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Journal articles on the topic 'Scaffolding Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Sari, M. S., S. Sunarmi, and K. Mawaddah. "The Effect of Scaffolding of Information Literacy on the Botanical Literacy of Prospective Biology Teachers." Jurnal Pendidikan IPA Indonesia 10, no. 2 (June 30, 2021): 253–59. http://dx.doi.org/10.15294/jpii.v10i2.29978.

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The present study aims to determine the effect of the scaffolding of information literacy on the botanical literacy of prospective biology teachers. The current study employed an experimental method with a non-equivalent group design. The respondents comprised 120 students in the Biology Education Program of Malang State University (the academic year 2017/2018), divided into the control and experimental groups. Data collection was based on scaffolding information literacy among prospective biology teachers and subsequent botanical literacy tests in multiple-choice format. The botanical literacy test provides nine indicator references. Reliability testing was done using Cronbach's alpha. Data were analyzed through pre-test covariate analysis (p < 0.05) for the control and experimental groups. The present study indicates that the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers. The findings of the current study suggest that innovation in botany learning, in this case, the scaffolding information literacy, can improve the botanical literacy of biology education students. It is necessary to undertake learning innovation with biology education students in a professional manner to enable them to transfer knowledge using scaffolding information literacy to their prospective students. In conclusion, the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers.

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Cummins, Jim, Minoo Ardeshiri, and Sarah Cohen. "Computer-Supported Scaffolding of Literacy Development." Pedagogies: An International Journal 3, no. 1 (January 9, 2008): 4–21. http://dx.doi.org/10.1080/15544800701771572.

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3

Erna muliastrini, Ni ketut. "Pengaruh Model Pembelajaran Inkuiri dengan Teknik Scaffolding terhadap Kemampuan Literasi Sains dan Prestasi Belajar IPA." Jurnal Ilmiah Sekolah Dasar 2, no. 3 (November 28, 2018): 230. http://dx.doi.org/10.23887/jisd.v2i3.16137.

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This study aimed at investigating the effect of inquiry learning model with scaffolding techniques toward ability of science literacy and natural science learning achievement. The design used in this study was using basic pattern Single Factorial Independent Group Design with quasi-experiment type. The sample used was 58 students. The data collected were ability of science literacy and naural science learning achievement. The data were analyzed by using MANOVA used SPSS 17.00 for windows. Research results showed that: First, the ability of science literacy students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 19,982; p < 0.05). Second, the natural science achievement of students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 13,268; p < 0.05). Third, simultaneously, the ability of science literacy and natural science learning achievement between students who were taught by using inquiry model with scaffolding techniques was significantly better than students who were taught by using conventional model.

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Nickel, Jodi. "Early Childhood Education Students’ Emergent Skills in Literacy Scaffolding." Journal of Childhood Studies 36, no. 1 (March 30, 2011): 13–19. http://dx.doi.org/10.18357/jcs.v36i1.15134.

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This study examined how four early childhood education students applied their knowledge of emergent literacy in their practicum settings. Literacy research has shown that in order for young children to become effective readers, they must develop 1) a vocabulary-rich knowledge base, 2) the ability to reason about story messages, and 3) the code-related skills of phonological awareness and print awareness. The students’ college instruction focused on ways to promote emergent literacy by scaffolding children’s skill development in these three early literacy areas, particularly during story reading. At the conclusion of their practicum, the students were asked to identify the specific ways in which they had promoted emergent literacy skills. The resulting data suggested students were sometimes confused about the code-related skills of phonological awareness and print awareness. Students reported they seldom had conversations with the children that focused on coderelated skills as part of their story reading activities. Furthermore, their application of discussion techniques in support of children’s vocabulary development and the ability to reason about story messages were of questionable quality. This data suggests that early childhood educators require significant modeling and practice to develop the complex skills needed for effective instructional scaffolding during story book reading.

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Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.

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AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.

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Gardiner, Wendy. "Rehearsals in Clinical Placements: Scaffolding Teacher Candidates' Literacy Instruction." Teacher Educator 53, no. 4 (June 27, 2018): 384–400. http://dx.doi.org/10.1080/08878730.2018.1441348.

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7

Cheng, Rui. "Computer-mediated Scaffolding in L2 Students’ Academic Literacy Development." CALICO Journal 28, no. 1 (September 30, 2010): 74–98. http://dx.doi.org/10.11139/cj.28.1.74-98.

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8

Doering, Aaron, and George Veletsianos. "Multi-Scaffolding Environment: An Analysis of Scaffolding and its Impact on Cognitive Load and Problem-Solving Ability." Journal of Educational Computing Research 37, no. 2 (September 2007): 107–29. http://dx.doi.org/10.2190/q58t-4388-8015-8141.

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A Multi-Scaffolding Environment (MSE) is a multimedia environment reliant on authentic scaffolding. We examine the impact of the availability of multiple scaffolds on learning and cognitive load within an MSE where learners are assigned a real-world task and given access to four support tools to help them complete the task. By examining an MSE in the area of geographic literacy, we explore the effectiveness of problem-based learning and whether multiple scaffolding is applicable to any content area. Quantitative and qualitative data indicate that a learner-controlled multi-scaffolding approach may be a valuable approach in problem-based learning contexts.

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Mertzman, Tania, Jennifer Vierk, Tammy Kildahl, Jessica Wintheiser, Yun-Ting Hung, and Andrea Goldstein. "Improving Teachers' Scaffolding Choices: A Focus on Teachers'' Literacy Interruptions." International Journal of Learning: Annual Review 13, no. 11 (2007): 7–16. http://dx.doi.org/10.18848/1447-9494/cgp/v13i11/58568.

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Rodgers, Emily, Jerome V. D'Agostino, Sinéad J. Harmey, Robert H. Kelly, and Katherine Brownfield. "Examining the Nature of Scaffolding in an Early Literacy Intervention." Reading Research Quarterly 51, no. 3 (March 15, 2016): 345–60. http://dx.doi.org/10.1002/rrq.142.

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

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

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Kirova, Anna, and Nicole M. Jamison. "Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads." Journal of Early Childhood Research 16, no. 3 (May 19, 2018): 245–57. http://dx.doi.org/10.1177/1476718x18775762.

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

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Kotuľáková, Katarína. "Importance of Teachers’ Beliefs in Development of Scientific Literacy." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (December 1, 2019): 77–87. http://dx.doi.org/10.2478/cdem-2019-0006.

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Abstract Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.

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Daniel, Shannon M., Melinda Martin-Beltrán, Megan Madigan Peercy, and Rebecca Silverman. "Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students." TESOL Journal 7, no. 2 (September 2, 2015): 393–420. http://dx.doi.org/10.1002/tesj.213.

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O'Bryan, Anne, Lily Compton, Juan David Gutiérrez, and Thais Payne. "Scaffolding Successful Mobile Experiences for Frontline ESL Workers: An Exploratory Study." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (December 5, 2019): 24. http://dx.doi.org/10.3991/ijac.v12i3.11182.

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<p class="0abstract">This 10-week exploratory study investigates the use of a mobile language learning app, Babbel, by 10 ESL front-line employees and 4 managers and native English-speaking employees at a Fortune 500 company. We focused on the participants’ motivations for using the language learning app and the challenges that they faced. Three key thematic findings were convenience of access, instrumental motivation, and state communicative self-confidence, while challenges included technological literacy and accountability. Recommendations emphasize the importance of onboarding procedures for those with low technological literacy, continual support from a community of practice, and management participation.</p>

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Kaste, Janine A. "Scaffolding through cases: diverse constructivist teaching in the literacy methods course." Teaching and Teacher Education 20, no. 1 (January 2004): 31–45. http://dx.doi.org/10.1016/j.tate.2003.09.004.

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Rose, David, Miranda Rose, Sally Farrington, and Susan Page. "Scaffolding academic literacy with indigenous health sciences students: An evaluative study." Journal of English for Academic Purposes 7, no. 3 (July 2008): 165–79. http://dx.doi.org/10.1016/j.jeap.2008.05.004.

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Alhabahba, Mohammad Madallh, Reem Ibrahim Rabadi, and Omer Hassan Ali Mahfoodh. "Reading Literacy and Learning Strategies in First Language Learning: A Multilevel Approach." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 236. http://dx.doi.org/10.5539/ijel.v7n4p236.

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This study documents an investigation of multilevel data from the 2009 Program for International Student Assessment to examine the reading literacy of 5,944 15-year-old students in Jordanian schools. A multilevel model was employed to examine the factors linked to students’ reading literacy from both students’ and schools’ levels. At students’ level, the study revealed that metacognition, elaboration, memorization, structuring, and scaffolding strategies were significant predictors of students’ reading literacy. At schools’ level, the study showed that school type, extracurricular activities, and teachers’ behaviour were significant predictors of students’ reading literacy. Practical implications and recommendations to research community at local and international levels are provided in this study.

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Bergeson, Kristi, and Beth Beschorner. "Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-service Teachers: A Case Study." International Journal of Education in Mathematics, Science and Technology 8, no. 4 (September 14, 2020): 330. http://dx.doi.org/10.46328/ijemst.v8i4.1031.

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This case study explored pre-service teachers’ (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to overcome obstacles, and had a difficult time using technology in a way that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.

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고보애. "Parents’ Scaffolding Literacy Using L1 in an ESL Child’s Factual Writing Development." English Language Teaching 23, no. 4 (January 2012): 79–102. http://dx.doi.org/10.17936/pkelt.2012.23.4.004.

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Kavanaugh, Andrea, Anita Puckett, and Deborah Tatar. "Scaffolding Technology for Low Literacy Groups: From Mobile Phone to Desktop PC?" International Journal of Human-Computer Interaction 29, no. 4 (March 2013): 274–88. http://dx.doi.org/10.1080/10447318.2013.765766.

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Murod, R. R., N. Priatna, and B. A. P. Martadiputra. "The Scaffolding Approach to Enhance Senior High School Student’s Statistical Literacy Ability." Journal of Physics: Conference Series 1227 (June 2019): 012028. http://dx.doi.org/10.1088/1742-6596/1227/1/012028.

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Sen, Barbara Anne, and Pamela McKinney. "The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing." Nordic Journal of Information Literacy in Higher Education 6, no. 1 (July 3, 2014): 23–38. http://dx.doi.org/10.15845/noril.v6i1.172.

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Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

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Wilhelm, Kim Hughes, and Margi L. Wald. "Instructional Weaving: Models for Scaffolding Within and Between Courses." TESL Canada Journal 15, no. 2 (July 1, 1998): 01. http://dx.doi.org/10.18806/tesl.v15i2.697.

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Instructional "weaving" is a method of instructional design that can help to solve problems related to time constraints and skill-building reinforcement. Teacher-teacher collaboration is encouraged as instructional weaving between classes helps learners cope with complex or difficult tasks. One course builds on another, with teachers reinforcing learning across both time and setting. Examples are provided of how instructional weaving has been applied in an IEP (Intensive English Programs) setting, with learners working with content-based materials to learn and practice language and literacy skills. The article concludes with a list of tips and caveats for those interested in applying instructional weaving in their own settings.

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Brady, Loretta L. C., and Melinda Malik. "Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration." Teaching of Psychology 46, no. 1 (December 16, 2018): 64–71. http://dx.doi.org/10.1177/0098628318816155.

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This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

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Mansyur, Muhamad Zulfikar, and Depi Ardian Nugraha. "PEMBELAJARAN METACOGNITIVE SCAFFOLDING SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP DALAM MEMECAHKAN MASALAH." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 2, no. 2 (August 30, 2021): 214–24. http://dx.doi.org/10.46306/lb.v2i2.81.

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Critical thinking ability is an important ability to have. However, students' mathematical critical thinking skills are still low. Efforts that can be applied are through the Metagontive Scaffolding learning approach. The Metcagontive Scaffolding approach has been proven to be able to improve mathematical communication skills, mathematical literacy, and self-efficacy. This study was conducted to test whether Metagontive Scaffolding can improve the mathematical critical thinking skills of junior high school students better than direct learning. This study uses a quasi-experimental method with a nonequivalent control group design. The population in this study were all eighth grade students in one of the public junior high schools in Bandung. This study uses two classes as a sample from a number of class VIII randomly graded. The data in this study were obtained through the results of the answers to students' mathematical critical thinking abilities. significantly compared to students who participated in direct learning

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Smagorinsky, Peter. "Is Instructional Scaffolding Actually Vygotskian, and Why Should It Matter to Literacy Teachers?" Journal of Adolescent & Adult Literacy 62, no. 3 (October 25, 2018): 253–57. http://dx.doi.org/10.1002/jaal.756.

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Neumann, Michelle M., Michelle Hood, and David L. Neumann. "The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study." Early Childhood Education Journal 36, no. 4 (November 18, 2008): 313–19. http://dx.doi.org/10.1007/s10643-008-0291-y.

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Brazer, Susan E., and Mark de Socio. "Scaffolding and Support through Information Literacy: Reimagining a Geography of Sport Class Project." Geography Teacher 18, no. 1 (January 2, 2021): 39–44. http://dx.doi.org/10.1080/19338341.2020.1861055.

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Donahue, Mavis L., Carol M. Szymanski, and Christine Wujek Flores. "When "Emily Dickinson" Met "Steven Spielberg"." Language, Speech, and Hearing Services in Schools 30, no. 3 (July 1999): 274–84. http://dx.doi.org/10.1044/0161-1461.3003.274.

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Current research and theory on social information processing is used to frame the peer interactions of "Emily Dickinson," a 16-year-old girl with a long history of oral language problems and social isolation, but strong interests in literacy. In ongoing assessment that prioritized authentic and ecologically valid data collected in classroom settings, the Crick and Dodge (1994) model was used to guide an analysis of Emily’s social-cognitive abilities and disabilities during peer interaction. These observations revealed that Emily had evolved a social schema that strategically recruited her strong literacy interests and skills to initiate and mediate social interaction with peers. This suggests that literacy curricula may be a valuable site for assessing and scaffolding social/communication problem-solving in students with language disabilities.

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Cummins, Jim, Rania Mirza, and Saskia Stille. "English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies." TESL Canada Journal 29 (October 3, 2012): 25. http://dx.doi.org/10.18806/tesl.v29i0.1121.

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This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

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Gabas, Clariebelle, Leesa Marante, and Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.

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Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

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Glazewski, Krista D., and Cindy E. Hmelo-Silver. "Scaffolding and supporting use of information for ambitious learning practices." Information and Learning Sciences 120, no. 1/2 (January 14, 2019): 39–58. http://dx.doi.org/10.1108/ils-08-2018-0087.

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PurposeThis paper aims to lay out the goals and challenges in using information for ambitious learning practices.Design/methodology/approachThrough a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).FindingsLearners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.Originality/valueTo make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

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Quinn, David M., and James S. Kim. "Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention." American Educational Research Journal 54, no. 6 (July 13, 2017): 1187–220. http://dx.doi.org/10.3102/0002831217717692.

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Kelly, Courtney, and Carleigh Brower. "Making Meaning Through Media: Scaffolding Academic and Critical Media Literacy With Texts About Schooling." Journal of Adolescent & Adult Literacy 60, no. 6 (November 1, 2016): 655–66. http://dx.doi.org/10.1002/jaal.614.

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Cooper Hansen, Cory. "Technology as an Electronic Mentor: Scaffolding Preservice Teachers in Writing Effective Literacy Lesson Plans." Journal of Early Childhood Teacher Education 27, no. 2 (July 2006): 129–48. http://dx.doi.org/10.1080/10901020600675091.

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Cook, Katherine, Canan Çakirlar, Timothy Goddard, Robert Carl DeMuth, and Joshua Wells. "Teaching Open Science: Published Data and Digital Literacy in Archaeology Classrooms." Advances in Archaeological Practice 6, no. 2 (April 26, 2018): 144–56. http://dx.doi.org/10.1017/aap.2018.5.

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ABSTRACTDigital literacy has been cited as one of the primary challenges to ensuring data reuse and increasing the value placed on open science. Incorporating published data into classrooms and training is at the core of tackling this issue. This article presents case studies in teaching with different published data platforms, in three different countries (the Netherlands, Canada, and the United States), to students at different levels and with differing skill levels. In outlining their approaches, successes, and failures in teaching with open data, it is argued that collaboration with data publishers is critical to improving data reuse and education. Moreover, increased opportunities for digital skills training and scaffolding across program curriculum are necessary for managing the learning curve and teaching students the values of open science.

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Hidayat, Rahmad, and Fajar Susanto. "Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach." International Journal of Language Teaching and Education 4, no. 2 (December 31, 2020): 83–95. http://dx.doi.org/10.22437/ijolte.v4i2.12049.

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The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.

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von Fintel, Celeste, and Oscar Oliver Eybers. "Leaps into Cyberspace: A Case Study for Scaffolding Argumentation in a Hybridized Academic Literacy Module." International Journal of Learning in Higher Education 27, no. 1 (2020): 55–67. http://dx.doi.org/10.18848/2327-7955/cgp/v27i01/55-67.

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Conner, David B., Danica K. Knight, and David R. Cross. "Mothers' and fathers' scaffolding of their 2-year-olds during problem-solving and literacy interactions." British Journal of Developmental Psychology 15, no. 3 (September 1997): 323–38. http://dx.doi.org/10.1111/j.2044-835x.1997.tb00524.x.

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Henderson, Susan Daniels, Joyce E. Many, H. P. Wellborn, and Joy Ward. "How scaffolding nurtures the development of young children's literacy repertoire: Insiders’ and outsiders’ collaborative understandings." Reading Research and Instruction 41, no. 4 (June 2002): 309–30. http://dx.doi.org/10.1080/19388070209558374.

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Mertzman, Tania. "Individualising scaffolding: teachers' literacy interruptions of ethnic minority students and students from low socioeconomic backgrounds." Journal of Research in Reading 31, no. 2 (May 2008): 183–202. http://dx.doi.org/10.1111/j.1467-9817.2007.00356.x.

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Fernando, Weronika. "Show me your true colours: Scaffolding formative academic literacy assessment through an online learning platform." Assessing Writing 36 (April 2018): 63–76. http://dx.doi.org/10.1016/j.asw.2018.03.005.

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Aryanto, Sani, Zahara Tussoleha Rony, Suharjuddin Suharjuddin, and Fara Diba Catur Putri. "Implementasi Metode Scaffolding Dalam Membuat Puisi Berbasis Ecoliteracy Pada Anak-Anak Penghuni Lapas Salemba." Jurnal Pengabdian kepada Masyarakat UBJ 3, no. 2 (June 30, 2020): 171–80. http://dx.doi.org/10.31599/jabdimas.v3i2.207.

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To resolve environmental and literacy issues in Indonesia, the government has strived for schools like the School Literacy Movement/ Gerakan Literasi Sekolah (GLS) and internalizing values of environmental in the curriculum. But unfortunately, the movement is considered to touch dimensions of formal education in the school and has not yet penetrated massively in some segments of society. One segmentation of the community that has not been touched is the Prison. Therefore, we hold community at the Salemba Prison Klas IIA in Percetakan Negara Street, No.88 A, RT.12/RW.4, Rawasari, Cempaka Putih, Jakarta Pusat. This training is aimed at the prison of children under the age of 17 years totaling 40 children. This activity is expected to be able for providing education based on eco-literacy as their experience when leaving prison. The method used during the process of implementing this program is the scaffolding method through participatory. The training involved lecturers at the Faculty of Education at Universitas Bhayangkara Jakarta Raya, in collaboration with the Salemba Prison Klas IIA, Central Jakarta. This program will be held on November 28, 2019, with topics expected to be able for teaching children in prison to love and respect the natural environment as an important part of life and be able to produce poetry that can be accepted by the community. Keywords: Ecoliteracy, Scaffolding Method, Poetry Abstrak Dalam rangka mengatasi persoalan lingkungan dan literasi di Indonesia, pemerintah telah mengupayakan gerakan-gerakan berbasis sekolah seperti melalui internalisasi nilai-nilai kepedulian lingkungan dalam muatan kurikulum di sekolah maupun peluncuran program Gerakan Literasi Sekolah (GLS). Namun sayangnya gerakan tersebut dianggap lebih banyak menyentuh dimensi pendidikan formal di lingkungan sekolah dan belum merambah secara masif pada beberapa segmentasi masyarakat. Salah satu segmentasi masyarakat yang belum tersentuh adalah satuan Lembaga Pemasyarakatan. Oleh karena itu, kami mengadakan pengabdian kepada masyarakat di Lembaga Pemasyarakatan Klas IIA Salemba terletak di Jalan Percetakan Negara No.88 A, RT.12/RW.4, Rawasari, Cempaka Putih, Kota Jakarta Pusat. Pelatihan ini ditujukan pada penghuni lapas anak di bawah usia 17 tahun yang berjumlah 40 anak dengan harapan mereka mampu mendapatkan layanan pendidikan berbasis ecoliteracy sebagai bekal mereka ketika berbaur dengan masyarakat yang lebih luas pasca keluar dari lapas. Metode yang digunakan selama proses pelaksanaan pengabdian ini adalah metode scaffolding melalui kaji tindak partisipatif. Pelatihan ini melibatkan dosen Fakultas Ilmu Pendidikan Universitas Bhayangkara Jakarta Raya yang bekerjasama dengan pihak Lembaga Pemasyarakatan Salemba Klas IIA Salemba Jakarta Pusat. Kegiatan pengabdian masyarakat dilaksanakan pada tanggal 28 November 2019 dengan topik yang diharapkan mampu mengedukasi para anak-anak penghuni lapas untuk mencintai dan menghargai lingkungan alam sebagai bagian penting dari kehidupan serta mampu menghasilkan karya sastra berupa puisi yang dapat diterima oleh masyarakat. Kata kunci: Ecoliteracy, Metode Scaffolding, Puisi

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Cronin, James G. R. "Too much information: Why facilitate information and media literacy?" International Journal of Humanities and Arts Computing 4, no. 1-2 (October 2010): 151–65. http://dx.doi.org/10.3366/ijhac.2011.0014.

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The Educause Horizon Report states that while web-based tools are rapidly becoming standard in education and in the workplace and technologically mediated communication is the norm, fluency in information, visual, and technological literacy is not formally taught to most students. In the light of this we need new and expanded definitions and paradigms of Information and Media Literacy (IML) that promote mastering critical thinking as well as technical proficiency. This study, forming part of the Irish Integrative Learning Project, attempts to test an assumption that entrants to the humanities are media literate. This assumption, often made by educators in higher education, largely goes unchallenged. This paper reflects on the strengths and weaknesses of a series of media literacy workshops when facilitated in conjunction with the undergraduate History of Art course at University College Cork, Republic of Ireland from 2007–2009. It concludes with an example of how these media literacy workshops, indirectly, had surprisingly positive affects on a dyslexic student by scaffolding his learning and providing him with alternative entry points to learning whereby he was empowered to confidently articulate History of Art's signature disciplinary skills-set at a foundation level: critical visual analysis.

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Stevenson, Alma, and Scott Beck. "Migrant Students’ Emergent Conscientization Through Critical, Socioculturally Responsive Literacy Pedagogy." Journal of Literacy Research 49, no. 2 (December 28, 2016): 240–72. http://dx.doi.org/10.1177/1086296x16683418.

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This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers’ and writers’ workshop methods, emphasizing the significance of valuing students’ individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children’s picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns—normally silenced in classrooms—during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students’ perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children.

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Terpstra, Alicia, and Susan Adams. "Identifying Strategies for English Language Learner Literacy Development at the Secondary Level Using Whole-class Readings." INTESOL Journal 16, no. 1 (October 30, 2019): 99–136. http://dx.doi.org/10.18060/23365.

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This study seeks to identify literacy strategies that support English language learner literacy development in secondary English courses. The study occurs over a six-week unit where whole-class reading of the novella Animal Farm takes place. The study features qualitative methods of data collection and analysis situated in an advocacy, change-oriented perspective. Data include teaching journal entries, lesson plans, field notes, student conference interviews (conferring notes), and student records and artifacts. Constant comparison and grounded theory methods of analysis are used, along with open coding and pattern matching. Findings reveal four emergent patterns that have a significant positive correlation to comprehension, participation, and academic achievement: the frequency of teacher read-alouds, the use of visual aids with graphic organizers, the use of group activities as part of scaffolding exercises, and sustained repetition of strategies and material.

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Arshad, Mahzan, and Wu Hsueh Chen. "Vygotsky’s socio-cultural theory of literacy Scaffolding children to read and write at an early age." Wacana, Journal of the Humanities of Indonesia 11, no. 2 (October 1, 2009): 319. http://dx.doi.org/10.17510/wjhi.v11i2.164.

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Walton, Marion, and Arlene Archer. "The Web and information literacy: scaffolding the use of web sources in a project-based curriculum." British Journal of Educational Technology 35, no. 2 (March 2004): 173–86. http://dx.doi.org/10.1111/j.0007-1013.2004.00379.x.

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Neumann, Michelle M. "Maternal Scaffolding of Preschoolers’ Writing Using Tablet and Paper-Pencil Tasks: Relations With Emergent Literacy Skills." Journal of Research in Childhood Education 32, no. 1 (November 21, 2017): 67–80. http://dx.doi.org/10.1080/02568543.2017.1386740.

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