Journal articles: 'Tertiary literacy'

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Absalom, Doug, and Zosia Golebiowski. "Tertiary literacy on the cusp." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 5–17. http://dx.doi.org/10.1075/aral.25.2.02abs.

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Abstract This paper outlines some of the recent concerns regarding a perceived decline in literacy standards in Australia, with reference to changing literacy abilities and standards in tertiary education. It presents a summary and critique of the current discussions on changes in literacy expectations and contemporary notions of literacy. It concludes with a summary of three important ‘agents of change’: economic rationalism, multiculturalism and computerisation.

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Papadopoulou, Maria, Sophia Goria, Polyxeni Manoli, and Evgenia Pagkourelia. "Developing multimodal literacy in tertiary education." Journal of Visual Literacy 37, no. 4 (October 2, 2018): 317–29. http://dx.doi.org/10.1080/1051144x.2018.1540177.

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Thomas, Ian, Louise Kyle, and Amaya Alvarez. "Introducing Environmental Literacy in the Tertiary Curriculum." Australian Journal of Environmental Education 15 (1999): 95–101. http://dx.doi.org/10.1017/s0814062600002652.

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AbstractThere are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The paper describes a process and strategy to establish environmental literacy in tertiary courses. This strategy was developed from a project to introduce waste minimisation education into four disciplinary based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provided a framework for the broad principles of environmental literacy. The project began with the assumption that adequate materials were already available, but what was needed was a process that would guide academics in the revision of their course content, and would support them in making changes. The paper reports on the conduct of the project and, based on our experiences, presents a strategy for developing curriculum change. This strategy has been developed to recognise the contexts associated with environmental understanding and tertiary institutions, and the processes needed to facilitate the change.

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Feekery, Angela Joy, Katherine Chisholm, Carla Jeffrey, and Fiona Diesch. "Enhancing students’ professional information literacy." Journal of Information Literacy 15, no. 2 (June 8, 2021): 150. http://dx.doi.org/10.11645/15.2.2856.

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Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.

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Kaur, Sarjit, and Gurnam Kaur Sidhu. "Evaluating the Critical Literacy Practices of Tertiary Students." Procedia - Social and Behavioral Sciences 123 (March 2014): 44–52. http://dx.doi.org/10.1016/j.sbspro.2014.01.1396.

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Sarpong-Danquah, Beatrice, Prince Gyimah, Kwasi Poku, and Brenda Osei-Poku. "Financial Literacy Assessment on Tertiary Students in Sub-Saharan Africa: A Ghanaian Perspective." International Journal of Accounting and Financial Reporting 8, no. 2 (May 8, 2018): 76. http://dx.doi.org/10.5296/ijafr.v8i2.12928.

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The study assesses the financial literacy level among tertiary students in Sub-Saharan Africa country, Ghana. The study uses primary data through self-administered questionnaires, and employs purposive sampling to select four hundred and eighty (480) students across tertiary institutions in Ghana for data analysis. The study reaffirms that on the average, students lack financial knowledge especially on insurance (mean = 40.54 percent). However, students portray the highest level of financial literacy in savings and borrowing (mean = 52.88 percent). Also, information technology positively influences 95 percent of student’s financial literacy. We recommend that tertiary institutions should inculcate educational program on financial literacy to broaden understanding of financial issues among students. Policy makers should redesign curriculum to include financial literacy courses especially for non-business students. Finally, financial seminars and talks should be focused on teaching relevant financial concepts and the youth should be educated and encouraged to utilize digital or technological platforms to enable them gain more knowledge in finance.

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Bock, Zannie, and David H. Gough. "Social literacies and students in tertiary settings." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 49–58. http://dx.doi.org/10.1075/aral.25.2.05boc.

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Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.

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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.

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Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.

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Rinekso, Aji Budi, Rojab Siti Rodliyah, and Intan Pertiwi. "Digital literacy practices in tertiary education: A case of EFL postgraduate students." Studies in English Language and Education 8, no. 2 (May 3, 2021): 622–41. http://dx.doi.org/10.24815/siele.v8i2.18863.

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Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.

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Ahmed, Aashi, Bushra Anwar, Mehjabeen Qureshi, Maliha Asim, and Nadia Nisar. "Assessment of Health literacy and its determinants in patients visiting tertiary care hospital, Rawalpindi, Pakistan." Pakistan Journal of Public Health 10, no. 4 (March 29, 2021): 220–25. http://dx.doi.org/10.32413/pjph.v10i4.674.

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Background: Health literacy refers to the ability to access, understand and use health related information to promote good health. It is required to achieve good health of an individual. Good health literacy has been shown to improve health outcomes of a person and is now the focus of many researches internationally. The objective of the study was to assess health literacy levels and its determinants in patients visiting tertiary care hospital in Rawalpindi Methods: This cross-sectional survey was conducted in three public sector tertiary care hospitals in duration of four months. 450 adults of either gender with age > 18 years capable of providing informed consent and able to communicate in any of the local languages were selected from outpatient and emergency departments. The data entry and statistical analysis were done using SPSS version 23. Results: 26.2% of people had poor health literacy, 56.4% had satisfactory health literacy whereas only 17.3% had good health literacy. Health literacy was poorest in domain of disease prevention (lowest mean score of 2.3+.86). Mean health literacy was significantly positively associated with higher income, and higher frequency of watching health-related television programs. Conclusion: Health literacy levels were found to be low in our study population. Gaps in health literacy should be addressed by more research and interventions. The health educators (health care professionals) can play a major role in helping to enhance the health literacy and act as an advocate for health education.

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Ediyono, Suryo, and Alfiati Alfiati. "Membangun Budaya Literasi Berbasis Kearifan Lokal dalam Mata Kuliah Menulis Puisi Mahasiswa." An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial 6, no. 2 (December 10, 2019): 183–94. http://dx.doi.org/10.36835/annuha.v6i2.334.

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Literacy is now beginning to become a discourse in various media, both print and social media. This happened since Anies Baswedan, when he was Minister of Education and Culture, launched the School Literacy Movement (GLS). Trends in global currents and the Indonesian economy are also entering the era of the creative industry revolution, an era of revolution that relies heavily on the products of the creative industries. Creative industries can be defined as industries based on expertise, talent and creativity; such as fashion, crafts, publishing (books and print media), music, film and advertising. Literary works and creative industries are both based on talent and creativity and are equally cultural. The difference is, the process of creating literary works is more oriented to the interests of the literary (literary), while the creative industry is more oriented to the interests of the market. Local Wisdom is considered so interesting to be the main topic raised in literacy development because through learning in the classroom, students will indirectly get to know the local wisdom of each region. This paper seeks to reveal the steps that can be taken so that the culture of literacy or GLS can still go hand in hand with the development of the existing creative industries. The method used is certainly descriptive and through a qualitative approach. In conclusion, the Indonesian literacy movement still needs to be promoted, and Indonesian language learning in tertiary institutions still needs to be improved, so that people become more proficient in Indonesian and continue to love Indonesian as a means of communication, cultural imaging, and strengthening the national identity. The low ability of students in the field of poetry indicates the need to empower poetry writing for students. This article aims to illustrate how to empower the literacy culture of students writing poetry in the face of the era of the creative industry revolution.

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Chow, Susan Ka Yee, and Jade Lai King Wong. "Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions." Education Sciences 10, no. 12 (November 29, 2020): 361. http://dx.doi.org/10.3390/educsci10120361.

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Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.

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Hine, Alison, Sandra Gollin, Anita Ozols, Frank Hill, and Michele Scoufis. "Embedding Information Literacy in a University Subject through Collaborative Partnerships." Psychology Learning & Teaching 2, no. 2 (June 2002): 102–7. http://dx.doi.org/10.2304/plat.2002.2.2.102.

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Curricula designed to develop tomorrow's professionals recognise that information literacy will be developed and implemented to ever increasing degrees. The current challenge to tertiary education is to embed information literacy in authentic meaningful practice in academic tasks at all levels. An innovative and multifaceted approach to the development of information literacy has been implemented at an Australian tertiary institution. The approach which involved collaboration among the university's academic teaching staff, professional developers, academic learning skills advisers and librarians aims to empower students from a variety of backgrounds to confidently utilise a range of information literacy strategies. Scaffolded academic tasks afforded students the opportunity of acquiring skills in information gathering, recognising relevance, critical thinking and reflection. The project contributed to the development of independent, confident, critical thinking students who were able to meaningfully evaluate and utilise information in a variety of contexts.

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Guo, Yan Ru, Dion Hoe-Lian Goh, and Brendan Luyt. "Tertiary students’ acceptance of a game to teach information literacy." Aslib Journal of Information Management 69, no. 1 (January 16, 2017): 46–63. http://dx.doi.org/10.1108/ajim-08-2016-0131.

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Purpose The purpose of this paper is to investigate tertiary students’ acceptance of digital game-based learning (DGBL). Specifically, it investigated the influence of learning motivation, enjoyment, and perceived usefulness on students’ behavioral intention to play an information literacy (IL) game. Design/methodology/approach In total, 150 tertiary students were recruited to play an IL game, and fill in a survey questionnaire. Multiple linear regression was performed. Findings Results indicated that attention, satisfaction, affective enjoyment, and perceived usefulness were significant determinants for the behavioral intention to play IL games. However, relevance, confidence, cognitive enjoyment, and behavioral enjoyment were not found to predict their behavioral intention. Research limitations/implications The authors did not consider other factors in the hypotheses, such as the mediating effects of enjoyment on behavioral intention, and the influence of students’ individual characters such as learning styles or personalities on their behavioral intention of using DGBL. Further, the IL game used in the study, Library Escape, may reduce generalizability of the results. The study used self-reported attitudinal data from survey questionnaires, while behavioral data were not considered. Practical implications The results showed that pedagogical features, enjoyment factors, and perceived usefulness remain critical in the uptake of IL games by students. Further, the study demonstrated that instead of behavioral or cognitive dimensions of enjoyment, players are more concerned with affective enjoyment. Hence, developing DGBL with affective features should be pursued. Originality/value By taking into consideration both pedagogical and gameplay characteristics of DGBL to explain students’ acceptance of IL games, this study integrates and extends previous studies in the context of IL games. Additionally, instead of using perceived enjoyment as a single dimensional construct, this study adopted a multifaceted, more nuanced perspective on the perceived enjoyment of DGBL.

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Machová, Pavla, and Olga Vraštilová. "Reading Literacy of Foreign Language Students Commencing Their Tertiary Studies." e-Pedagogium 18, no. 2 (June 1, 2018): 52–63. http://dx.doi.org/10.5507/epd.2018.019.

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Lawlis, Sambell, Douglas-Watson, Belton, and Devine. "The Food Literacy Action Logic Model: A Tertiary Education Sector Innovative Strategy to Support the Charitable Food Sectors Need for Food Literacy Training." Nutrients 11, no. 4 (April 12, 2019): 837. http://dx.doi.org/10.3390/nu11040837.

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Food literacy is seen as a key component in improving the increasing levels of food insecurity. While responsibility for providing training falls on the charitable service organizations, they may not have the capacity to adequately reach those in need. This paper proposes a tertiary education - (university or higher education) led model to support the food literacy training needs of the food charity sector. A cross-sectional study comprised of online surveys and discussions investigated food services offered by Western Australia (WA) and Australian Capital Territory (ACT) agencies, food literacy training needs for staff, volunteers and clients, and challenges to delivering food literacy training programs. Purposive sampling was used, and ACT and WA charitable service originations (survey: ACT n = 23, WA n = 32; interviews: ACT n = 3, WA n = 2) were invited to participate. Findings suggest organizations had limited financial and human resources to address the gap in food literacy training. Nutrition, food budgeting, and food safety education was delivered to paid staff only with limited capacity for knowledge transfer to clients. The Food Literacy Action Logic Model, underpinned by a tertiary education engagement strategy, is proposed to support and build capacity for organizations to address training gaps and extend the reach of food literacy to this under-resourced sector.

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Sahoo, Monika, Charu Kohli, and Jugal Kishore. "Health Literacy Levels among Outpatients at a Tertiary Hospital in Delhi, India." International Journal of Medical Students 3, no. 1 (March 31, 2015): 29–33. http://dx.doi.org/10.5195/ijms.2015.110.

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Background: Health literacy is defined as the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand, and use information in ways which promote and maintain good health. This study was conducted to determine health literacy levels and the associated factors among patients attending the outpatient departments of a tertiary care hospital in Delhi. Methods: A hospital-based cross-sectional study was carried out in a tertiary care teaching hospital in Delhi over a period of four months. A total of 150 patients were included in the study. Fifty patients from the Diabetes Clinics, 50 patients from Hypertension Clinics, and 50 patients with anemia from the Antenatal Outpatient Department (OPD) were selected using a convenience sampling method. Data was analyzed using Epi Info software. Statistical analysis was conducted with the chi-square test and the Fisher’s exact test. P values less than 0.05 were considered significant. Results: Out of 50 diabetic subjects, 37 (74%) understood the information about their blood sugar levels as explained to them by the doctor. Similar results were found among hypertensive subjects as well. Furthermore, education status was significantly associated with health literacy. In terms of understanding the regimen of medications, significant association was seen with age, sex, and education. Conclusion: Education status, age, and gender are important determinants of health literacy. Our results support that innovative strategies of communication should be used to improve health literacy among patients.

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O. Vysotska and S. Vysotska. "SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY." World Science 3, no. 4(56) (April 30, 2020): 4–9. http://dx.doi.org/10.31435/rsglobal_ws/30042020/7030.

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The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

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Md.Sapir @ Md.Shafik, Ana Shakirah, and Wan Marhaini Wan Ahmad. "Financial literacy among Malaysian Muslim undergraduates." Journal of Islamic Accounting and Business Research 11, no. 8 (January 11, 2020): 1515–29. http://dx.doi.org/10.1108/jiabr-10-2017-0149.

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Purpose University students are known to face many challenges in achieving high financial literacy. The purpose of this paper is to examine the level of financial literacy among Malaysian Muslim undergraduates as explained through sociocultural variables. Furthermore, this paper explores a few additional Islamic measurements as part of assessing the level of financial literacy among the students. Design/methodology/approach The questionnaires were drafted based on a multi-dimensional financial literacy model and distributed conveniently to 330 respondents. Post-interviews were also conducted with selected students to further comprehend the sociocultural context. Findings The findings suggest that exposing students to financial education and practices influence their financial literacy scores. Students who attended muamalat-related courses demonstrated better financial literacy scores. Meanwhile, post-interview results indicate that the students’ social environment and interactions also play important roles in enhancing their financial literacy. Hence, it is believed that it is essential to embed Islamic-based measurements to equip students with financial literacy in tandem with their pedagogic development. The results thus extend previous studies by confirming the importance of Islamic-based finance- and business-related knowledge for all tertiary students. Furthermore, the curricula should be made compatible to their studying environment and attuned to their values and cultures. Practical implications The findings suggest the introduction of personal financial and muamalat-based knowledge and practices relative to their Islamic programme orientation. This should take place during the students’ academic years and across all academic programmes’ orientation. The study also highlights the importance of developing special measurements of Islamic financial literacy for Muslims congruent to their distinct Islamic identity. Social implications The study indicates the importance of high financial literacy among tertiary students for them to have a financially stable future. Originality/value The research is original in its use of several measurements of financial literacy that embedded Islamic teachings concomitant to the Muslim respondents.

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Sairsingh, Marie. "Critical Literacy: Beyond Reading and Writing in the Bahamian Tertiary Classroom." International Journal of Bahamian Studies 23 (September 28, 2017): 31. http://dx.doi.org/10.15362/ijbs.v23i0.291.

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Yılmazel, Gulay. "Health Literacy, Mammogram Awareness and Screening Among Tertiary Hospital Women Patients." Journal of Cancer Education 33, no. 1 (May 28, 2016): 89–94. http://dx.doi.org/10.1007/s13187-016-1053-y.

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Sum, Kim-Wai Raymond, Ming-Hui Li, Siu-Ming Choi, Yan Huang, and Rui-Si Ma. "In/Visible Physical Education and the Public Health Agenda of Physical Literacy Development in Hong Kong." International Journal of Environmental Research and Public Health 17, no. 9 (May 9, 2020): 3304. http://dx.doi.org/10.3390/ijerph17093304.

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In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture.

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Mahfouz, Mohamed S., Abdulwahab Aqeeli, Anwar M. Makeen, Ramzi M. Hakami, Hatim H. Najmi, Abdullkarim T. Mobarki, Mohammad H. Haroobi, Saeed M. Almalki, Mohammad A. Mahnashi, and Osayd A. Ageel. "Mental health literacy among undergraduate students of a Saudi tertiary institution: a cross-sectional study." Mental Illness 8, no. 2 (November 23, 2016): 35–39. http://dx.doi.org/10.1108/mi.2016.6806.

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The issue of mental health literacy has been widely studied in developed countries, with few studies conducted in Arab countries. In this study we aimed to investigate mental health literacy and attitudes towards psychiatric patients among students of Jazan University, Kingdom of Saudi Arabia. A cross-sectional study was conducted among undergraduate students using a validated Arabic-version questionnaire. A total of 557 students were recruited from different Jazan university colleges. The majority of students (90.3%) have intermediate mental health literacy. Regarding the etiology of mental illness, students agreed that genetic inheritance (45.8%), poor quality of life (65%) and social relationship weakness (73.1%) are the main causes of mental illness. The majority thought that mentally ill people are not capable of true friendships (52.5%) and that anyone can suffer from a mental illness (49.4%). Students' attitudes towards psychiatric patients were mixed, with 68.7% reporting that they could maintain a friendship with a mentally ill person and that people with mental illness should have the same rights as anyone else (82.5%). Mental health literacy among university students was intermediate. There is an urgent need for health educational programs to change the attitudes of students regarding this important health issue.

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Ochoa, Gabriel García. "Reading across cultures." Journal of Internationalization and Localization 3, no. 2 (December 16, 2016): 165–81. http://dx.doi.org/10.1075/jial.3.2.04och.

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Higher Education institutions worldwide are aware of the fact that intercultural and interdisciplinary collaborations will be an essential part of their students’ professional lives. To that effect, it is crucial to develop pedagogical strategies to provide students with the skills that will give them the mobility and flexibility to operate efficiently in different cultural contexts. ‘Reading Across Cultures’ is a module taught at Monash University that was specifically designed to enhance students’ levels of Cultural Literacy. The module is particularly innovative in that its structure follows that of a literary studies course, but it focuses on teaching students how to transfer the analytical and interpretative skills learnt in the classroom to real life scenarios. This article presents a detailed description of how ‘Reading Across Cultures’ does this. In the context of Localization and Internationalization Studies, the article discusses the need to teach our students how to ‘localize themselves’, and how this can be achieved by means of Cultural Literacy. It also provides an explanation of the overall structure of ‘Reading Across Cultures’, including a description of assignments that will be particularly useful for educators at a tertiary level who seek to plan similar courses aimed at enhancing students’ levels of Cultural Literacy or Intercultural Competence. The article focuses on two specific techniques that were used throughout the module to enhance students’ levels of Cultural Literacy: ‘destabilization’ and ‘reflection’.

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Lee, Sook Hee. "Attribution in high-and low-graded persuasive essays by tertiary students." Functions of Language 17, no. 2 (December 2, 2010): 181–206. http://dx.doi.org/10.1075/fol.17.2.02lee.

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This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some differences in the overall use of Attribution between native English speaking and ESL students, the most significant grade-based differences were found in expressions of Attribution and in the Attribution patterns adopted in the presentation of intersubjective claims supported by evidence. The differences identified are interpreted in terms of dialogic literacy perspectives. Pedagogical implications are discussed in terms of the contribution of the differences to the success of the essays, and the need to support academic literacy.

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Emerson, Lisa, Angela Feekery, and Ken Kilpin. "Let’s talk about literacy: Preparing students for the transition to tertiary learning." set: Research Information for Teachers, no. 1 (August 14, 2014): 3–8. http://dx.doi.org/10.18296/set.0002.

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Bent, Moira. "Information literacy and the transition from secondary to tertiary education: measuring perceptions." Enhancing Learning in the Social Sciences 1, no. 1 (April 2008): 1–11. http://dx.doi.org/10.11120/elss.2008.01010007.

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Furness, Jane, and Judy Hunter. "Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls." New Zealand Annual Review of Education 22 (December 19, 2017): 66. http://dx.doi.org/10.26686/nzaroe.v22i0.4149.

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Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.

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Bintz, William P. "What Is Literacy for? A Critical Perspective." Aboriginal Child at School 17, no. 3 (July 1989): 3–53. http://dx.doi.org/10.1017/s0310582200006799.

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Last year I was a Visiting Lecturer in the Aboriginal Studies Program at Armidale C.A.E. Before lectures began, I was invited by the College to a dinner honoring recently graduated Aboriginal students. At that dinner a number of graduates were introduced and invited to comment about their experiences in tertiary education. As each graduate spoke, it became apparent that many had shared similar experiences. For instance, many confided that they were initially very apprehensive about enrolling in formal schooling. Their apprehension was due to a sense of self-doubt as to whether they were willing to make the necessary sacrifices, as well as to a shared premonition that, as one student commented, “for most Aboriginal people, going through formal schooling is like taking a journey into the unknown.”

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Butler, Gustav. "Translating the Test of Academic Literacy Levels into Sesotho." Journal for Language Teaching 51, no. 1 (July 5, 2021): 1–35. http://dx.doi.org/10.4314/jlt.v51i1.1.

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This article reports on an initiative at the Vaal Triangle Campus (VTC) of North-West University (NWU) towards the active encouragement of functional multilingualism in tertiary education. More specifically, in an effort to support the potential use of Sesotho (Southern Sotho) and isiZulu in the teaching-learning environment at this campus, it was decided that an important first step should be an accurate and reliable determination of students’ levels of academic literacy (AL) in these two languages. Such a measurement would provide an indication of student readiness to make productive use of any extra learning support offered in these languages. Since there are no measuring instruments available to assess students’ academic literacy levels in Sesotho and isiZulu at tertiary level, it was decided thattranslating an existing test may be the most productive option in this case. The test selected for translation into Sesotho and isiZulu was the Test of Academic Literacy Levels (TALL), a test that has consistently shown high reliability measures in the assessment of students’academic literacy levels in English. Because Sesotho is the home language used by the majority of students (other than English and Afrikaans) at the VTC, it was decided that Sesotho would be treated as priority in terms of the completion of the project. The article therefore documents the translation process for Sesotho, and discusses primarily positive findings regarding the creation of a conceptually and functionally adequate Sesotho version of the TALL through a process of translation.

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Podorova, Anna, Sarah Irvine, Michael Kilmister, Richard Hewison, Amanda Janssen, Alejandra Speziali, Logan Balavijendran, Megan Kek, and Maggie McAlinden. "An important, but neglected aspect of learning assistance in higher education: Exploring the digital learning capacity of academic language and learning practitioners." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 19–40. http://dx.doi.org/10.53761/1.16.4.3.

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Digital literacy has become increasingly significant in tertiary environments, as institutions move towards preparing students for 21st century workplaces and careers that emphasise digital literacy. As such, Academic Language and Learning (ALL) practitioners within these institutions are under pressure to possess familiarity and skills in the digital education space. Despite this need, there is a shortage of evidence that identifies the competencies or gaps in the current knowledge that ALL advisors have in Australian tertiary institutions; there is also a lack of awareness about how to address the gaps in knowledge for technology-enhanced learning and academic support. In light of this lacuna, in late 2018, the Association for Academic Learning and Language (AALL), the professional body for Academic Language and Learning practitioners, established a working group to investigate the knowledge and gaps in digital literacy in the ALL profession. The authors of this paper are all members of this working group and aim to explore the state of digital learning in their field. The long-term aim of the working party is to develop research-led resources and strategies to assist in the professionalisation and upskilling of ALL staff in technology-enhanced academic language development and support. This paper reports on the preliminary findings of a mixed-method participatory action research study of ALL practitioners’ preferences, competencies and confidence in the digital learning space. It is hoped that this study will provide members within the AALL professional body, as well as tertiary educators generally, with strategies required to identify, develop and maintain effective digital literacies across the higher education sector.

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du Plessis, Colleen. "Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome." Sociolinguistica 34, no. 1 (November 25, 2020): 195–215. http://dx.doi.org/10.1515/soci-2020-0012.

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AbstractIn response to trends such as internationalization, migration and the knowledge economy, universities globally are under pressure to open their doors to as many students as possible. In South Africa, massification of higher education has two additional dimensions to the above. Firstly, it has to provide a forum for creating a socially inclusive society. Further to this, it has to compensate for the inferior standard of basic education. Together these factors compound the number of diversity variables that require management, particularly as far as language and academic literacy imperatives are concerned. This chapter examines how massification is unfolding at one institution of higher learning in the country and how it fuels systemic problems in a particular teacher training programme. What distinguishes the students in this undergraduate course from those in other programmes is that they constitute the future educators responsible for literacy development in the first years of schooling, precisely where literacy levels are deplorable and of critical concern. The study considers relevant policies, institutional support and curricula, before scrutinizing student performance. Two main findings emerge: Successful massification of higher education is highly dependent on quality basic education in which language instruction and the development of academic literacies are foregrounded at school level. This in turn requires comprehensive teacher training programmes that are attentive to sociolinguistic realities and theoretical underpinnings of language learning.

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Foo, Schubert, Xue Zhang, Yun-Ke Chang, Shaheen Majid, Intan Azura Mokhtar, Joanna Sin, and Yin-Leng Theng. "Information Literacy Skills of Humanities, Arts, and Social Science Tertiary Students in Singapore." Reference & User Services Quarterly 53, no. 1 (September 1, 2013): 40–50. http://dx.doi.org/10.5860/rusq.53n1.40.

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Innes, Sarahmarie, Kerry Shephard, Mary Furnari, John Harraway, Tim Jowett, Brent Lovelock, Mick Strack, and Sheila Skeaff. "Greening the Curriculum to Foster Environmental Literacy in Tertiary Students Studying Human Nutrition." Journal of Hunger & Environmental Nutrition 13, no. 2 (December 23, 2016): 192–204. http://dx.doi.org/10.1080/19320248.2016.1255693.

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O. Aluh, Deborah, Obinna C. Anyachebelu, and Abdulmuminu Isah. "Depression literacy among people living with HIV/AIDS in a Nigerian tertiary hospital." HIV & AIDS Review 20, no. 2 (2021): 121–26. http://dx.doi.org/10.5114/hivar.2021.107218.

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Thornton, Stephen. "A longitudinal comparison of information literacy in students starting Politics degrees." Learning and Teaching 12, no. 2 (June 1, 2019): 89–111. http://dx.doi.org/10.3167/latiss.2019.120206.

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Information literacy, the concept most associated with inculcating the attributes necessary to behave in a strategic, thoughtful and ethical manner in the face of a superfluity of information, has been part of the information specialist scene for many years. As the United Kingdom’s QAA benchmark statements for Politics and International Relations highlight, many of the competences associated with this concept are vital in the honourable struggle to become a successful graduate of those disciplines. This article presents a longitudinal study of a survey used to expose the information literacy levels of two groups of first-year Politics/IR students at a British university and, using the logic of ‘most similar design’, make informed inferences about the level of students’ information literacy on coming into tertiary education.

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He, Zhongqing. "Establishing Disciplinary English in the Curriculum for English Majors in Chinese Tertiary Education." Journal of Language Teaching and Research 11, no. 4 (July 1, 2020): 575. http://dx.doi.org/10.17507/jltr.1104.07.

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Despite several reforms in English language teaching (ELT) for English majors at university level in China over the past decades, few studies have paid attention to how the curriculum for English majors needs modifying. The article calls for the establishment of disciplinary English as an important component in the English major curriculum in Chinese tertiary education. Focusing specifically on the development of ELT for English majors, this article discusses how disciplinary English might help solve literacy problems faced by English majors and clarifies the need for disciplinary English and its position in the English major curriculum. Disciplinary English is the research and teaching of English used in disciplines in higher education context and it can be further classified in line with different types of disciplines and fields of practice. Disciplinary English is related to English for academic purposes (EAP) and disciplinary literacy in six aspects: context, students, nature, syllabus, aim, and focus. The establishment of disciplinary English in the English major curriculum has important implications for the future development of ELT for English majors in China.

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Karmaker, Protiva Rani. "Implementing Assessment literacy in ESL/EFL at Undergraduate Level in Bangladeshi Universities: Imperativeness and Challenges." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 348–67. http://dx.doi.org/10.33369/jeet.4.3.348-367.

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The paper concentrates on investigating the implementation of assessment literacy at the tertiary level of Bangladesh. It also tries to explore the existing challenges which the teachers face in ELT classroom while implementing effective assessment techniques in evaluating academic examination scripts. In this regard, a survey method involving a questionnaire survey was used to obtain a quantitative insight of the study. After studying the responses from 10 respondents of two public universities of Bangladesh, the researcher attained the findings that demonstrated respondents’ experience and suggestions regarding assessment literacy in English language teaching at undergraduate level in the respective university, which include a number of barriers, like lack of training in achieving assessment literacy, insufficient support from the university, and disparity between learning objectives and assessment techniques. To ensure bonafide assessment literacy, the findings also provided some feasible suggestions, like offering students an opportunity to convert test into learning experiences, ensuring appropriate math between assessment and learner ability and regulating self-assessment on regular basis.

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Chigwada, Josiline Phiri. "Supporting Information Literacy Skills of Students for a Successful Transition to Higher Education." International Journal of Library and Information Services 8, no. 1 (January 2019): 24–30. http://dx.doi.org/10.4018/ijlis.2019010102.

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A survey was undertaken on how libraries are supporting information literacy to primary and secondary school students for a successful transition to higher education. Thirty-five librarians were purposively selected and questionnaires were sent and telephone interviews done to understand the opportunities and challenges that are encountered in imparting information literacy skills to students in preparing them for higher education. The results revealed that there are information literacy programmes in group A schools and universities. It was discovered that tertiary institutions do mentorship programmes and train teacher and school librarians on how to offer information literacy sessions. The greatest opportunity was the availability of information communication technologies (ICTs) in most of the schools and the support that is offered by the government towards the use of ICTs in learning. However, the major challenge is there are few online resources that are locally produced. The author recommends the need to produce more local content online for the primary school students.

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Safitri, Tulaihah Ning. "POTENSI SANTRI DALAM TRANSFORMASI DIGITAL LITERACY MEMASUKI ERA REVOLUSI INDUSTRI 4.0 DI PONDOK PESANTREN MODERN." Mozaic : Islam Nusantara 6, no. 2 (October 15, 2020): 191–211. http://dx.doi.org/10.47776/mozaic.v6i2.153.

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This study aims to see the potential of students in digital literacy transformation entering the era of the industrial revolution 4.0 at the Modern Muhammadiyah Boarding School Sleman Islamic Boarding School, Yogyakarta. This study used descriptive qualitative method. Data were collected through observation and interviews with 10 students. The results of this study found that students have mastered the technology of digital literacy transformation of students in the potential of mastering digital literacy. This is because Islamic boarding schools still limit the length of time they use technology. Although this pesantren has used modern pesantren. Pesantren leaders must balance religious education with technology so that graduates are not less competitive when they enter tertiary institutions and the world of work. For future researchers, it will be deeper in digging up information and using more samples.

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McGowan, Ursula. "Integrated academic literacy development: Learner-teacher autonomy for MELTing the barriers." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 90–107. http://dx.doi.org/10.53761/1.15.4.6.

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Effective and continuing development of tertiary students’ academic literacy during their undergraduate years has become a crucial issue for Anglophone universities into the 21st century. Research into pedagogies aimed at supporting students’ academic literacy development has pointed to the inadequacy of generic approaches delivered as remedial support services, and has called instead for the integration of the teaching and learning of academic literacy into discipline content courses. Successful models tended to require collaboration between discipline and communication specialists. However, reluctance by discipline specialists to engage with language in favour of content teaching, and financial implications of collaboration represent two major barriers to the uptake and scalability of curriculum-integrated academic literacy development. This paper describes a collaborative approach to genre pedagogy that has the potential for overcoming the content-language dichotomy and also the cost barrier. It provides a method for the discipline lecturer’s progress from initial dependence on the literacy specialist’s expertise towards learner and teacher autonomy. The pedagogy is demonstrated by two Models of Engaged Learning and Teaching (MELT) that are derived from the Research Skill Development framework. This paper describes the two models and their potential role in overcoming barriers to curriculum-integration of academic literacy development.

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Sidek, Harison Mohd, and Wahiza Wahi. "The Malaysian EFL Education: A Brief Historical Review and Literacy Issues." Studies in Asian Social Science 5, no. 1 (January 23, 2018): 21. http://dx.doi.org/10.5430/sass.v5n1p21.

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Hailed as a lingua franca, the English language maintains its significance at the global level and due to such status, ithas been made a mandatory subject at the elementary, secondary and tertiary institutions in Malaysia. This paperpresents the review of English literacy in terms of its historical path and its status as a second language (EFL) issueswithin the Malaysian educational context. Document review was conducted for the study to find out the MalaysianEnglish literacy historical path. A library research on mainstream journals was carried out to find out EFL literacyissues in Malaysia. The historical review reveals that the mandatory inclusion of the English literacy in the schooland higher institutions’ curriculum could be traced back as a linguistic culturalization effect of the Britishcolonization. The review also indicates that the pattern of inclusion of the English literacy in the Malaysianeducational system seems to be developmental in nature but with some patterns of consistency at the initial stage ofits inclusion. With regards to the EFL literacy issues, the review shows that the shifting from the English to theMalay medium in public schools could be inferred as one of the root causes of the emergence of issues in the EFLliteracy amongst Malaysian learners. The outcomes of the review have implications on English literacy policy, futurerevisions of English literacy curriculum to alleviate the current EFL literacy issues and to increase its effectiveness inEFL teaching and learning in the Malaysian context.

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Nizonkiza, D. "The relationship between productive knowledge of collocations and academic literacy in tertiary level students." Journal for Language Teaching 48, no. 1 (November 20, 2014): 149. http://dx.doi.org/10.4314/jlt.v48i1.8.

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Scouller, Karen, Helen Bonanno, Lorraine Smith, and Ines Krass. "Student experience and tertiary expectations: factors predicting academic literacy amongst first‐year pharmacy students." Studies in Higher Education 33, no. 2 (March 14, 2008): 167–78. http://dx.doi.org/10.1080/03075070801916047.

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Daddow, Angela. "Diverse students and literacy in social work education: pedagogies for a new tertiary landscape." Social Work Education 36, no. 3 (August 18, 2016): 323–38. http://dx.doi.org/10.1080/02615479.2016.1221394.

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Dilley, Meredith A., G. Lynn Christie, Mary Price, Connelly Weeks, Mallikarjuna Rettiganti, Maria Melguizo Castro, Amy M. Scurlock, et al. "Assessment Of Food Insecurity and Health Literacy In a Tertiary Care Pediatric Allergy Population." Journal of Allergy and Clinical Immunology 133, no. 2 (February 2014): AB204. http://dx.doi.org/10.1016/j.jaci.2013.12.732.

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Behera, Surendra Nath, and Shubhransu Patro. "Dyslipidaemia pattern amongst diabetic patients visiting a tertiary care hospital in Eastern Odisha." International Journal of Advances in Medicine 4, no. 6 (November 22, 2017): 1662. http://dx.doi.org/10.18203/2349-3933.ijam20175186.

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Background: With controlled blood sugar levels, the occurrence of dyslipidaemia can be reduced. Due to poor awareness and literacy being a major concern, there is an association in the incidence of dyslipidaemia and cardiovascular risk. Routine and timely observations can help health care professionals to reduce the future risk.Methods: The current study was initiated at the Department of Medicine, KIMS, Bhubaneswar (Odisha). It included in total 669 patients, who were assigned into two groups: Group 1(Diabetic) included 364 patients and Group 2 (Non-diabetic) included 305 patients. The study patients were screened using a pretested structured questionnaire. The plan and checklist were linked by unique identification code (ID). Data was gathered in a friendly atmosphere after obtaining informed consent.Results: In the current study, all characteristics of diabetes were correlated with each parameter and it was found that disproportionate body mass index, high waist girth was correlated with incidence of cardiovascular disease (CVD). Literacy is one of the factor found intermediate responsible for CVD. The more educated, the more advances in current lifestyle is observed whereas due to illiteracy, awareness about health issues is less and both together result in increased incidence of CVD.Conclusions: Dyslipidaemia should be promptly diagnosed and treated aggressively to reduce the rate of morbidity and mortality in diabetic patients.

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Oo, Hlaing Min, Ye Minn Htun, Tun Tun Win, Zaw Myo Han, Thein Zaw, and Kyaw Myo Tun. "Information and communication technology literacy, knowledge and readiness for electronic medical record system adoption among health professionals in a tertiary hospital, Myanmar: A cross-sectional study." PLOS ONE 16, no. 7 (July 1, 2021): e0253691. http://dx.doi.org/10.1371/journal.pone.0253691.

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Some developing countries are currently introducing and implementing an electronic medical record system (EMRs) for improvement in healthcare delivery services. Availability of information and communication technology (ICT), technical skillful staff, and strong resistance to change by the health professionals impacted the successful adoption of EMRs. This study aimed to assess the ICT literacy, knowledge, and readiness for EMRs adoption among health professionals in a tertiary hospital, Myanmar. A cross-sectional study was conducted among 118 health professionals involving in a tertiary hospital at Nay Pyi Taw, Myanmar from February to April 2020 using a stratified sampling method. The data were collected through face-to-face interviews using a pretested structured questionnaire after getting informed consent. Data were analyzed by using SPSS version 23.0. Chi-square test, Fisher’s exact test, and logistic regression analysis were performed to assess the associated factors of ICT literacy, knowledge, and overall readiness for EMRs adoption. The prevalence of high ICT literacy and knowledge on EMRs among health professionals were 20.3% and 24.6% respectively. The factors associated with ICT literacy were professional, education, duration of service, and reported English language skills. Duration of service was associated with knowledge on EMRs. The overall readiness was 54.2% (core readiness 59.3% and engagement readiness 61.9%), and postgraduate [Adjusted Odds Ratio (AOR): 7.32, 95% Confidence Interval (CI): 2.26–23.68] and knowledge on EMRs (AOR: 1.27, 95% CI: 1.13–1.43) were the factors associated with overall readiness for EMRs adoption. Expanding infrastructure and provision of ICT development training are crucial for the improvement of ICT literacy. EMRs training program enabling hands-on experience should be implemented for improvement of knowledge on EMRs. In general, the overall readiness for EMRs adoption was found to be moderate. Enhancing the establishment of comprehensive on-the-job training and contextualization of curriculum in EMRs training program are recommended to improve the health professionals’ readiness for EMRs adoption.

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Prada, Elena-Maria, Simona-Andreea Apostu, and Emilia Gogu. "Sustainability literacy in the Romanian Universities." Proceedings of the International Conference on Applied Statistics 2, no. 1 (December 1, 2020): 268–84. http://dx.doi.org/10.2478/icas-2021-0024.

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Abstract Sustainable university refers to the active involvement of higher education institutions in elaborating policies to protect the natural environment. The sustainable university is the one that, besides the governmental involvement, contributes to the safety of the environment by adapting the curriculum to the ecological needs and through the progress of the scientific knowledge, as a result of the didactic and research activities. As a vector of society’s development, the primary role of the university consists of educating future decision-makers. From the point of view of sustainable education, the concept of sustainable literacy has been shaped. Sustainable literacy involves educating future generations for sustainable development, considering the social, environmental, and cultural aspects specific to each country. In our opinion, “Sustainability literacy” in the academic environment is the formation and transmission of knowledge, skills, values, and attitudes that will allow students/graduates to engage deeply in building a sustainable future and improve their decision-making towards sustainability. The purpose of this research paper is to identify the context of ensuring and promoting sustainability in Romanian tertiary education. For this purpose, data obtained from the Romanian Agency for Quality Assurance in Higher Education were used regarding the number of students (as an element of the university demand) who follow a study program related to sustainable development, as well as data on the number of study programs in sustainability (as an element of the university offer). The results show that the number of students decreases, mainly due to demographic reasons, and the low graduation rates following the baccalaureate examination. Nevertheless, the number of programs in the sphere of sustainable development was higher in 2018 than the previous year. This fact demonstrates the importance given and the serious concerns regarding sustainability literacy in Romanian universities.

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Khoo, Elaine, Bronwen Cowie, Craig Hight, and Rob Torrens. "Software literacy in shaping what we know in a software-saturated society." New Zealand Annual Review of Education 26 (July 1, 2021): 43–51. http://dx.doi.org/10.26686/nzaroe.v26.6857.

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Today’s modern societies are increasingly dependent on digital technologies and the software underpinning these technologies in almost every sphere of professional and personal life. These technologies and software are poorly understood as tools that shape our engagement with knowledge, culture and society in the 21st century. None of these tools are ‘neutral.’ They embody social and cultural assumptions about their use and all have particular values embedded in their interfaces and affordances. This paper draws from a funded research project investigating the notion of software literacy (Khoo, Hight, Torrens, & Cowie, 2017). In the project software literacy is defined as the expertise involved in understanding, applying, problem solving and critiquing software when it is used to achieve particular goals. The project team hypothesised there exists three progressive tiers of development towards software literacy in professional contexts. We conducted case studies of engineering and media studies students’ learning of an ubiquitous software such as PowerPoint as well as proprietary discipline-specific software to examine how software literacy is understood, developed and applied in a tertiary teaching-learning context. In this contribution we outline the project findings then use the notion of software literacy as the lens to unpack and illustrate through three everyday examples how software literacy would seem to be an essential part of learning and living in the 21st century.

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Journal articles on the topic 'Tertiary literacy'

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