Journal articles: 'Literacy'

1

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

Abstract:

This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.

APA, Harvard, Vancouver, ISO, and other styles

4

Van Dyke, Carolynn. "Taking “computer literacy” literally." Communications of the ACM 30, no. 5 (May 1987): 366–74. http://dx.doi.org/10.1145/22899.22901.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

Elmer, J. "Literary and/as Literacy Studies." NOVEL A Forum on Fiction 46, no. 3 (September 1, 2013): 453–56. http://dx.doi.org/10.1215/00295132-2345912.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Bromley, Hank. "On Not Taking Literacy Literally." Journal of Education 171, no. 3 (October 1989): 124–35. http://dx.doi.org/10.1177/002205748917100309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (September 1, 2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

Full text

Abstract:

In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

APA, Harvard, Vancouver, ISO, and other styles

13

Vincent, David. "Literacy Literacy." Interchange 34, no. 2 (2003): 341–57. http://dx.doi.org/10.1023/b:inch.0000015908.37414.aa.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN." Jurnal Guru Kita PGSD 7, no. 4 (September 30, 2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

Full text

Abstract:

Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Children prefer to watch television or play games on cell phones. Teachers' knowledge of literature is very low, literature is taught by unprofessional teachers, teachers do not understand how to teach literature well, teachers have not taught with appropriate strategies in literary literacy. Elementary school is the main means for developing literary literacy. Elementary school is an important means of balancing the development of character education while continuing to teach everything related to good values. One of the processes that includes learning is literary literacy. Teacher creativity in literary literacy learning needs to be increased because with creative literature teachers it is hoped that the literary learning that occurs will really be liked by children. Likewise, the local government's political attention must be to appreciate and accommodate literary literacy in schools, study groups, libraries and reading houses.

APA, Harvard, Vancouver, ISO, and other styles

15

Shields, Milo. "Information Literacy, Statistical Literacy, Data Literacy." IASSIST Quarterly 28, no. 2 (August 16, 2005): 6. http://dx.doi.org/10.29173/iq790.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bahri, Syamsul, and Iyehezkiel Parudani. "Literacy Education." LADU: Journal of Languages and Education 2, no. 2 (January 31, 2022): 59–66. http://dx.doi.org/10.56724/ladu.v2i2.99.

Full text

Abstract:

Background: The development of technology has led to an increase in the interest of teenagers and students towards modern literary works so that literary works based on local wisdom are starting to be neglected. Purpose: This is the basis of this study developed to improve student literacy competence through the making of It-Based Bilingual Book of Folklore Drama Script which also aims to foster students’ interest in local culture. Design and methods: Classroom Action Research Method is used in this study. Results: The improving literacy competence experienced by students can be seen from the evaluation of the performance of the assignments they do. In Routine Task, students have an average score of 86.54. In Critical Journal Review task, the students' average has a literacy competence score of 87.90. In the Critical Book Review task, students have an average score of 89.33. Through the Mini Research task, the average score was 91.90. In the Idea Engineering tasks, the average score of students reached 90.27. In project assignments, it can be seen that the students' literacy competence increases in the aspects of reading, understanding and speaking with an average score of 94.09.

APA, Harvard, Vancouver, ISO, and other styles

17

Santana, Sebastiana da Silva. "Literacy and literacy." RCMOS - Revista Científica Multidisciplinar O Saber 3, no. 1 (January 19, 2024): 1–8. http://dx.doi.org/10.51473/ed.al.v3i1.489.

Full text

Abstract:

This article analyzes the universe of children with visual impairments and aims to deepen studies related totheir literacy process, their specifi cities and the methodologies used to obtain better results. It addresses issuesand paths that can benefi t the teaching-learning process. In terms of pedagogical practice, we seek to look atwork with students with visual impairments and the refl ection of specifi c procedures and resources that helpto guide the teacher in the classroom. In this work, bibliographic research was used as a research methodologyand the theory-practice relationship, highlighting the need to be aware of the pedagogical practices that bestadapt to the peculiarities of the blind child. The education process for visually impaired children. It can beconcluded that in relation to the literacy and literacy process of the visually impaired, it is necessary to off errelevant guidance in the area of visual impairment and qualifi cation to teachers, so that they provide satisfactorywork that meets the needs of people who require specifi c conditions to develop and participate in the inclusionprocess, so desired by all. Therefore, it is important to address this issue.

APA, Harvard, Vancouver, ISO, and other styles

18

Tiroli, Luiz Gustavo, Nathalia Martins Beleze, and Adriana Regina De Jesus Santos. "LA LECTURA LITERARIA DESDE LA PERSPECTIVA DE LA TEORÍA HISTÓRICO-CULTURAL." Poiésis - Revista do Programa de Pós-Graduação em Educação 17, no. 32 (December 24, 2023): 285–300. http://dx.doi.org/10.59306/poiesis.v17e322023285-300.

Full text

Abstract:

The theme of literacy is marked by worldview disputes. In this sense, this research aims to discuss the importance of literary reading in the literacy process, based on the assumptions of the historical-cultural theory. Thus, the following question arises: what are the main implications of literary reading for the literacy process, based on the assumptions of the cultural-historical theory? This is bibliographical research, with qualitative data treatment and a critical-dialectical approach, using the Marxist categories 'content' and 'form'. Although incipient, the results point to the possibility of re-dimensioning the literacy process based on literary reading, from the perspective of historical-cultural theory. An approach that goes beyond the didactic-instrumental perspective, a process focused on the formation of the reader subject.

APA, Harvard, Vancouver, ISO, and other styles

19

Apriliya, Seni, and Erwin Rahayu Saputra. "Pelatihan Pembelajaran Apresiasi Sastra Berorientasi Afirmasi Literasi Diri Bagi Guru SD di Tasikmalaya." Publikasi Pendidikan 13, no. 1 (February 28, 2023): 38. http://dx.doi.org/10.26858/publikan.v13i1.27061.

Full text

Abstract:

The concept of self-literacy can be interpreted as self-literacy. This understanding of self-literacy needs to be cultivated at the right time, especially at the elementary school level. For this reason, this training activity aims to make teachers in Tasikmalaya understand self-literacy and can implement the P-IKADKA model as a learning model for literary appreciation in the classroom oriented to self-literacy affirmations. The achievement of these goals is carried out through training activities with lecture methods, discussions, and guided exercises. The results of the training show that teachers can understand self-literacy and can apply the P-IKADKA model design well. This activity is able to provide new insights and experiences to teachers in implementing the concept of self-literacy and is able to improve the ability of teachers to carry out story appreciation learning, especially those oriented to self-literacy affirmations. After the teachers gain insight and experience, it is hoped that they will be able to implement it in learning at school so that it has an impact on elementary school students who have awareness about themselves, understand themselves and respect themselves and others..Keywords: literacy, self-literacy, literary appreciation, P-IKADKA model

APA, Harvard, Vancouver, ISO, and other styles

20

Arslan, Sibel. "A new concept in literacy: leisure literacy." Journal of Education and Sociology 4, no. 2 (October 15, 2013): 145–49. http://dx.doi.org/10.7813/jes.2013/4-2/23.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Frederking, Volker, Sofie Henschel, Christel Meier, Thorsten Roick, and Dickhäuser Petra Stanat. "Beyond Functional Aspects of Reading Literacy: Theoretical Structure and Empirical Validity of Literary Literacy." L1 Educational Studies in Language and Literature 12 S.I. Literature, Interpretation of Literature (June 2012): 1–24. http://dx.doi.org/10.17239/l1esll-2012.01.02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Borsgård, Gustav, and Maria Jönsson. "Från litteraturförståelse till literacy." Tidskrift för litteraturvetenskap 49, no. 4 (January 1, 2019): 69–78. http://dx.doi.org/10.54797/tfl.v49i4.6550.

Full text

Abstract:

From Literary Comprehension to Literacy: The Expansion of a Concept and its Consequences for the Teaching of Literature During the last few decades, the concept of ”literacy” has had a growing impact on the vast fields of education. Although the uses of the concept are multifaceted and diverse, the hegemonic policy discourse as supported by the OECD treats literacy as an individual competence closely tied to the development of explicit reading strategies. This article examines what the concept of literacy means for literary studies in general and literature education in particular. We argue that there are reasons to critically reflect upon the effects of invoking the concept of literacy in the field of literature education. With the aid of theorists like Rita Felski and Toril Moi, our main focus is to examine the risks of centering attention on the ”subject” (the student and his/her abilities) instead of the ”object” (in our case, the works of fiction). By turning to Gert Biesta and Emmanuel Lévinas, we argue that there is an educational value in acknowledging and appreciating what lies beyond the scope of the student’s immediate understanding.

APA, Harvard, Vancouver, ISO, and other styles

23

Boudreau-Henry, Kathryn Elizabeth, and Dorothy Valcarcel Craig. "e-Literacy and Literacy." International Journal of the Book 3, no. 1 (2007): 69–74. http://dx.doi.org/10.18848/1447-9516/cgp/v04i01/36556.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Walker, Anne B. "Giving Literacy, Learning Literacy." Reading Teacher 69, no. 3 (June 30, 2015): 299–306. http://dx.doi.org/10.1002/trtr.1394.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Towo, Tendai, Knowledge Jonas, and Ezekiel Chitombo. "The Impact of Tertiary Educators’ Financial Literacy on Saving Behaviour in Zimbabwe and the Moderating Effects of Demographic Factors." International Journal of Research in Social Science and Humanitie 04, no. 07 (2023): 07–13. http://dx.doi.org/10.47505/ijrss.2023.v4.7.2.

Full text

Abstract:

Financial literacy is a major issue of concern as itaffects both businesses and individuals globally. Being highly literate has been seen to have considerable effect on the management of interest rates on loans, retirement savings,poverty levels, massive debts, andrisk management. Financial illiteracy impedes economic growth, financial system stability, and income streams at a macro level The studyinvestigated the impact of tertiary educators’financial literacy on saving behaviour and the moderating effects of demographic factors (age, gender, level of education, subjecttaught, and length of service) using Mashonaland Central Provinceas a case study. The research objectives were to measure the level of financial literacy of educators, to determine factors influencing the financial literacyof educators, to determine the saving behaviour of educators and to recommend strategies which enhance the financial literacy of educators. The study adopted a positivism philosophy and an explanatoryresearch design. The target population was made up ofeducators from theuniversitiesand collegesin Mashonaland Central. A sample of 384educators was drawn using random sampling basedonBlacks(2005) sample size formula.Questionnaires were used to collect dataand descriptive statistics and regression analysis wereused to analyse the responses.The study found thateducators’knowledge of financial instruments and computation capabilities had a significant effect on saving behaviour.All demographic factors were found to have no significant impact on the educators’saving behaviours.The study recommends that educators should be trainedon financial literacy, that the ministry of higher and tertiary education should provide a room for further improvement of financial literacy of educators. Areas of further studies includestudying the feasibility of introducing financial literacy in elementary school and the effect of financial educators’ literacyon financial inclusion.

APA, Harvard, Vancouver, ISO, and other styles

26

Lund, Brady, Daniel Agbaji, and Zoë A. Teel. "Information literacy, data literacy, privacy literacy, and ChatGPT." Human Technology 19, no. 2 (November 3, 2023): 163–77. http://dx.doi.org/10.14254/1795-6889.2023.19-2.2.

Full text

Abstract:

This research delves into the interplay between three pivotal literacies in the digital age–information literacy, data literacy, and privacy literacy—and the receptivity towards the adoption of emerging technology within communities, with a specific focus on the chatbot ChatGPT. Data was gathered through online surveys conducted among adults residing in a four-county region in northern Texas during a two-week period in late 2022, yielding 130 valid responses. The results of regression analysis indicate a positive association between the inclination to utilize ChatGPT for enhancing one's community and proficiency in information literacy and privacy literacy. However, an unexpected observation emerges as data literacy skills do not exhibit a significant relationship with this inclination, despite ChatGPT's standing as a data science innovation. Moreover, age, gender, educational attainment, and internet usage patterns are identified as influential factors in these associations. These findings hold substantial importance in comprehending the intricate dynamics of how diverse literacies and individual and community-related variables mutually shape each other's development.

APA, Harvard, Vancouver, ISO, and other styles

27

Syahrul, Ninawati. "REKAYASA SASTRA SEBAGAI UPAYA MENINGKATKAN GERAKAN LITERASI DI KALANGAN GENERASI MUDA." Multilingual 18, no. 1 (June 29, 2019): 48–66. http://dx.doi.org/10.26499/multilingual.v18i1.110.

Full text

Abstract:

Characteristics of quality literary works must carry and convey moral messages. As a civilized citizen, the young generation — of course other citizens — must seize moral values in treading diverse lives. In this regard, literary engineering is an idea that should be taken into account as a form of literary approach in accordance with the mental development of the younger generation. How far is literary engineering capable as a new idea to introduce literature to the younger generation, that is the problem in this paper? This paper aims to describe and "sell" the role of literary literacy engineering to improve the literacy culture of the younger generation. The targets include the literary community and / or the community of young people, such as the youth organization, the literature literary forum, and the Student Council (intra-school student organization). This study used descriptive qualitative method. Based on the study of the theory of the younger generation (Stratus Howe) and the results of the analysis, this study shows that literary engineering can be used as a vehicle to improve literacy in the younger generation. Its activities can be in the form of literary rewriting in the form of student editions sourced from classical literary works such as Mahabharata, Ramayana, Siti Nurbaya novels, Salah Asuhan, or even folklore (folklore, folktale). These literary works can also be translated into literary / theater performances, soap operas, short stories, poems, or other forms. Conversely, the genre of poetry can also be "transformed" into other creative works in the form of poetry, fiction or literary / artistic performances. In addition, the work of teen literature is a way to familiarize literature with the younger generation. The success of the literacy movement is of course necessary and must be supported and collaborated with stakeholders, both government agencies, private institutions, art workers, parents, and / or literary practitioners. This literary or artistic activity is expected to be able to improve the literacy movement that is being promoted by the government as of now.

APA, Harvard, Vancouver, ISO, and other styles

28

Koppel, Ilka, and Sandra Langer. "BASIC DIGITAL LITERACY – REQUIREMENTS AND ELEMENTS." Práxis Educacional 16, no. 42 (October 1, 2020): 326–47. http://dx.doi.org/10.22481/praxisedu.v16i42.7354.

Full text

Abstract:

Participation in society requires not only literary and mathematical basic education but also basic digital literacy (COULDRY & HEPP, 2016; BMBF & KMK, 2016). Current research indicates that low literary and low digital competences are linked (Wolf & Koppel, 2017; BUDDEBERG, 2019). 6.2 million adults with low literality live in Germany (GROTLÜSCHEN et al., 2019). These people may be able to write and understand words or simple sentences when reading, but neither longer sentences nor coherent texts. However, this results in a considerable risk of exclusion from participation in various areas of life (work, finance, housing, informed decision) (BUDDEBERG, 2019). Due to technological developments, people with a low level of digital literacy are systematically (partially) excluded from participation in society in most parts of the world. This leads to the question of what it is that defines digital literacy in order not to be excluded from society because of low digital literacy. In this article we discuss what digital literacy is - including the concept of competence - and what elements basic digital literacy encompasses.

APA, Harvard, Vancouver, ISO, and other styles

29

Pisсhik, Olga G. "Functional Literacy as a Pedagogical Problem." Journal of Pedagogical Innovations, no. 3 (October 3, 2023): 5–14. http://dx.doi.org/10.15293/1812-9463.2303.01.

Full text

Abstract:

The article discusses the content and correlation of the concepts of “literacyˮ, “functional literacyˮ. The issues of the evolution of the concept of “functional literacyˮ in pedagogical theory and practice at various stages of social development, the expansion of the concept of “literacyˮ to the concept of “functional literacyˮ in connection with the growing demands of society to the educational process, the heterogeneity of the perception of the concept of “functional literacyˮ by various researchers are touched upon. Attention is focused on the role of the school in the formation of a functionally literate personality. The author comes to the reasonable conclusion that in modern pedagogy functional literacy is considered as the basis for the manifestation of adaptive abilities to the conditions of society by a person and the expansion of the range of demand in various fields of activity. The purpose of the article is to consider the problem of functional literacy in the context of pedagogical sciences.

APA, Harvard, Vancouver, ISO, and other styles

30

Swain, Jon Michael, and Olga Cara. "Changing the home literacy environment through participation in family literacy programmes." Journal of Early Childhood Literacy 19, no. 4 (December 5, 2017): 431–58. http://dx.doi.org/10.1177/1468798417745118.

Full text

Abstract:

This paper presents findings from a study of family literacy provision in England and focuses on the effects of family literacy programmes on the home literacy environment. The fieldwork took place between September 2013 and December 2014 and involved 27 school-based programmes for pupils aged between 5 and 7, and their parents. The study used mixed methods, which involved observations of family literary sessions, a quantitative pre- and post-survey of 118 parents, and pre- and post-telephone qualitative interviews with a sub-sample of 24 parents. Building on previous theoretical work, the study conceptualises the home literacy environment into four areas (family resources; parental literacy behaviours and attitudes; parental beliefs and understandings; and family literacy activities and practices). The paper develops understandings of how parents translate and implement messages from family literacy into the home setting, and it shows how participation in these programmes leads to changes in family literacies across all four areas identified.

APA, Harvard, Vancouver, ISO, and other styles

31

Baak, Hyunae. "Literary Criticism Class Case for Nurturing Literacy in Physical Education." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 63–74. http://dx.doi.org/10.33645/cnc.2022.9.44.9.63.

Full text

Abstract:

This study is a class case study. Through the subject of <Sports Writing>, the physical education major of University A, students themselves derived ethical problems in sports and explored alternatives to solve them. In order to cultivate students’ literacy, the ‘writing of literary criticism’ class was conducted through ‘reading literature’ in the ‘analysis and criticism’ part of this course. A literary work, The Ones Who Walk Away from Omelas , which was judged to be suitable for the educational purpose of cultivating literacy to cultivate critical thinking and will to practice, was selected as the text for this class. In this study, operational cases of literary criticism classes were introduced and the results of the classes were analyzed. By sharing the operation and results of this class case, the significance and complementary points of literacy education through literary criticism were sought.

APA, Harvard, Vancouver, ISO, and other styles

32

Sumaryanti, Lilis. "MEMBUDAYAKAN LITERASI PADA ANAK USIA DINI DENGAN METODE MENDONGENG." AL-ASASIYYA: Journal Of Basic Education 3, no. 1 (November 25, 2018): 117. http://dx.doi.org/10.24269/ajbe.v3i1.1332.

Full text

Abstract:

In an increasingly sophisticated era of globalization, the challenges of the times demand that all be developed, including having broad knowledge and knowledge and supported by positive habituation, namely by cultivating literacy in everyday life. The process of introducing and planting literacy must begin at an early age so that this habituation can be inherent in each individual. Consumptive souls who want everything to be instantaneous by utilizing certain tools to simplify work and can make time efficient become obstacles for the community to cultivate literacy. This problem causes the reading interest of the next generation to decline. Literary works have been known since ancient times. Evidenced by the many works that have been produced, one of them is a fairy tale. Fairy tales are literacy works produced by previous ancestors as a form of literary culture. The creation of this tale is an effort to move the culture of literacy of the next generation. Literacy culture by reading fairy tales is an effort of parents to help early childhood in developing self-potential and teach life experiences because in the "golden age" children develop in imitation.

APA, Harvard, Vancouver, ISO, and other styles

33

Putriani, Ida, and Ervika Dewi Wahyuni. "Gaining Students’ Literacy through Local Wisdom of Blitar: Implementing of Gerakan Literasi Sekolah (GLS)." Jurnal Iqra' : Kajian Ilmu Pendidikan 4, no. 2 (December 30, 2019): 265–84. http://dx.doi.org/10.25217/ji.v4i2.611.

Full text

Abstract:

This study aimed to explore the implementation of literacy activities in elementary school using children's literature through local wisdom of Blitar. Case study methods were applied in this research. The participants of this research were students from grades I until grade VI at Elementary School Sukorejo 1 Blitar. Collecting data used observation, interview, and documentation. The results showed that the implementation of literacy in elementary schools was carried out as a habituation procedure to read in literacy programmes. Planning literacy program was the most important part in the consistency of literacy implementation. The implementation literacy of children's literature on the local area of Blitar begins with the preparation of the program by the teacher, the implementation of activities with two methods, namely self-reading and reading aloud, and the evaluation literacy program conducted every two months. Keywords: Students’ Literacy, Gerakan Literasi Sekolah (GLS), Literary Local Wisdom

APA, Harvard, Vancouver, ISO, and other styles

34

Konkle, Maureen. "Indian Literacy, U. S. Colonialism, and Literary Criticism." American Literature 69, no. 3 (September 1997): 457. http://dx.doi.org/10.2307/2928211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Reynolds, Todd, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh. "English Disciplinary Literacy: Enhancing Students’ Literary Interpretive Moves." Journal of Adolescent & Adult Literacy 64, no. 2 (July 22, 2020): 201–9. http://dx.doi.org/10.1002/jaal.1066.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Fantin, Monica. "Perspectives on Media Literacy, Digital Literacy and Information Literacy." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 10–15. http://dx.doi.org/10.4018/jdldc.2010100102.

Full text

Abstract:

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

APA, Harvard, Vancouver, ISO, and other styles

37

Cervetti, Gina N. "Science-Literacy integration: Content-area Literacy or disciplinary Literacy?" Language Arts 98, no. 6 (July 1, 2021): 340–51. http://dx.doi.org/10.58680/la202131333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Best, Stephen. "Walter J. Ong, Orality and Literacy (1982)." Public Culture 32, no. 2 (May 1, 2020): 431–39. http://dx.doi.org/10.1215/08992363-8090173.

Full text

Abstract:

Walter Ong published Orality and Literacy: The Technologizing of the Word in 1982, synthesizing his career-long concern with the impact of the shift from orality to literacy on various cultures. Scholars of African American literary and cultural studies were coming to redefine their field around the terms orality and literacy at around the same time that Ong published his book; but where Ong stressed historical change or the fall from orality to literacy, African Americanists tended to accent their mutual mediation. This article explores the way that African Americanists, in stressing mediation, return orality and literacy to the concerns of Ong’s ostensible field: media studies.

APA, Harvard, Vancouver, ISO, and other styles

39

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

40

Silva Júnior, Silvio Nunes da. "TIC, LETRAMENTO DIGITAL E ENSINO DE LITERATURA." Cadernos de Educação Tecnologia e Sociedade 12, no. 4 (December 29, 2019): 354. http://dx.doi.org/10.14571/brajets.v12.n4.354-361.

Full text

Abstract:

This text proposes to relate the studies on literary literacy, digital literacy and literature teaching, a relationship that dialogues theoretical and methodological perspectives in which important practices are inserted for the performance of teachers and researchers of applied linguistics and education, contributing, above all, to that the classrooms become reflective spaces that can go beyond the concept of literacy that circulates in the scientific scenario.

APA, Harvard, Vancouver, ISO, and other styles

41

Carey Eldred, Janet. "Figuring Culture and Literacy in Willa Cather's "Paul's Case"." Keeping Ourselves Alive 3, no. 2-3 (January 1, 1993): 299–318. http://dx.doi.org/10.1075/jnlh.3.2-3.13fig.

Full text

Abstract:

Abstract Literacy, both as a theme and as a narrative structuring device, marks much literature and takes on specific shapes and forms, depending on its relationship to its generic and historical contexts. Set in Pittsburgh, Willa Cather's "Paul's Case: A Study in Temperament" (1905/1983) features the steel world of indus-trialists and laborers, the world of monied capitalists (Carnegie, Mellon, West-inghouse, and Heinz) and of workers aspiring to middle-class safety or, in their daydreams, to the wealth of an employer like Carnegie, who began as one of them and who advanced, as he claims in his autobiographical accounts, in part through literacy. By studying Cather's short story, we can learn how literacy shapes construction of character in fiction and biography as well as construc-tion of persona in autobiographical material. That is, we can learn the integral role that figurations of literacy play in literary narratives. (Literary criticism, dialogic approach and biographical criticism; composition and literacy studies) Dreams are neither ideologically neutral nor politically innocent. (Giroux, 1990)

APA, Harvard, Vancouver, ISO, and other styles

42

Nurhayati, Nurhayati, Agus Herwanto, and Marwan Marwan. "Literacy Alley: Efforts to Enhance Literacy Passion Among Students at Kanisius Demangan Baru Yogyakarta Elementary School." Jurnal Indonesia Sosial Sains 5, no. 03 (March 31, 2024): 608–515. http://dx.doi.org/10.59141/jiss.v5i03.1052.

Full text

Abstract:

This study aims to explore and evaluate the efforts made in increasing literacy love in students of Kanisius Demangan Baru Elementary School (SD) in Yogyakarta. Literacy plays a crucial role in students' intellectual and social development, and an understanding and appreciation of literacy can enrich their educational experience. This research method involves collecting qualitative data through classroom observation, interviews with teachers and students, as well as analyzing documents related to literacy programs that have been implemented, and finally drawing conclusions. The results showed that efforts to increase love for literacy involve innovative teaching strategies and integrating literacy into the curriculum. Teachers actively promote students' interest in reading through activities such as book discussion groups, story and storytelling performances, library visits, promoting literacy corner projects in classrooms, and enlivening school walls and hallways with student literacy works. In addition, science literacy programs can also improve students' knowledge of nature, and storytelling teacher programs can improve teachers' and students' abilities with literary appreciation. The evaluation results showed a positive increase in students' reading interest and literacy understanding. The findings may provide insight for other schools looking to increase the love of literacy at the primary level, emphasizing the importance of collaboration between teachers, students, and parents in creating an educational environment that supports children's literacy development.

APA, Harvard, Vancouver, ISO, and other styles

43

Alexander, Ross. "Political Literacy as Information Literacy." Comminfolit 3, no. 1 (2009): 9. http://dx.doi.org/10.15760/comminfolit.2009.3.1.64.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

GOULD, ROBERT. "DATA LITERACY IS STATISTICAL LITERACY." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (May 31, 2017): 22–25. http://dx.doi.org/10.52041/serj.v16i1.209.

Full text

Abstract:

Past definitions of statistical literacy should be updated in order to account for the greatly amplified role that data now play in our lives. Experience working with high-school students in an innovative data science curriculum has shown that teaching statistical literacy, augmented by data literacy, can begin early. First published May 2017 at Statistics Education Research Journal Archives

APA, Harvard, Vancouver, ISO, and other styles

45

Rich, Michael. "Health Literacy via Media Literacy." American Behavioral Scientist 48, no. 2 (October 2004): 165–88. http://dx.doi.org/10.1177/0002764204267261.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Hoshino, George. "Computer Literacy and Verbal Literacy." Computers in Human Services 10, no. 3 (August 4, 1994): 1–3. http://dx.doi.org/10.1300/j407v10n03_01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Atjo, Nur Amanah Ilham, and Muhammad Fadhil Pratama. "Information literacy: Educate through literacy." International Journal of Social Sciences and Education Research 3, no. 1 (January 1, 2017): 1. http://dx.doi.org/10.24289/ijsser.283581.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Filonova, Elena. "Between Literacy and Non-Literacy." Translator 12, no. 2 (November 2006): 211–31. http://dx.doi.org/10.1080/13556509.2006.10799216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Barnett, Michael. "Literacy, technology and ?technological literacy?" International Journal of Technology and Design Education 5, no. 2 (1994): 119–37. http://dx.doi.org/10.1007/bf00766812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Dias Dos Santos, Deusiane. "LITERACY FROM A LITERACY PERSPECTIVE." Revista Gênero e Interdisciplinaridade 5, no. 01 (February 29, 2024): 358–80. http://dx.doi.org/10.51249/gei.v5i01.1910.

Full text

Abstract:

Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Literacy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles