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Journal articles on the topic 'Literacy support program'
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Besseah, Bernard, Daisy Achiro, Joseph Mhando, and Sadiat Adetoro Salau. "Embedding digital and research-literacy support program into postgraduate studies curriculum." Library Review 66, no. 8/9 (November 7, 2017): 586–94. http://dx.doi.org/10.1108/lr-02-2017-0012.
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Purpose This viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions. Design/methodology/approach The paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions. Findings Information literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs. Research limitations/implications The course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study. Originality/value The proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.
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Waldbart, Adria, Barbara Meyers, and Joel Meyers. "Invitations to Families in an Early Literacy Support Program." Reading Teacher 59, no. 8 (May 2006): 774–85. http://dx.doi.org/10.1598/rt.59.8.5.
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Fitriah, Nurlaeli. "Manajemen Pengembangan Kultur Literasi di MTs Negeri Kota Batu." J-MPI (Jurnal Manajemen Pendidikan Islam) 3, no. 2 (December 28, 2018): 63. http://dx.doi.org/10.18860/jmpi.v3i2.6454.
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<em>Literacy is identified with reading and writing activities. With the passage of time literacy activities not only read and write. Literacy is defined as the ability to support, challenge, create, communicate and count using printed material and writing related to various contexts. Literacy that supports learning is literacy that allows individuals to achieve what they want to know, develop their knowledge and talents and support their participation in the community. This study aims to describe the management of the development of literacy culture, the implementation of the development of a culture of literacy and the evaluation of literacy culture development programs in MTs Negeri Kota Batu. This research uses qualitative with descriptive research types. The data sources used are primary and secondary. Data analysis used the Miles and Huberman analysis models. The results show the management carried out by the MTs Negeri Kota Batu under the coordination of the kepala madrasah and supported by the deputy of kepala madrasah in the fields of curriculum, infrastructure, public relations and financing. Not only that, for the success of the school management program, it also involves the madrasah committee. The implementation of the program in the form of habituating the dhuha prayer and reading Al-Qur’an, the habit of silent reading before learning, holding reading corners, programming the language of the month, and scientific writing training for teacher in collaboration with universities in Malang. Program evaluation carried out by the madrasah management is still anticipatory action. Its consideration is that the program is just implemented.</em>
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Samson, Sue, and Kimberly Swanson. "Support your staff employees: they support the academy." Reference Services Review 42, no. 1 (February 4, 2014): 165–80. http://dx.doi.org/10.1108/rsr-03-2013-0017.
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Purpose – The aim of this paper was to serve both as an informational tool identifying library services and resources and as a mechanism to gather input from campus staff to inform outreach services. Design/methodology/approach – Surveys were distributed to all non-faculty and non-administrative support staff. Questions included direct choice and open-ended responses in four categories: demographics; general library use; information needs; and student interactions. Findings – The results confirm that knowledge and awareness of the library can empower staff employees and that support staff are eager to learn about and use library resources and services. The results give guidance to liaison librarians to facilitate an effective outreach program to improve the ability of support staff to do their work and to share information with the students and faculty with whom they come into contact. Research limitations/implications – While these survey findings cannot be extrapolated to all academic settings, they build on similar research and authenticate the significance of library outreach to academic support staff. Practical implications – Enormous potential exists in adapting these survey findings to expand information literacy programs across the academy. Originality/value – Academic support staff are a frequently untapped user group whose information needs are essential to the academy. This case study highlights the value of staff outreach within the context of extending the Library Instruction Program by enhancing the information literacy skills of personnel who are in frequent contact with students and faculty across the campus.
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Wulandari, Patricia. "Guidance on Writing Literary Works for Students as Support for The School Literacy Movement." Indonesian Community Empowerment Journal 1, no. 1 (March 19, 2021): 18–22. http://dx.doi.org/10.37275/icejournal.v1i1.5.
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Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.
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Moffatt, Lyndsay. "Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time." Language and Literacy 18, no. 3 (July 26, 2017): 89. http://dx.doi.org/10.20360/g2rc84.
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While recent research has documented a myriad of benefits to school gardening and food programs, many educators and administrators voice concerns that such programs detract from the provincially mandated curriculum and few researchers have investigated how school gardening and food programs may support language and literacy curriculum expectations. Using a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program may help support mandated language and literacy curriculum. Analysis suggests the children involved in the program practiced important oral language skills, such as asking questions and expressing experiences with their garden buddies at a high frequency.
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Erdamar, Fatih Selim, and Burhan Akpunar. "Analysis of Classroom Teachers' Perceptions of Curriculum Literacy." Journal of Education and Training Studies 8, no. 3 (January 2, 2020): 21. http://dx.doi.org/10.11114/jets.v8i3.4619.
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The aim of this study is to analyze classroom teachers' perceptions of curriculum literacy according to various variables. The research based on screening model was conducted with 416 classroom teachers. The data were collected with the curriculum literary scale, which was valid and reliable. Data collected with four-dimensional scale were analyzed with descriptive statistical techniques. As a result of analyses, it was determined that literacy perceptions of the classroom teachers participating in the research were medium level in terms of sub-dimension of program elements. In this dimension, the highest perception is about measurement-evaluation and the lowest perception level is about the program perspective. In-service and post-graduate teachers have higher perceptions of literacy in the sub-dimension of curriculum elements. In the research, classroom teachers' perception of curriculum literacy is quite high in the sub-dimension of program implementation. Classroom teachers totally agree that parents, the internet, auxiliary resources, colleagues, textbook and school management support are respectively important in order to implement the curriculum; While female teachers find parental support more important in the implementation of the curriculum; the perceptions of teachers who are classroom teachers on internet support are more positive. In the sub-dimension of the program development and philosophy in the research, classroom teachers' perceptions of program philosophy in general are at medium level. Teachers receiving in-service training and those who are classroom teachers have higher perceptions of program philosophy. In this dimension, classroom teachers' perception of having knowledge about the epistemological bases of the program and the development stages of the program is low. Male teachers and teachers receiving in-service training have a higher perception of the development stages of the program. In this study, the perceptions of classroom teachers were moderate in the scale of program literacy training need. Perceptions of classroom teachers about their expectation from MoNE and their obligation to develop themselves are moderate.
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Laksono, Bayu Adi, Supriyono ., and Sri Wahyuni. "AN INVESTIGATION OF LOCAL WISDOM TO SUPPORT ADULT LITERACY PROGRAM." PEOPLE: International Journal of Social Sciences 4, no. 2 (September 18, 2018): 1320–36. http://dx.doi.org/10.20319/pijss.2018.42.13201336.
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Englert, Carol Sue, Art Garmon, Troy Mariage, Mary Rozendal, Kathi Tarrant, and Joyce Urba. "The Early Literacy Project: Connecting across the Literacy Curriculum." Learning Disability Quarterly 18, no. 4 (November 1995): 253–75. http://dx.doi.org/10.2307/1511233.
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Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups of learners: students of control teachers, students of first-year teachers, and students of second-year teachers. The results clearly indicated the effects of the integrated literacy program on students' reading and writing performance, especially the students of the most experienced teachers. Possible explanations for these findings are discussed.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.
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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
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Whitver, Sara Maurice. "Using information literacy to support teaching practicum students." Reference Services Review 45, no. 2 (June 12, 2017): 166–78. http://dx.doi.org/10.1108/rsr-10-2016-0061.
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Purpose Library literature is filled with studies that lament the challenges of the faculty–librarian relationship. While many examples of productive collaborations can be found in recent literature, librarians still find it challenging on the local level to reshape old perceptions of the role of the librarian. This purpose of this paper is to suggest that by building relationships with graduate student teachers during their first semester of teaching, many of those challenges can be reversed. Design/methodology/approach The author describes her work with a writing program teaching practicum, a 1-h course for graduate students in the department of English who are engaged in teaching for the first time. Findings This paper offers a model for building collaborative relationships with graduate students who are first-time teachers of writing to support the development of information literacy in their teaching practices. Using the community-building principles of Writing Across the Disciplines and the collaboration initiatives referenced in writing program literature, librarians can establish peer relationships with first-time teachers, which can have long-lasting effects on faculty–librarian relationships, as those teachers continue to teach throughout their career. Originality/value Many articles exist that talk about faculty–librarian collaborations, but virtually none have explored the role of librarian collaborations with first-time teachers or, by extension, with graduate student teachers in general. This paper offers one model for establishing a productive role for the librarian within first-year writing courses while also empowering first-time teachers to successfully design and implement researched writing assignments.
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Begley, Andrea, Ellen Paynter, Lucy Butcher, Vanessa Bobongie, and Satvinder S. Dhaliwal. "Identifying Who Improves or Maintains Their Food Literacy Behaviours after Completing an Adult Program." International Journal of Environmental Research and Public Health 17, no. 12 (June 21, 2020): 4462. http://dx.doi.org/10.3390/ijerph17124462.
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Food Sensations for Adults is a free four-week nutrition and cooking program that teaches low- to middle-income individuals food literacy. This research aimed to compare demographic characteristics of participants who completed the program’s follow-up questionnaire three months after program completion and assess whether food literacy and dietary behaviour changes were improved or maintained. Statistical analysis methods used factor scores of the plan and manage, selection, and preparation domains to examine mean self-reported changes in food literacy. Tertile stratification methods calculated changes in participants who had low, middle, and high end-of-program food literacy scores, and multivariable regression analysis explored the associations. The follow-up results (n = 621) demonstrated a statistically significant factor score increase in plan and manage (3%) and selection (7.2%) domain scores, and a decrease in the preparation score (3.1%), and serves of consumed vegetables (7.9%), but were still significantly higher than at the start of the program. At follow-up, participants with low food literacy at the program end significantly improved their follow-up domain scores for plan and manage (60%) and selection (73.3%), and participants with moderate or high food literacy at the program end maintained their follow-up scores. A food literacy program can support adults to improve and maintain their food literacy behaviours and maintain dietary behaviour change; therefore, strategies to support this continued change must be considered.
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RYAN, T. A., and KIMBERLY A. McCABE. "Mandatory Versus Voluntary Prison Education and Academic Achievement." Prison Journal 74, no. 4 (December 1994): 450–61. http://dx.doi.org/10.1177/0032855594074004005.
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A retrospective study was designed using 1990-1991 educational records from the South Carolina Department of Juvenile Justice. The sample consisted of 100% of the participants enrolled in the prison literacy program. The study was designed to test the following hypothesis: An association does exist between the method of participation (mandatory or voluntary) in a prison literacy program and academic achievement. The independent variables of sex, race, age, education level, IQ, and type of participant (mandatory or voluntary) were controlled. Adjusted odds ratios were used to show the relationship between the independent variables and voluntary participation. Multiple logistic regression was used as the model-building procedure to calculate the odds ratio along with the 95% confidence interval for the association between voluntary participation and academic achievement in a prison literacy program. Results failed to indicate significant differences in academic achievement when participants in the program were there voluntarily or because of official mandates. The findings of this study support mandatory literacy programs in the prison system.
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Mawhirt, Abigail Gourlay. "Dundee College’s Literacy Information Skills Project." Library and Information Research 37, no. 114 (May 10, 2013): 23–28. http://dx.doi.org/10.29173/lirg564.
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In 2009, Dundee College libraries had no formal literacy skills program despite having trained library staff with a variety of abilities and backgrounds. At the same time, the curriculum manager for Special Programs was keen to improve the information and digital literacy skills of specific groups within this area, but was unsure where to find support. Through open discussion with the library team, the possibility of using specialist library skills to develop an information literacy program was considered, with the official launch of the Literacy Information Skills project in the same year.
The project has been very successful in both discrete areas and across the student population. The development of materials for the course has provided a bank of information literacy materials for the College and led to the development of further sessions on a variety of study and soft skills. Outcomes of the project have included both improved literacy skills and improved confidence and social skills.
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Perin, Jodi. "Participatory Community Mapping in a Family Literacy Program." Practicing Anthropology 29, no. 4 (September 1, 2007): 19–23. http://dx.doi.org/10.17730/praa.29.4.u032u3p2p106033x.
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In this article, I describe and reflect on the lessons learned from developing and implementing an outreach project focusing on science education and participatory mapping with adult education students, primarily immigrants from northern Mexico. As a graduate student at the University of Arizona's Department of Anthropology, with support from a NASA Space Grant Fellowship, I developed and implemented this project between August 2004 and August 2006 in southern Arizona. Due to the demographics of this area, the majority of the students with whom I worked were immigrants from the Mexican state of Sonora, which borders Arizona (see Figure 1 below).
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Glover, John. "Information Literacy and Instruction: Embedding Information Literacy in an MFA Novel Workshop." Reference & User Services Quarterly 55, no. 4 (July 1, 2016): 273. http://dx.doi.org/10.5860/rusq.55n4.273.
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The rise of graduate creative writing programs in the United States during the twentieth century has been well documented. Less well documented is their connection with academic libraries, particularly in terms of their students’ acquisition of research skills. When I was asked by a faculty member to provide in-depth support for the MFA novel writing workshop at Virginia Commonwealth University (VCU), there were a few articles treating this topic, a few references in creative writing pedagogy books, and a couple suggestive course titles listed in MFA program curricula. In 2012–13, I served as the embedded librarian in this year-long workshop. In that role, I worked with the faculty member to develop assignments that helped students to incorporate research into their fiction-writing practice, met with students for two lengthy research workshops, and subsequently met with students individually as their research deepened.
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Kerr, Stephen T. "Soviet Applications of Microcomputers in Education: Developments in Research and Practice during the Gorbachev Era." Journal of Educational Computing Research 3, no. 1 (February 1987): 1–17. http://dx.doi.org/10.2190/n4x4-arep-0m44-ef12.
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In 1985, the USSR inaugurated a major program to teach computer literacy to all secondary school students in the country. That program is discussed here first in light of several trends in Soviet education during the past twenty years; the courses and resources which support the program are then characterized, and the system of hardware and software development that supports the effort is described. Some research directions that are related to the program are then discussed. These include: a broad attempt to use computing to encourage the development of a variety of cognitive functions; a series of efforts intended to link research in pedagogy to the design of computerized instructional programs; and, as an example of the latter, a specific project to design intelligent computer-based tutoring systems. Finally, the likelihood of success for the program is assessed in the context of limited resources, limited goals, and centralized control. Soviet educators probably have a good chance to add computer literacy to the curriculum, but in a narrower sense than the way that subject is commonly conceived in the West.
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Rohani, Rohani. "PENERAPAN GERAKAN LITERASI SEKOLAH PADA PEMBELAJARAN BAHASA INDONESIA DI SD NEGERI COT LHEUE RHENG." Jurnal Sains Riset 9, no. 1 (March 18, 2019): 43–50. http://dx.doi.org/10.47647/jsr.v9i1.49.
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The purpose of this study was to describe the implementation of the school literacy movement program in Cot Lheue Rheng Elementary School through Indonesian language lessons by utilizing the potential of local culture. This study uses descriptive qualitative. The data collection techniques are observation and interview. The results of this study can be described that of the 5 steps in the stage of habituation of the school literacy movement in Cot Lheue Rheng Elementary School, not all steps can be taken to the full. Second, the implementation of the school literacy movement is limited to activities in the classroom. Third, the Neighborhood does not fully support this school literacy Movement program so the Environment does not provide source text as a reading. Fourth, the selection of reading books only through textbooks and assessment of community involvement has not been carried out optimally to support the school literacy movement program.
Keywords: Implementation, GLS, culture, Indonesia language
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Burnaby, Barbara. "Adult Literacy Issues in Canada." Annual Review of Applied Linguistics 12 (March 1991): 156–71. http://dx.doi.org/10.1017/s0267190500002208.
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This chapter concerns adult literacy issues in Canada—adults being defined as people fifteen years or older and out of school—and focuses primarily on adults who are not (or are barely) literate in any language. Until the mid-1980s, educational support for adults who wished to develop or improve their literacy skills up to about the grade eight level was almost entirely a charitable endeavor. People with low literacy skills were perceived to be a marginal group consisting of elderly people who had not had the chance to go to school, people with disabilities who were considered to be untrainable, certain immigrant populations, and people who had failed in the school system through some individual weakness. In 1985, in the midst of national concerns about the productivity of the country's labor force, the government of Ontario launched a program of funding for three explicit purposes: 1) to assist literacy programs for adult learners, 2) to support literacy organizations, and 3) to fund a small amount of community based research on adult literacy. The federal government followed suit in 1986, establishing the National Literacy Secretariat in the Department of the Secretary of State for Canada.
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De Moor, Lieven, and Lindsey Verschetze. "Student Teachers’ Capacity and Willingness to Teach Financial Literacy in Flanders." Journal of Financial Counseling and Planning 28, no. 2 (2017): 313–21. http://dx.doi.org/10.1891/1052-3073.28.2.313.
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The purpose of this article is to assess the student teachers’ capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions to the program can improve student teachers’ capacity and increase their willingness to teach for financial literacy. Moreover, student teachers support such reforms. Thus, policymakers and researchers can use this article as a guideline for revising teacher education programs with respect to financial education.
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Sulistyo, Andri. "EVALUASI PROGRAM BUDAYA MEMBACA DI SEKOLAH DASAR NEGERI." Kelola: Jurnal Manajemen Pendidikan 4, no. 1 (June 29, 2017): 48. http://dx.doi.org/10.24246/j.jk.2017.v4.i1.p48-58.
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<p><em>The purpose of this study is to evaluate implementation of literacy program in Public Elementary School Tengaran (SD N Tengaran), District of Semarang. Evaluation using CIPP model. Data collection through interview, documentation, and observation with triangulation technique. The data is analyzed by description, reduction, data display and data verification. The result shows that from context aspect, students in Public Elementary School Tengaran (SD N Tengaran) need this literacy program; in input aspect, this program has answered the needs of students with support by human resources, infrastructure, budget, schedule and adequate working mechanisms; process aspect, the implementation is implemented according to plan, although there were obstacles in routine activities such as teacher’s and student’s low consistency as well as poor support from parents; and in product aspect, the result of literacy program is 90% of students have read fluently, 60% of students are confidence to do presentation, 66% of students are able to make bulletin board independently, 66% of students are able to write resume independently, 90% of students actively write their personal experience in the diary, one of 65 students passed the selection to the district level in reading poetry competition, and one student passed and get third place in speech competition in sub-district level. Based on the findings, literacy program should be continued but need improvement.</em></p>
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Sujarwo, Sujarwo, Erma Kusumawardani, Tristanti Tristanti, and Fitta Ummaya Santi. "Women Strengthening Through Information Technology Literacy in Tourist Village." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 112–18. http://dx.doi.org/10.15294/jne.v7i1.29277.
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Women have positive potentials that support their strategic role in development. This research aims to analysis implementing information technology literacy model guidelines in empowering women through community-based education and how increasing the knowledge, skills, and awareness of women in managing the productive potential of information technology-based environments. By the research and development method or Research & Development, this research tries to produce a product and test the effectiveness of the product in accordance with development goals. Women's empowerment activities through information technology including providing information technology-based entrepreneurship motivation, forming business groups, training in information technology-based business management, managing businesses and assisting business groups. Data was collected using the method of observation and interview. The collected data were analyzed with qualitative descriptive. The findings of the study are; 1) implementation program which includes: a. preparation for program implementation which includes program socialization, selection of participants, program objectives, materials, strategies, media, teaching materials, assessment, b. implementation of programs, providing information technology-based entrepreneurship, information technology-based business management training, managing businesses and assisting business groups, c. evaluating the implementation of the program by making direct observations during the process, 2) increasing the knowledge of the culinary group.
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Dumont, Catherine, Lucy M. Butcher, Frances Foulkes-Taylor, Anna Bird, and Andrea Begley. "Effectiveness of Foodbank Western Australia’s Food Sensations® for Adults Food Literacy Program in Regional Australia." International Journal of Environmental Research and Public Health 18, no. 17 (August 25, 2021): 8920. http://dx.doi.org/10.3390/ijerph18178920.
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Background: Food Sensations for Adults, funded by the Western Australian Department of Health, is a four-week nutrition education program focused on food literacy, with demonstrated success amongst Western Australians. In the last two years, 25% of programs have been in regional and remote areas and therefore the aim of this research is to explore the impact of the program in regional areas. Methods: Participants answered validated pre- and post-questionnaires to assess change in food literacy behaviours (2016–2018). Results: Regional participants (n = 451) were more likely to live in low income areas, have lower education levels, and identify as Aboriginal, than metropolitan participants (n = 1398). Regional participants had statistically significantly higher food literacy behaviours in the plan and manage and preparation domains, and lower selection behaviours at baseline than metropolitan participants. Post program, regional participants showed matched improvements with metropolitan participants in the plan and manage, and preparation domains. Food selection behaviour results increased in both groups but were significantly higher in regional participants. Conclusions: The program demonstrates effective behaviour change in all participants; however, the increased disadvantage experienced by people residing outside of major cities highlights the need for additional government support in addressing regional specific barriers, such as higher food costs, to ensure participants gain maximum benefit from future food literacy programs.
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Mahdi, Reza. "Strengthening Community Economy Inclusively through Literacy for Prosperity." Journal of Indonesia Sustainable Development Planning 1, no. 2 (August 29, 2020): 160–76. http://dx.doi.org/10.46456/jisdep.v1i2.62.
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The term literacy continues to evolve from time to time according to the conditions of a society. At first, UNESCO in 1997 concluded that literacy is the ability to identify, understand, interpret, communicate, and count using printed or other materials, but the meaning of literacy is much more than that, which in the end a literate community can produce something that is beneficial to individuals or society. Therefore, the prosperity of a society can be seen from the number of literate people. National Library of Indonesia has recorded it in the concept of literacy for prosperity in the Social Inclusion-Based Library Transformation program. One of the programs carried out is for the prosperity of the literacy-based economic community that also aims to support SDGs. Until now, the National Library of Indonesia has succeeded in bringing about a positive impact on the community's economy with the concept of as well as support for SDGs. In the future, there are still many things that must be researched by the National Library of the Republic of Indonesia regarding literacy for inclusive prosperity.
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Judge, Katherine, and Sam Fazio. "Development of an Innovative Financial Literacy and Preparedness Program for Family Caregivers." Innovation in Aging 4, Supplement_1 (December 1, 2020): 357. http://dx.doi.org/10.1093/geroni/igaa057.1148.
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Abstract Informal caregivers provide the bulk of daily care and assistance to older adults needing help. Tasks range from assisting with transportation, coordinating care and appointments, household tasks, emotional and social support, and personal care. Caregivers also assist with financial care-related issues. This assistance ranges from helping pay bills, making health-care decisions, to paying out-of-pocket care expenses. Research on financial care-related issues greatly lags behind other areas of caregiving. Additionally, few programs have been developed that specifically address these financial issues and how best to provide timely and personalized information for families. The following poster will present an innovative program that addresses these gaps within the literature and fills the void facing families in navigating key financial care-related decisions. Funded by the Administration on Community Living, the evidence-informed program was developed based on findings from a comprehensive literature review, an environmental scan, market analysis, and feedback from focus groups. The program includes educational information, skills-training, and resources for caregivers across the following content areas: Introduction to Costs of Caregiving, Benefits of Early Planning, Avoiding Financial Abuse and Fraud, Conversations about Finances, Assessing Financial Needs, Creating Action Plans, and Finding Financial Support. The program also addresses specific financial needs facing caregivers of individuals with Alzheimer’s disease and related dementias. Discussion will highlight key aspects of the program, including the standardized yet flexible and tailored approach for addressing families’ specific financial care-related needs, along with next steps in program implementation and evaluation.
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Korosidou, Eleni, Eleni Griva, and Olena Pavlenko. "Parental Involvement in a Program for Preschoolers Learning a Foreign Language." International Journal of Research in Education and Science 7, no. 1 (December 13, 2020): 112. http://dx.doi.org/10.46328/ijres.1219.
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The role of parental involvement in the sense of home-based or school-based programs for supporting children’s early literacy development and education in the Greek state school context has not been well established. The ‘PIECE’ (Parental Involvement for the Engagement, Cooperation and Empowerment) program is a novel inclusion program implemented for a school year in a kindergarten in Northern Greece, which aims at enhancing parental involvement in a preschool foreign language learning setting. It targeted parents by including both school and home components with the ultimate purpose to support their role in improving preschoolers’ early foreign language (FL) literacy. This type of involvement was operationalized as partnership among the researchers, the school and the parents. More specifically, they were involved in school activities and meetings, while they also spent quality time with their children at home doing activities and utilizing digital educational materials to support preschoolers’ learning. The results obtained from questionnaires distributed to parents, the teacher/researcher’s journal and the focus group discussions indicated the importance of “parental” involvement for effective FL learning in the early years. Concluding, the findings suggest that parental involvement in early language learning projects contributes to the enhancement of young children’s oracy and literacy skills.
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Wilson, Carolyn. "Media and Information Literacy: Pedagogy and Possibilities." Comunicar 20, no. 39 (October 1, 2012): 15–24. http://dx.doi.org/10.3916/c39-2012-02-01.
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This paper will present an overview of UNESCO’s Media and Information Literacy (MIL) Curriculum for Teachers. This overview includes an exploration of key program areas for trainers in order to teach key issues related to MIL and the competences needed for developing programs. These program areas include: a conceptual and organizational framework; production and use of information; media texts and information sources; evaluation and analysis; media audiences; democratic discourse and social participation; approaches for curriculum adaptation, and pedagogical approaches for the classroom (textual analysis, contextual analysis, case study, translation, simulation and production). After introducing these key areas of the program, the paper will conclude by offering recommendations for the successful development, adaptation and implementation of MIL Programs. Main recommendations are: curriculums leaders have to be available for training, support and consultation, promotion of teachers network who are implementing MIL initiatives, inclusion in official papers of educational curriculums, analyzing needs of the students before implementing modules of the curriculum, facilitating online resources for teachers, professionalizing MIL teachers, promoting collaboration between community members (family, teachers, students, other stakeholders), and finally research to identify best practices and new trends to be developed. Este artículo presenta una visión general del Currículum UNESCO de Alfabetización Mediática e Informacional (MIL) para profesores, mostrando las áreas clave y temas relevantes del programa, así como las competencias necesarias para desarrollar estrategias didácticas de alfabetización mediática. Las áreas incluyen: un marco conceptual y organizativo; producción y uso de la información; textos mediáticos y fuentes de información; su evaluación y análisis; audiencias mediáticas; debate y participación social; los modelos de adaptación del currículum, y los modelos pedagógicos a utilizar en el aula (análisis de texto, análisis del contexto, estudios de caso, traducción, simulación y producción). Una vez presentadas las áreas clave del programa, se presenta una serie de recomendaciones para el desarrollo, adaptación e implementación del Currículum UNESCO con éxito. Así se destaca que la importancia de la formación de los líderes; la importancia de los soportes y el asesoramiento; la promoción de redes de profesores implicados; inclusión de la alfabetización en los documentos oficiales educativos; el análisis de las necesidades de los estudiantes antes de la implementación de los módulos en el currículum; la urgencia de facilitar recursos on-line al profesorado; de profesionalizar el profesorado; de promover la colaboración entre los miembros de la comunidad (familias, profesorado, estudiantes, y otros agentes), y finalmente promover la investigación en alfabetización mediática para identificar las mejores prácticas y las nuevas tendencias en el campo de estudio.
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Maldoni, Anna M., and Emmaline L. Lear. "A decade of embedding: Where are we now?" Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 5–25. http://dx.doi.org/10.53761/1.13.3.2.
Full textAbstract:
Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.
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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.
Full textAbstract:
Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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Yanti, Gusti, and Suyatno Suyatno. "PENERAPAN PROGRAM PEMBELAJARAN SHOW AND TELL DALAM GERAKAN LITERASI SEKOLAH DI SD MUHAMMADIYAH CONDONGCATUR." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 3 (April 1, 2019): 191. http://dx.doi.org/10.12928/fundadikdas.v1i3.666.
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This study aims to describe 1) the urgency of thelearning program show and tell in the literacy movement at SD Muhammadiyah Condongcatur; 2) the application oflearning programs show and tell in the literacy movement at SD Muhammadiyah Condongcatur; 3) supporting and inhibiting factors for thelearning program show and tell in the literacy movement at SD Muhammadiyah Condongcatur.This type of research uses qualitative descriptive research. This research is the vice principal, teachers, students, and library officers. Data collection uses triangulation techniques and sources. The data analysis techniques use Model Miles and Huberman.The results of the study can be summarized as follows. 1) The urgency of thelearning program show and tell in the literacy movement at SD Muhammadiyah Condongcatur is very important students due tolearning show and tell train students to understand what information is read, then convey, have information to make products, add insight, share information, and train self-confidence. 2) Application oflearning show and tell through 3 stages, namely planning, implementation, and evaluation. 3) Factors supporting learninghow and tell, among others, principals support the success oflearning programs show and tell, competent subject teachers, and enthusiasm in implementinglearning programs show and tell, schools provide adequate facilities and infrastructure, students are active subjects inlearning show and tell. The inhibiting learning show and tell factor include lack of time, with teacher supervision and there is no readiness of students when they turn to show and tell.
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Auerbach, Elsa Roberts. "Toward a Social-Contextual Approach to Family Literacy." Harvard Educational Review 59, no. 2 (July 1, 1989): 165–82. http://dx.doi.org/10.17763/haer.59.2.h23731364l283156.
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The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.
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Cooper, James. "Embedding Literacy in Indigenous Education Through Assisant Teachers: Lessons from the National Accelerated Literacy Program." Australian Journal of Indigenous Education 37, no. 1 (2008): 120–29. http://dx.doi.org/10.1017/s1326011100016161.
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AbstractThis paper addresses the potential importance of assistant teachers in confronting the challenges of Indigenous literacy education. A discussion is raised with reference to a range of relevant literature, while reflections drawn from the author's involvement in evaluating the National Accelerated Literacy Program (NALP) in the Northern Territory are used to highlight an urgent need and vital opportunity to support assistant teachers – as mainstay figures in Indigenous education – in becoming “wellsprings” of literate practice and principled pedagogy. An overview of Accelerated Literacy methodology and the NALP is provided as a framework for considering how to embed strong literate practices and principled pedagogy in remote Indigenous communities through the provision of empowering professional development to Indigenous assistant teachers: facilitating for them a genuine and qualified status as literacy educators. The prospects and challenges of pursuing such an opportunity, in the context of NALP, are likewise considered.
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Malabar, Sayama, Salam Salam, and Jafar Lantowa. "Pemberdayaan Perpustakaan Desa melalui Implementasi Gerakan Nasional Gemar Membaca di Kecamatan Suwawa Kabupaten Bone Bolango." Jurnal Sibermas (Sinergi Pemberdayaan Masyarakat) 8, no. 1 (March 29, 2019): 43–62. http://dx.doi.org/10.37905/sibermas.v8i1.7789.
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The Village Project Program –Independent Campus aims to empower libraries by implementing the national reading movement. This program is implemented through education and training, mentoring, service, and guidance, which are expected to be sustainable through the awareness of related parties, especially the government and regional libraries. These parties are expected to pay attention to village library facilities and infrastructure that can realize the national reading movement program.Besides, to support the national reading movement, the program is also directed at forming literacy communities, literacy lodges, and reading parks in Bone Bolango.The Freedom to Learn - Independent Campus Community Service Program with the theme "Empowerment of Village Libraries through the Implementation of the National Reading Movement" is implemented by prioritizing the principle of empowering local communities with the primary objective of program sustainability and public awareness of the importance of literacy. Therefore, after the Freedomto Learn – Independent Campus Community Service Program is completed, the community, especially the Youth Organization, can continue the program that has been run independently through the Subdistrict Literacy Community forum.Villages need to empower their assets both in terms of human resources and management of the sources of funds used. The focus of empowerment is to improve the community's quality in the literacy skills sector and a better institutional administration system in encouraging the development of reading culture programs.Reading culture in the village can make people have the ability to read from the start and encourage them to love reading. It is recommended for students who take part in Community Service Program in the following years to further improve communication with the community in order to make it easier to run the programs implemented in Tinelo, Bubeya, and Boludawa village
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Bunch, George C., Heather Schlaman, Nora Lang, and Kylie Kenner. "“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges." Community College Review 48, no. 3 (June 5, 2020): 303–29. http://dx.doi.org/10.1177/0091552120920358.
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Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.
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Irhandayaningsih, Ana. "The Information Literacy Mapping on Community Empowerment Program in the Coastal Community in Semarang." E3S Web of Conferences 202 (2020): 03027. http://dx.doi.org/10.1051/e3sconf/202020203027.
Full textAbstract:
The aims of this research is to mapping the information literacy of the coastal community in Semarang. The mapping consists of the availability and absorption of sources of information, the pattern of society in using information and access to sources of information, and regulatory support for the city government. The second objective is to conduct information literacy mapping on women's groups in coastal communities, related to information on women's empowerment programs from the Semarang city government. In this study, there were four aspects that were mapped. The first aspect is planning activities, implementation activities, benefit taking, and evaluation. The research design used in this study is sequential exploratory, which is collecting and analyzing qualitative data then collecting and analyzing quantitative data. The research design used in this study is sequential exploratory, which consist of collecting and analyzing qualitative data followed by collecting and analyzing quantitative data. Data for this research collected in Mangunharjo Coastal Village, in Tugu City District, Semarang. Data collection is done through a focus group discussion and questionnaires, random sampling interview, and observation. The data analysis technique is done by combining quantitative analysis of data obtained from questionnaires and qualitative data analysis for data obtained from observations and, library study for mapping models. The results showed that the culture of information literacy in coastal communities in the study locations was good. In the first aspect, the availability and the use of information sources at the research location, it shows low score. Whereas in the second aspect, community activities in using information and access to sources of information, shows a bad condition. And in the third aspect, Semarang government regulation support for information literacy programs shows a good condition. Furthermore, the results of research information literacy in terms of women's empowerment programs, starting from the planning, implementation, benefit taking, and program evaluation phases, are categorized as positive.
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Akello, Judith Abal, Evelyn Lutwama-Rukundo, and Peace Musiimenta. "Functional Adult Literacy." Adult Education Quarterly 67, no. 2 (January 11, 2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.
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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.
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Goforth, Jennie, Winifred Fordham Metz, and Kelsey Hammer. "Nurturing critical consumers and producers of narrative media." Reference Services Review 46, no. 2 (June 11, 2018): 189–204. http://dx.doi.org/10.1108/rsr-02-2018-0020.
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Purpose Academic libraries have long housed multimedia centers filled with digital media production equipment and software. All too frequently faculty members and students alike have assumed that this technology is the key to effective digital media. It is assumed that because our “digital native” students are constantly immersed in media, they can create effective media instinctively. But, being a prolific consumer of media does not necessarily intuit the capacity to be an effective producer of media, and informed communication skills are of greater importance than a student’s software knowledge. This paper aims to describe partnering with faculty on media assignment design, providing a media instruction and consultation program, and providing spaces and technologies specifically designed to support multimedia literacy. Design/methodology/approach This paper outlines programmatic and pedagogical strategies demonstrated to improve students’ acquisition of multimedia literacy skills. These strategies are based on the authors’ years of experience teaching and supporting multimedia literacy in the university curriculum and beyond. It concludes with a case study detailing a new program that leverages a library’s services in support of student creativity. Findings The paper outlines an eight-step workflow for media projects that is core to our multimedia literacy instruction program. Originality/value With digital literacy garnering renewed attention in higher education, academic libraries are ramping up their services in support of these goals. This paper focuses on strategies for deepening students’ media production competencies, rather than just teaching them software skills.
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Hernandez, Kimberley, Rachel Engler-Stringer, Sara Kirk, Hannah Wittman, and Sasha McNicholl. "The case for a Canadian national school food program." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 5, no. 3 (September 30, 2018): 208–29. http://dx.doi.org/10.15353/cfs-rcea.v5i3.260.
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Canada is one of the only member countries of the Organization for Economic Cooperation and Development (OECD) without a national school food program. Good nutrition impacts children’s health, wellbeing, and learning; and school food environments offer an important setting to promote health and other food system sustainability behaviours that can last a lifetime. We present an overview of national and international evidence, with a focus on promising practices that support the establishment of a national school food program in Canada. School food programs have been shown to benefit health and dietary behaviour and critical food literacy skills (learning, culture, and social norms) that support local agriculture and promote sustainable food systems. Finally, we make recommendations for key elements that should be included in a national school food program for Canada.
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Cabell, Sonia Q., Tricia A. Zucker, Jamie DeCoster, Stefanie B. Copp, and Susan Landry. "Impact of a Parent Text Messaging Program on Pre-Kindergarteners’ Literacy Development." AERA Open 5, no. 1 (January 2019): 233285841983333. http://dx.doi.org/10.1177/2332858419833339.
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There is increasing interest in low-cost, scalable approaches that support parent engagement in their children’s learning at home. This study examined the impact of one such approach on pre-kindergarteners’ literacy development during an academic year in a suburban public school setting that prioritized enrollment for children living in poverty. Parents were randomly assigned within children’s classrooms to receive either: (a) a language and literacy text messaging program or (b) a health and well-being text messaging program. Unexpectedly, findings indicated that children entering the school year with higher skill levels benefited from the language/literacy program while those with lower initial skill levels benefited from the health/well-being program. Although this approach shows promise in impacting some children’s literacy skills, it is clear that “one size” does not fit all families and that some families may benefit from text messages on basic needs such as sleep, nutrition, health, and behavior.
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ALPER, Rebecca M., Richard R. HURTIG, and Karla K. MCGREGOR. "The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial." Journal of Child Language 47, no. 2 (June 6, 2019): 358–81. http://dx.doi.org/10.1017/s0305000919000138.
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AbstractParent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.
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Hati, Sri Rahayu Hijrah. "Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia." ASEAN Journal of Community Engagement 1, no. 1 (June 22, 2017): 17. http://dx.doi.org/10.7454/ajce.v1i1.57.
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A previous study demonstrated that low-income women tend to have lower financial literacy. This low level of financial literacy affects the manner in which they manage their daily finances, as well as their ability to save for long-term needs. Currently, the statistics show that financial literacy in Indonesia is relatively low. To support Indonesian government in improving financial literacy, especially among the most marginalized group – women of low income – Universitas Indonesia launched a community engagement initiative conducted in the form of financial literacy training targeted at low-income women working as street sweepers around the university. This study investigates the motivation toward and perceived usefulness of the financial education program to improve the financial literacy of low-income women working as street sweepers around Universitas Indonesia. A mixed research method is applied in the study. The data were collected from in-depth interviews and a mini survey conducted to 23 low-income female street sweepers who joined the 10 weeks financial education program. Both quantitative and qualitative data were analyzed to produce a comprehensive description of the participants’ perceptions and attitudes toward the financial literacy program. The study demonstrates that the majority of low-income women have low motivation toward financial literacy education, and they also have a negative perception of the usefulness of such program. Thus, it is very important that all educators and trainers examine the characteristics of the trainees and assess the relevancy of the education program before they design certain community engagement program.
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Hati, Sri Rahayu Hijrah. "Exploring the Motivation Toward and Perceived Usefulness of a Financial Education: Program Offered to Low-income Women in Indonesia." ASEAN Journal of Community Engagement 1, no. 1 (June 22, 2017): 17. http://dx.doi.org/10.7454/vol1iss1pp17-28.
Full textAbstract:
A previous study demonstrated that low-income women tend to have lower financial literacy. This low level of financial literacy affects the manner in which they manage their daily finances, as well as their ability to save for long-term needs. Currently, the statistics show that financial literacy in Indonesia is relatively low. To support Indonesian government in improving financial literacy, especially among the most marginalized group – women of low income – Universitas Indonesia launched a community engagement initiative conducted in the form of financial literacy training targeted at low-income women working as street sweepers around the university. This study investigates the motivation toward and perceived usefulness of the financial education program to improve the financial literacy of low-income women working as street sweepers around Universitas Indonesia. A mixed research method is applied in the study. The data were collected from in-depth interviews and a mini survey conducted to 23 low-income female street sweepers who joined the 10 weeks financial education program. Both quantitative and qualitative data were analyzed to produce a comprehensive description of the participants’ perceptions and attitudes toward the financial literacy program. The study demonstrates that the majority of low-income women have low motivation toward financial literacy education, and they also have a negative perception of the usefulness of such program. Thus, it is very important that all educators and trainers examine the characteristics of the trainees and assess the relevancy of the education program before they design certain community engagement program.
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Pamungkas, Alim Harun, Vevi Sunarti, and Wendi Ahmad Wahyudi. "Peran PKBM dalam Peningkatan Pertumbuhan Ekonomi dan Kesejahteraan Hidup Masyarakat Sesuai Target SDGs." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 3 (September 15, 2018): 301. http://dx.doi.org/10.24036/spektrumpls.v1i3.101240.
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Efforts to achieve sustainable development targets provide opportunities for various non-school education service programs such as those organized by PKBM. The non-formal education program held was based on counseling, training and mentoring programs. The program is used to assist in solving problems that arise in the application of innovation in the community. This study uses a qualitative approach with case study design. The results showed that the economic growth program was in the form of training programs and literacy learning to the community oriented to increasing productivity, investment, expanding opportunities and absorption of labor, reducing unemployment, disseminating innovation through the capacity to support science and technology, and increasing competitiveness.Keywords: PKBM, Economic Growth, Welfare, SDG’s
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Farrell, Alison, Janet Goosney, and Karen Hutchens. "Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 34, no. 3 (December 9, 2013): 164. http://dx.doi.org/10.5596/c13-061.
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Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as they gained more experience with information literacy. Methods: To determine if increased exposure to information literacy training improved students' levels of competency and confidence, the authors compared first-year students with two groups of fourth-year students who had differing exposures to information literacy. Results: Acceptable response rates for data analysis were acquired at only one site. It was found that overall, fourth-year students were more confident and tested better with information literacy competencies than first-year students, but there was not as much improvement as was hypothesized. Discussion: The results of this evaluation have demonstrated a need to improve the information literacy teaching in certain areas. The data have also indicated that students do indeed retain information literacy skills with an increased number of sessions. Further areas for study are outlined as well as the limitations and strengths of the study design.
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Ester, Manuel, Margaret L. McNeely, Meghan H. McDonough, and S. Nicole Culos-Reed. "A survey of technology literacy and use in cancer survivors from the Alberta Cancer Exercise program." DIGITAL HEALTH 7 (January 2021): 205520762110334. http://dx.doi.org/10.1177/20552076211033426.
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Background Supervised physical activity interventions can improve cancer survivor quality of life. However, they are resource intensive and may not support physical activity maintenance. Therefore, most cancer survivors remain inactive. Electronic health is a promising tool to support physical activity maintenance, yet technology-based physical activity interventions in oncology have shown mixed effectiveness. We surveyed cancer participants in the Alberta Cancer Exercise program to better understand their experience with technology. Methods Alberta Cancer Exercise participants were invited to complete a survey on technology literacy, usage, and perceived usefulness. Summary statistics were calculated for all variables. Multiple regression examined demographic prediction of technology usage and literacy. Results The response rate was 52.6% ( n = 627/1191), with 93.3% survey completion ( n = 585/627). Respondents were 60.6 ± 11.0 years old, 96.2% Caucasian, and of high socioeconomic status (83.3% with post-secondary education, 65.5% with income >$60,000). While electronic health literacy was low (mean 1.73 ± 0.73/4), computer (87.6%) and smartphone (87.5%) use was widespread, with 94.6% of smartphone users reporting daily use. One in two respondents used mobile applications or wearable trackers for physical activity, which were perceived as useful by >80% of users. Age and income were significant predictors of technology use and literacy. Conclusions Technology is part of the lives of cancer survivors who engaged in a physical activity program, with mobile devices perceived as useful to support physical activity. However, the present findings highlight a need to increase electronic health literacy via education and tailoring of digital tools. These survey findings are being used to build our patient-centered, technology-supported physical activity interventions.
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Bulotsky Shearer, Rebecca J., Krystal Bichay-Awadalla, Jhonelle Bailey, Jenna Futterer, and Cathy Huaqing Qi. "Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills." Topics in Early Childhood Special Education 40, no. 3 (August 25, 2020): 159–71. http://dx.doi.org/10.1177/0271121420947155.
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Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.
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Correnti, Richard, and Brian Rowan. "Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs." American Educational Research Journal 44, no. 2 (June 2007): 298–339. http://dx.doi.org/10.3102/0002831207302501.
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This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and between teachers in Success for All schools and comparison schools. In contrast, no differences in literacy teaching practices were found between teachers in Accelerated Schools Project schools and comparison schools. On the basis of these findings and our knowledge of the implementation support strategies pursued by the CSR programs under study, we conclude that well-defined and well-specified instructional improvement programs that are strongly supported by on-site facilitators and local leaders who demand fidelity to program designs can produce large changes in teachers’ instructional practices.
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West, Elisha G., Rebecca Lindberg, Kylie Ball, and Sarah A. McNaughton. "The Role of a Food Literacy Intervention in Promoting Food Security and Food Literacy—OzHarvest’s NEST Program." Nutrients 12, no. 8 (July 23, 2020): 2197. http://dx.doi.org/10.3390/nu12082197.
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Food literacy interventions are widely implemented to improve the food security and health of low-socioeconomic adults. The purpose of this study was to conduct an inquiry into the value of OzHarvest’s six-week NEST (Nutrition Education and Skills Training) program in promoting food security and food literacy, and to identify the barriers and enablers that participants experienced in sustaining food security, and in utilising their food literacy skills beyond the program. A descriptive evaluation study with pre-post surveys (n = 21) and post-program interviews (n = 17) was conducted, with a convenience sample of NEST program participants living in Sydney, Newcastle, and Melbourne, Australia. Participants demonstrated improvements in food security status (p = 0.030), cooking confidence (p = 0.001), food preparation behaviours (p = 0.006), nutrition knowledge (p = 0.033), vegetable consumption (p = 0.043), and a reduction in intake of sugar-sweetened beverages (p = 0.017), and salty snack foods (p = 0.011). The interviews revealed that participants learned to stretch their food budgets and make meaningful changes to their food utilisation (a key dimension of food security). Interviews also identified enablers (e.g., social support) and barriers (e.g., health conditions) to achieving food security. Acknowledging the need for a multi-faceted approach that also addresses upstream determinants, interventions like NEST may play a role in promoting food security and food literacy.
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Dobson, Rosie, Pauline Herbst, Sarah Candy, Tamzin Brott, Jeffrey Garrett, Gayl Humphrey, Julie Reeve, et al. "Understanding End-User Perspectives of Mobile Pulmonary Rehabilitation (mPR): Cross-Sectional Survey and Interviews." JMIR Formative Research 3, no. 4 (December 20, 2019): e15466. http://dx.doi.org/10.2196/15466.
Full textAbstract:
Background Pulmonary rehabilitation (PR) is an effective intervention for the management of people with chronic respiratory diseases, but the uptake of and adherence to PR programs is low. There is potential for mobile health (mHealth) to provide an alternative modality for the delivery of PR, overcoming many of the barriers contributing to poor attendance to current services. Objective The objective of this study was to understand the needs, preferences, and priorities of end users for the development of an adaptive mobile PR (mPR) support program. Methods A mixed methods (qualitative and quantitative) approach was used to assess the needs, preferences, and priorities of the end users (ie, patients with chronic respiratory disorders) and key stakeholders (ie, clinicians working with patients with chronic respiratory disorders and running PR). The formative studies included the following: (1) a survey to understand the preferences and priorities of patients for PR and how mobile technology could be used to provide PR support, (2) ethnographic semistructured interviews with patients with chronic respiratory disorders to gain perspectives on their understanding of their health and potential features that could be included in an mPR program, and (3) key informant interviews with health care providers to understand the needs, preferences, and priorities for the development of an mPR support program. Results Across all formative studies (patient survey, n=30; patient interviews, n=8; and key stakeholder interviews, n=8), the participants were positive about the idea of an mPR program but raised concerns related to digital literacy and confidence in using technology, access to technology, and loss of social support currently gained from traditional programs. Key stakeholders highlighted the need for patient safety to be maintained and ensuring appropriate programs for different groups within the population. Finding a balance between ensuring safety and maximizing access was seen to be essential in the success of an mPR program. Conclusions These formative studies found high interest in mHealth-based PR intervention and detailed the potential for an mPR program to overcome current barriers to accessing traditional PR programs. Key considerations and features were identified, including the importance of technology access and digital literacy being considered in utilizing technology with this population.
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Stylianou, Amanda M., Elisabeth Counselman-Carpenter, and Alex Redcay. "Developing a Financial Literacy Program with Survivors of Intimate Partner Violence: The Voices of Survivors." Social Work 64, no. 4 (September 25, 2019): 311–20. http://dx.doi.org/10.1093/sw/swz034.
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Abstract As the social work field increasingly recognizes economic abuse within intimate partner relationships, the field has developed financial empowerment programs to empower survivors for their financial future. Although research has demonstrated the effectiveness of financial literacy programs, there are barriers to their implementation in the field. Studies have explored, from the perspective of advocates, best practices in incorporating financial literacy into services; however, no studies have explored implementation approaches from the perspective of survivors. This study explores, from the perspective of 34 survivors, approaches for implementing financial literacy programming. Participants described their understanding of financial empowerment as being in charge of finances, having financial power, and not having to endure the struggle. To counter financial disempowerment, participants identified the need for financial confidence, knowledge, and tools. Participants shared their strategies for saving money, though many participants reported barriers to using banks as savings tools. Almost all participants stressed the importance of financial literacy services for survivors, especially around banking, credit, and debt. Finally, participants shared recommendations for job readiness and training programming. Findings have implications for domestic violence and broader social work organizations implementing financial empowerment services. Social workers can support financial empowerment efforts through program development and research efforts.