict between what instructors think they do and what they actually do, can be viewed as pedagogical dissonance, which can be attributed to a multiplicity of factors, addressed herein.
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Bilgin, Ayse, Carmel Coady, Joanne Mulligan, Vincent Geiger, Michael Cavanagh, Peter Petocz, and Liz Date-Huxtable. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.

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Opening Real Science (ORS) is an Australian Government funded project in which leading teacher educators, scientists, mathematicians, statisticians and ICT designers are collaborating to develop online modules for implementation in teacher education programs, aimed at building the competence and confidence teachers need to inspire their students. This paper documents the development of a Statistical Literacy module for Primary Teachers (SL-P). The project’s approach focusses on real life applications of statistics that students are genuinely interested in, coupled with scaffolding applications of digital technologies. An enquiry-based model supports the design of learning activities, which include appropriate resources to support individual and peer learning. Trials of the module will provide feedback on the effectiveness of the SL-P module in terms of student engagement and development of statistical literacy. The outcomes of the study will provide direction for re-shaping teacher education programs and professional learning to include statistical literacy as a core component.
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Bagalkot, Naveen, Nervo Verdezoto, Anushri Ghode, Shipra Purohit, Lakshmi Murthy, Nicola Mackintosh, and Paula Griffiths. "Beyond Health Literacy: Navigating Boundaries and Relationships During High-risk Pregnancies." In NordiCHI '20: Shaping Experiences, Shaping Society. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419249.3420126.

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Amaral, Inês, Rita Basílio Simões, and Sílvio Santos. "TRANSMEDIA STORYTELLING AND MEDIA LITERACY: LEARNING THROUGH HYBRID EXPERIENCES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1527.

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Powell, Rebecca. "Integrating Literacy and Social Studies: A Fifth-Grade Teacher's Experiences." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445093.

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Pickard, Amy. "Showing Progress: Adult Literacy Students' Experiences of Accountability-Driven Practice." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439184.

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Spence, Lucy. "Meaningful Classroom Literacy Experiences for Rural African American Secondary Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680054.

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Tejero Hughes, Marie, and Gina Braun. "ENHANCING PRESERVICE SPECIAL EDUCATORS' LITERACY INSTRUCTION THROUGH EXPERIENTIAL LEARNING EXPERIENCES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0093.

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Reports on the topic "Literacy experiences"

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Lusardi, Annamaria, and Peter Tufano. Debt Literacy, Financial Experiences, and Overindebtedness. Cambridge, MA: National Bureau of Economic Research, March 2009. http://dx.doi.org/10.3386/w14808.

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Vesga Pérez, O. Media literacy, through audiovisual production: three Colombian experiences. Revista Latina de Comunicación Social, September 2019. http://dx.doi.org/10.4185/rlcs-2019-1393en.

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

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Krylova-Grek, Yulia, and Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, January 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show that the learning outcomes achieved during the community-centered archives workshop exceeded those achieved during the traditional primary literacy workshop. These findings suggest incorporating more inclusive histories into workshops and discussing the importance of representation in archives improves the student learning outcomes. When students “see themselves” represented in archives, they experience an affective response that impacts how and what they learn through primary source literacy workshops.
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Frisancho, Verónica, Alejandro Herrera, and Silvia Prina. Can a Budget Recording Tool Teach Financial Skills to Youth?: Experimental Evidence from a Financial Diaries Study. Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003691.

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We study the impact of a mobile app to record daily financial transactions, coupled with enumerator monitoring visits every two weeks, on youths' investment in financial literacy and financial behavior. The treatment led to a positive and statistically significant effect on financial literacy scores and greater awareness of market prices. Youth in the treatment group experienced significant improvements in access to credit. These effects persist eight months after the intervention is over.
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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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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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