Artículos de revistas: "Derived literacy"

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Baak, Hyunae. "Literary Criticism Class Case for Nurturing Literacy in Physical Education". Korean Society of Culture and Convergence 44, n.º 9 (30 de septiembre de 2022): 63–74. http://dx.doi.org/10.33645/cnc.2022.9.44.9.63.

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

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Chung, Yeoju, Doyeon Lee y Mirim Kim. "Delphi Analysis of Smart Media Literacy Definition". Korean Society of Culture and Convergence 44, n.º 11 (30 de noviembre de 2022): 105–17. http://dx.doi.org/10.33645/cnc.2022.11.44.11.105.

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This study was conducted to conduct a Delphi survey of professionals in the counseling and education fields to derive a consensus concept of smart media literacy and its components. For this purpose, a panel consisting of 12 experts in the field of counseling and education was formed, and a total of three Delphi surveys were conducted on these subjects. As a result, the experts mostly responded that they strongly agreed with or agreed with the agreed definition of smart media literacy (M=4.67, SD=0.49, CVR=1.00). Three components were derived as subfactors: smart media use, smart media ethics, and smart media self-regulation(M=4.42, SD=0.51, CVR=1.00). Specifically, smart media utilization consists of four sub-factors: information search and selection, interaction ability, openness, and technology knowledge. Smart media ethics consists of three sub-factors: moral communication, ethical attitude, and objective understanding. In terms of sub-factors, smart media self-regulation was derived with three sub-factors: priority regulation, metacognition of smart media use, and cost regulation.

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Zamalloa, Teresa, Ainara Achurra y Ana Berreteaga. "A COVID-19 Roadmap to Promote Health Literacy Derived from the Atlas of Science Literacy". American Biology Teacher 85, n.º 6 (1 de agosto de 2023): 305–13. http://dx.doi.org/10.1525/abt.2023.85.6.305.

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Currently, the world needs health-literate citizens who are able to make informed decisions about COVID-19 and other diseases. Here, we propose a COVID-19 roadmap consisting of four commented maps about infection, diagnosis, defense, treatment, and prevention. We built the maps based on those from the Atlas of Science Literacy following a qualitative methodology. Main ideas about health linked to COVID-19 and how they relate to each other can be visualized in the maps in an organized structure and according to K-levels. The maps are accompanied by a text that relates the health ideas to the COVID-19 disease. This tool can be used to promote health education and, ultimately, health literacy through the teaching and learning of COVID-19.

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Hartanto, Dody, Puguh Wahyu Prasetyo, Ika Maryani, Ega Asnatasia Maharani, Intan Puspitasari, Diah Asta Putri, Oktira Roka Aji y Wachid Eko Purwanto. "Developing digital module for human literacy and technology literacy". International Journal on Education Insight 1, n.º 1 (25 de abril de 2020): 29. http://dx.doi.org/10.12928/ijei.v1i1.2086.

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In the era of industrial revolution 4.0, many human activities depend on the gadget and the internet connection. We can observe the daily activities of human life right now. When they wake up in the morning, they usually start by using their handphones or gadget. This condition motivates educators to build a digital module in order to use the positive point of view of the Industry Revolution 4.0 era. In this chance, the researchers develop two topics that are very important for human life in Industry Revolution 4.0, whicht are, human literacy and technology literacy. Both of the topics were derived into two-courses. The course of development of students (Perkembangan Peserta Didik) will be representing the human literacy topics and the course of introduction to Biotechnology (pengantar bioteknologi) will be representing the technology literacy topic. The research is research and development. Furthermore, the products of this research are flipbooks that were uploaded on the Learning Management System managed by Universitas Ahmad Dahlan.

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Daly, James. "Orality, Germanic Literacy and Runic Inscriptions in Anglo-Saxon England". Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 5, n.º 1 (27 de diciembre de 2017): 39–52. http://dx.doi.org/10.14195/2182-8830_5-1_3.

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The presence of runic writing before the influx of Latinate literacy in Anglo-Saxon England is often neglected when investigating the transitional nature of orality and literacy in vernacular Anglo-Saxon writing. The presence of runes in Anglo-Saxon society and Old English manuscripts supports the theory that Old English poetry operated within a transitional period between orality and literacy (as argued by O'Keeffe (1990), Pasternack (1995), Amodio (2005)). However runic symbols problematize the definition of orality within Old English oral-formulaic studies because runic writing practices predate Latinate literacy in England. This article explores the possibility that the orality contained within Old English poetry is a form of secondary orality due to the pre-existence of runic writing in Anglo-Saxon England. This form of secondary orality occurs within the wider social cultural shift between primary orality and modern hyper-literate states as runes act as a literary representation of change within the construction of thought and literature in the English language. This article suggests that runes can be understood as a type of ‘transitional literacy’ between primary orality and Latinate derived literary practices. They act as a way of composing and recording thought as text while still maintaining elements strongly associated with the construction of a primary oral culture in how the texts are interpreted by a culture familiar with writing. Therefore clarification must be made when understanding Old English as a transitional poetic form, namely that the nature and degree of transition contained within Old English poetry builds upon runic inscriptions as it represents a transition between a Germanic and Latinate forms of textuality and literacy.

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Im, Myounghee y Soohyoun Kim. "Analysis of Education Needs of Adult Literary Education Officials". Korean Association For Learner-Centered Curriculum And Instruction 23, n.º 10 (31 de mayo de 2023): 677–91. http://dx.doi.org/10.22251/jlcci.2023.23.10.677.

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Objectives The purpose of this study is to analyze the educational needs of J-do adult literacy education officials according to the size of the region so that adult literacy education policies and continuous and effective projects can be established according to the characteristics of the region. Methods This study analyzed the survey contents of 150 officials in charge of literacy education at J-do Adult Literature Education Institute. Education needs were measured on a Likert 5-point scale for 16 variables using the survey tool for adult literacy education support policies developed by Heo Jun, Lee Ji-hye, and Gil Hye-ji (2020). Data processing used the SPSS 26.0 statistical package to derive the priority of adult literacy education needs by regional size through the corresponding sample t-test, Borich demand, and The Locus for Focus model analysis. Results First, in regions with a population of 100,000 or more, Borich's demand priority analysis and The Locus for Focus Model analysis revealed the actualization of instructor fees, budget for literacy education institutions, learner support (education costs, counseling, etc.), expansion of literacy education facilities, and short-range learning opportunities. Second, in areas with a population of more than 50,000 and less than 100,000, variables were derived to secure facilities dedicated to literacy education and to provide learning opportunities for short-range literacy education. Third, in areas with a population of less than 50,000, the budget for operating literacy education institutions, expanding literacy education contents, supporting learners (education expenses, counseling, etc.), promoting literacy education, and event variables were derived. Conclusions As a result of analyzing the needs of adult literacy education by regional size, J-do found that none of the 16 variables appeared in common. The highest priority was “realization of instructor fees” in areas with a population of 100,000 or more, “secure facilities dedicated to literacy education” in areas with a population of 50,000 or more, and “budget for operating literacy education institutions” in areas with a population of less than 50,000. If the results of educational demand analysis vary depending on the size of the region, the policy promotion must also vary by region, so it is necessary to analyze educational needs according to regional characteristics to promote adult literacy education policies suitable for regional characteristics.

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McClintock, Heather F., Julia M. Alber, Sarah J. Schrauben, Carmella M. Mazzola y Douglas J. Wiebe. "Constructing a measure of health literacy in Sub-Saharan African countries". Health Promotion International 35, n.º 5 (22 de agosto de 2019): 907–15. http://dx.doi.org/10.1093/heapro/daz078.

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Abstract We sought to develop and evaluate a health literacy measure in a multi-national study and to examine demographic characteristics associated with health literacy. Data were obtained from Demographic Health Surveys conducted between 2006–15 in 14 countries in Sub-Saharan Africa. Surveys were the same in all countries but translated to local languages as appropriate. We identified eight questions that corresponded to the National Academy of Medicine (NAM) definition of health literacy. Factor analysis was used to extract one measure of health literacy. Logistic regression was employed to examine the relationship between demographic characteristics and health literacy. A total of 224 751 individuals between the ages of 15 and 49 years were included. The derived health literacy measure demonstrated good internal consistency (Cronbach’s α = 0.72) and good content validity. The prevalence of high health literacy overall was 35.77%; females 34.08% and males 39.17%; less than or equal to primary education 8.93%, some secondary education 69.40% and ≥complete secondary 84.35%. High health literacy varied across nations, from 8.51% in Niger to 63.89% in Namibia. This is the first known study to evaluate a measure of health literacy relying on the NAM definition utilizing a large sample from 14 countries in Sub-Saharan Africa. Our study derived a robust indicator of NAM-defined health literacy. This indicator could be used to examine determinants and outcomes of health literacy in additional countries.

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Simarmata, Justin Eduardo y Debora Chrisinta. "A Structural Equation Modelling Approach for College Students Financial Literacy". Journal of Research in Mathematics Trends and Technology 4, n.º 2 (30 de septiembre de 2022): 1–5. http://dx.doi.org/10.32734/jormtt.v4i2.15849.

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This research explores the dynamics of financial literacy among students in shaping future financial well-being. Using Structural Equation Modeling (SEM), it aims to uncover the relationship between financial literacy and students' interest in learning about finance. The data is derived from responses to a questionnaire from 200 students. The research reveals a path coefficient of 0.97 between financial literacy and literacy interest, indicating a strong positive relationship. This implies that 97% of the variation in financial literacy can be explained by literacy interest. Overall, the SEM model demonstrates a significant fit, providing valuable insights for enhancing financial literacy among college students.

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Rainbird, Sophia y Jennifer Rowsell. "‘Literacy nooks’: Geosemiotics and domains of literacy in home spaces". Journal of Early Childhood Literacy 11, n.º 2 (junio de 2011): 214–31. http://dx.doi.org/10.1177/1468798411401865.

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Conceptualizations of the home have changed, particularly in respect to children’s rearing and development. An increased awareness of early intervention in meeting a child’s learning needs has filtered down into the organization of space in homes. Maximizing learning opportunities by creating ‘literacy nooks’, which involves carving out interactive domains in the home, has become a way of asserting parental agency in their children’s development. The Parents’ Networks project is an Australian Research Council (ARC) funded project that focuses on how specific locales, such as commercial retail outlets, playgroups, libraries, health services and home spaces, have become networks of information sourcing and learning. This paper refers to a sub-project derived from this larger study that focuses specifically on the home space. We suggest that within the home space, parents construct learning environments for preschool children based on concepts of ‘good’ parenting. Four case studies of family homes in the US town of Greystone (pseudonym) are presented, exploring how space is arranged to produce an environment conducive to learning and development. In this article, we locate interview and observational data within space theory to posit how learning is mobilized within and across home environments.

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Kim, Daejoong. "A basic study on the development of data literacy subjects based on student demand survey". Korea Association for Care Competency Education 8, n.º 2 (31 de diciembre de 2023): 1–26. http://dx.doi.org/10.52616/jccer.2023.8.2.1.

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The purpose of this study is to present a course development process and model that reflects the needs of students as learners along with a review of various literature in developing a course to cultivate data literacy capabilities required in the era of the 4th industrial big data. To this end, we looked at the case of J University's development of a data literacy liberal arts subject. In order to develop a data literacy subject, elements for deriving a teaching model were derived through an academic review of prior research, and based on this, a survey was conducted on the needs of students as learners for the elements. Through this, weekly class contents, teaching methods, teaching and learning methods, and class use media were derived to customize learners that can be applied to actual classes and to strengthen learner data literacy capabilities.

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Umam, Amalul y Yani Awalia Indah. "Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development". JEES (Journal of English Educators Society) 5, n.º 1 (1 de abril de 2020): 47–51. http://dx.doi.org/10.21070/jees.v5i1.364.

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Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were coded based on the assessment literacy standards from which conclusion were derived. The findings reveal that teachers have poor level of assessment literacy. Consequently, teachers must update themselves by conducting continuing professional development. HIGHLIGHTS: Assessing Young Learners is complicated and challenging for Indonesian teachers because of the demand of the Curriculum 2013. Assessment literacy is central in English language learning from which teachers can assess their students and communicate the results to the stakeholder. Continuing Professional Development is an important action that can be done by teachers to increase their assessment literacy.

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Chung, Hyewon, Jung-In Kim, Eunjin (EJ) Jung y Soyoung Park. "An International Comparison Study Exploring the Influential Variables Affecting Students’ Reading Literacy and Life Satisfaction". International Journal of Educational Psychology 11, n.º 3 (24 de octubre de 2022): 261–92. http://dx.doi.org/10.17583/ijep.8924.

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The Program for International Student Assessment (PISA) aims to provide comparative data on 15-year-olds’ academic performance and well-being. The purpose of the current study is to explore and compare the variables that predict the reading literacy and life satisfaction of U.S. and South Korean students. The random forest algorithm, which is a machine learning approach, was applied to PISA 2018 data (4,677 U.S. students and 6,650 South Korean students) to explore and select the key variables among 305 variables that predict reading literacy and life satisfaction. In each random forest analysis, one for the U.S. and another for South Korea, 23 variables were derived as key variables in students’ reading literacy. In addition, 23 variables in the U.S. and 26 variables in South Korea were derived as important variables for students’ life satisfaction. The multilevel analysis revealed that various student-, teacher- or school-related key variables derived from the random forest were statistically related to either U.S. and/or South Korean students’ reading literacy and/or life satisfaction. The current study proposes to use a machine learning approach to examine international large-scale data for an international comparison. The implications of the current study and suggestions for future research are discussed.

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Rabušicová, Milada y Pavla Oplatková. "Functional Literacy in People's Lives". Journal of Pedagogy / Pedagogický casopis 1, n.º 2 (1 de enero de 2010): 29–51. http://dx.doi.org/10.2478/v10159-010-0008-3.

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Functional Literacy in People's Lives The paper presents the results of a qualitative study into the lives of people with inadequate functional literacy skills. The data were collected through a biographical interview with a respondent whose characteristics correspond to those of a hypothetical person likely to exhibit signs of low functional literacy. The characteristics, such as gender, age, parental education achievements and job history, of this hypothetical person have been derived from the results of research into adult functional literacy undertaken in the Czech Republic in 1998-International Adult Literacy Survey (IALS). The analysis of the qualitative data focuses on three domains of the respondent's life, namely her family life, her school years, and her life style. The paper identifies the coping strategies used by the respondent in her everyday life.

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Taylor, Matthew K., Debra K. Sullivan, Edward F. Ellerbeck, Byron J. Gajewski y Heather D. Gibbs. "Nutrition literacy predicts adherence to healthy/unhealthy diet patterns in adults with a nutrition-related chronic condition". Public Health Nutrition 22, n.º 12 (31 de mayo de 2019): 2157–69. http://dx.doi.org/10.1017/s1368980019001289.

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AbstractObjective:To describe the relationship between adherence to distinct dietary patterns and nutrition literacy.Design:We identified distinct dietary patterns using principal covariates regression (PCovR) and principal components analysis (PCA) from the Diet History Questionnaire II. Nutrition literacy was assessed using the Nutrition Literacy Assessment Instrument (NLit). Cross-sectional relationships between dietary pattern adherence and global and domain-specific NLit scores were tested by multiple linear regression. Mean differences in diet pattern adherence among three predefined nutrition literacy performance categories were tested by ANOVA.Setting:Metropolitan Kansas City, USA.Participants:Adults (n 386) with at least one of four diet-related diseases.Results:Three diet patterns of interest were derived: a PCovR prudent pattern and PCA-derived Western and Mediterranean patterns. After controlling for age, sex, BMI, race, household income, education level and diabetes status, PCovR prudent pattern adherence positively related to global NLit score (P < 0·001, β = 0·36), indicating more intake of prudent diet foods with improved nutrition literacy. Validating the PCovR findings, PCA Western pattern adherence inversely related to global NLit (P = 0·003, β = −0·13) while PCA Mediterranean pattern positively related to global NLit (P = 0·02, β = 0·12). Using predefined cut points, those with poor nutrition literacy consumed more foods associated with the Western diet (fried foods, sugar-sweetened beverages, red meat, processed foods) while those with good nutrition literacy consumed more foods associated with prudent and Mediterranean diets (vegetables, olive oil, nuts).Conclusions:Nutrition literacy predicted adherence to healthy/unhealthy diet patterns. These findings warrant future research to determine if improving nutrition literacy effectively improves eating patterns.

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Beach, Richard. "Literacy Research, Systems Thinking, and Climate Change". Research in the Teaching of English 58, n.º 1 (1 de agosto de 2023): 105–22. http://dx.doi.org/10.58680/rte202332613.

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This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.

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Barboza, Gustavo, Paola Bongini y Monica Rossolini. "Financial (il)literacy vs. individual’s behavior". Financial Services Review 29, n.º 4 (30 de diciembre de 2021): 247–76. http://dx.doi.org/10.61190/fsr.v29i4.3462.

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We explore the role that financial (il)literacy and personal traits have on financial behavior. Using a sample of 156 college students from the United States, we provide unique empirical evidence by specifically differen- tiating between individuals with higher levels of financial literacy versus individuals declaring not knowing the answers to financial literacy questions and those answering incorrectly. Thus, we assess the implications of revealed lack of financial knowledge on financial behavior regarding credit card use in comparison with two other cohorts; cohort one answering correctly, and cohort two failing to answer correctly. A novelty of our study is that we contrast these results to the behavioral factors of over spending and surprised levels of spend- ing—proxies for personality traits—when using credit card. Our exploratory empirical findings indicate that among personal-traits considered in this study overspending results in lack of payment in full in credit card debt, and more importantly these effects dominate any gains derived from financial literacy. To this extent fi- nancial literacy appears to only play a marginal role avoiding month-to-month credit card debt. Furthermore, financial knowledge derived from parents has a strong positive effect on individuals’ financial behavior espe- cially for students characterized by a relevant financial illiteracy. The implications of this research support the argumentation that early financial literacy may have the strongest effect in shaping individuals inherent behav- ior patterns; that is, early exposure to financial education is strictly preferred and should be promoted at early stages of the educational system.

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Wicht, Alexandra, Tabea Durda, Luise Krejcik, Cordula Artelt, Anke Grotlüschen, Beatrice Rammstedt y Clemens M. Lechner. "Low Literacy is not Set in Stone". Zeitschrift für Pädagogik Beiheft, n.º 1 (12 de marzo de 2021): 109–32. http://dx.doi.org/10.3262/zpb2101109.

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In most industrialized societies, around 10–15% of adults are only able to read at basic levels, a phenomenon commonly termed ‘low literacy’. This study addresses two questions about the development of low literacy during adulthood: (1) How stable is low literacy in adults, that is, what share of adults experiences ascents from, or descents into, low literacy? (2) What risk and protective factors predict such ascents and descents, as well as changes in literacy within the subgroup of low-literate adults? We use large-scale data from the German National Educational Panel Study (NEPS), which provides repeated measures of adults’ literacy spanning up to six years. We identified low-literate adults based on a cut score derived using the bookmark method. We found that ascents from low literacy to higher literacy were more prevalent than descents from higher literacy to low literacy. Almost a third of low-literate adults ascended from low literacy to higher literacy after four to six years. Reading practices emerged as the most important protective factor against descents from higher literacy and predicted gains in literacy within the group of low-literate adults. Overall, our study suggests that low literacy is not an immutable condition in adulthood, but has the potential to change over an individual’s lifetime, meaning that gains in literacy over time are indeed possible among low-literate adults.

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Roemanasari, Febrita, Jenny Sabela y Sulistya Rusgianto. "Islamic Financial Literacy and Financial Behavior on Investment Intention". Jurnal Ilmu Ekonomi Terapan 7, n.º 2 (1 de diciembre de 2022): 239–50. http://dx.doi.org/10.20473/jiet.v7i2.40679.

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The low level of financial literacy, especially Islamic financial literacy which can affect individual readiness to plan finances and accept risks in relation to financial investments. This research aims to determine the effect of Islamic financial literacy and financial behavior on investment intentions.. The research used in this research is quantitative research with the questionnaire method on google form to respondents as well as using secondary data derived from literature and the results of previous studies then the survey results were processed using SPSS and analyzed and interpreted to conclude the findings. The result is that Islamic financial literacy, financial risk tolerance and behavioral biases have a positive effect on investment intentions.

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Park, Ji Hyun y Heungjoon Kim. "The Impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction". Educational Research Institute 43, n.º 4 (29 de febrero de 2024): 905–22. http://dx.doi.org/10.34245/jed.43.2003.

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The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.

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MOCA, Mihaela y Alina BADULESCU. "AN EVALUATION OF STUDENTS PROFICIENCY IN DIGITAL LITERACY AT ECONOMIC SUBJECTS". ANNALS OF THE UNIVERSITY OF ORADEA. ECONOMIC SCIENCES 3, n.º 1 (julio de 2023): 219–34. http://dx.doi.org/10.47535/1991auoes32(1)016.

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Contemporary education relies heavily on new technologies, which have an undeniable impact on learning and are considered a crucial component. In order to acquire technical skills relevant to the 21st century, students need to adapt to the evolving technologies. Education in digital literacy is essential, and as such, it ought to be included in the curriculum of all courses in educational systems. This study set out to assess the degree of digital literacy among students in a high school that placed a strong emphasis on economics, with a particular emphasis on the need for skill development in the context of a culture that values digital knowledge. In addition, the study used a framework derived from earlier research to assess the contribution of nine literacies to digital literacy. The investigation, which was based on a survey of 217 students, revealed that their levels of digital literacy ranged from average to high. The statistical study showed that every suggested literacy in the framework significantly contributed to digital literacy.

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Aytac, Selenay. "Use of action research to improve information literacy acquisition of international ESL students". New Library World 117, n.º 7/8 (11 de julio de 2016): 464–74. http://dx.doi.org/10.1108/nlw-03-2016-0017.

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Purpose The purpose of the present study was to examine the outcomes of more collaborative library information literacy instruction for international English-as-a-Second-Language (ESL) students. Design/methodology/approach This study used action research and employed three different data collection techniques: observations, semi-structured interviews and content analysis of classroom artifacts. Findings The paper concluded that one-shot information literacy instruction was not sufficient for international ESL students to acquire information literacy. Findings suggested that lack of secondary information literacy instruction just prior to the final papers, and lack of one-on-one mentoring opportunities hindered effective information literacy acquisition for the selected cohort of ESL students. Research limitations/implications Results derived from this study were used to design more effective, useful and holistic information literacy instruction for international ESL students beginning next semester at this private NY College. Originality/value This is a case study where the paper has used the participatory action research to present the importance of collaboration between the classroom teacher and the librarian to improve ESL students’ information literacy experience.

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Murarka, Latika y Karen Kashmanian Oates. "Financial Literacy in Millennials". Journal of Humanities and Social Sciences Studies 2, n.º 6 (30 de noviembre de 2020): 41–54. http://dx.doi.org/10.32996/jhsss.2020.2.6.5.

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The main goals for this project include are to find out the current knowledge of teens (14-20) with regard to financial literacy, to create a survey from which external information can be gathered and to analyze the results and observations of this survey, and thus make recommendations to financial and educational institutions. The goal of teaching financial literacy to teens is to reach them with relevant information they can really use in life now and in the future. This can be extended to financial decision making later as they enter adulthood. It’s useful to center instruction around important upcoming life events such as college decisions, budgeting on a tight budget, use of credit and debit cards and learning how to save and invest in the future. This also includes managing personal finance in college, especially if they decide to go to a foreign country. In this research project we will investigate the knowledge base teenagers have regarding money management and decision making. As a base we will use one of the largest financial services surveys for financial literacy created by the National Financial Educators Council. The goal of this project is to create a list of 30 questions derived from the most appropriate national surveys and administer it to more than 50 individuals, ages 14-20. The key insights included that 71.2% respondents did not consider themselves financially literate. It was clearly visible that respondents lacked knowledge on topics such as inflation, credit score and insurance. Moreover, 78.8% of respondents have not taken any class/course in financial literacy. The report concludes with recommendations to both financial institutions and educational institutions to increase specific areas of financial literacy.

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Daskalakis, Nikolaos, Efstathios Karpouzis y Dimitrios Giakoulas. "An Integrated Approach on MSMEs Financial Literacy". International Journal of Business and Economic Sciences Applied Research 16, n.º 2 (2023): 7–17. http://dx.doi.org/10.25103/ijbesar.162.01.

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Purpose: The main objective of this paper is to suggest an integrated approach of assessing the level of financial literacy of MSMEs, combining quantitative data derived by the use of the OECD/INFE (2019) questionnaire, and qualitative data via designing focus groups to discuss the survey results with various stakeholders and get policy recommendations. Design/methodology/approach: We apply a two-stage methodology; we first use the specifically designed OECD/INFE (2019) questionnaire, and we second apply qualitative focus-group analysis methodology, where we create groups of stakeholders to discuss MSMEs financial literacy. Findings: Stage 1 results show that the financial literacy score of Greek MSME owners is 60.23%, very close to the adult population OECD (2020) percentage. In stage 2, we discuss the scores and survey results with stakeholders in focus groups and we get specific recommendations in the MSMEs financial literacy field, from an MSMEs policy perspective. Research limitations/implications: The main limitation of this study is the small sample of MSME owners that participated in the first stage of our methodological approach. The main practical implication of this paper is that the MSMEs stakeholders’ bodies can offer useful insights in the MSMEs financial literacy field. Originality/value: This study contributes to the field of MSMEs financial literacy (FL) by suggesting an integrated approach in measuring the financial theory of MSMEs, by including both quantitative and qualitative data. We believe that, by suggesting the inclusion of qualitative data derived from the MSMEs stakeholders’ bodies, to complement the quantitative outcome via the application of the OECD structured questionnaire, we can reach better conclusions regarding the MSMEs FL field.

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Rubinstein, Stephanie, Gillian Fennell y Elizabeth Zelinski. "POTENTIAL PREDICTORS OF HEALTH LITERACY IN OLDER ADULTS". Innovation in Aging 6, Supplement_1 (1 de noviembre de 2022): 602. http://dx.doi.org/10.1093/geroni/igac059.2248.

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Abstract Objective Being able to effectively communicate health care needs and understanding health-related information is particularly important as people grow older. In this study, we sought to identify the factors related to subjective health literacy among older adults. Methods We examined eight potential predictors of health literacy: subjective memory, cognition, objective health literacy, self-rated health, age, sex, race, education, depression. Our data was derived from a large sample (N=1,272) of participants aged 50 and older who took part in the Health and Retirement Study (HRS; 2008 wave and 2009 internet survey). Results Controlling for all other variables, subjective memory (b = .15, p = .02) was positively and self-rated health (b = -.09, p < 0.001) was negatively associated with subjective health literacy. Neither objective health literacy, cognition, nor age were significantly associated with subjective health literacy. Women reported better health literacy than did men (b = .09, p = 0.01). The predictors in this model explained 9% of variation in subjective health literacy. Discussion: These findings may be better understood as we take into consideration the interplay between health literacy, cognition, education, and subjective memory established in extant literature. We discuss the implications of our findings as they relate to healthcare decision-making as well as plans for future research.

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Suwarto, Dyna Herlina, Benni Setiawan y Siti Machmiyah. "Developing Digital Literacy Practices in Yogyakarta Elementary Schools". Electronic Journal of e-Learning 20, n.º 2 (14 de febrero de 2022): pp101–111. http://dx.doi.org/10.34190/ejel.20.2.2602.

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The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.

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Yamashita, Takashi, A. John Bailer y Douglas A. Noe. "Identifying At-Risk Subpopulations of Canadians with Limited Health Literacy". Epidemiology Research International 2013 (11 de abril de 2013): 1–10. http://dx.doi.org/10.1155/2013/130263.

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Background. Health literacy, the set of skills for locating, understanding, and using health-related information, is associated with various health outcomes through health behaviors and health care service use. While health literacy has great potential for addressing health disparities stemming from the differing educational attainment in diverse populations, knowledge about subpopulations that share the same risk factors is useful. Objective. This study employed a logistic regression tree algorithm to identify subpopulations at risk of limited health literacy in Canadian adults. Design. The nationally representative data were derived from the International Adult Literacy and Skills Survey (n = 20,059). The logistic regression tree algorithm splits the samples into subgroups and fits logistic regressions. Results. Results showed that the subpopulation comprised of individuals 56 years and older, with household income less than $50,000, no participation in adult education programs, and lack of reading activities (i.e., newspaper, books) was at the greatest risk (82%) of limited health literacy. Other identified subgroups were displayed in an easily interpreted tree diagram. Conclusions. Identified subpopulations organized in tree diagrams according to the risk of limited health literacy inform not only intervention programs targeting unique subpopulations but also future health literacy research.

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Fauzi, Fitriya, Darius Antoni y Emi Suwarni. "Women entrepreneurship in the developing country: The effects of financial and digital literacy on SMEs’ growth". Journal of Governance and Regulation 9, n.º 4 (2020): 106–15. http://dx.doi.org/10.22495/jgrv9i4art9.

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This study aims to investigate the effects of financial and digital literacy on growth of small and medium enterprises (SMEs) managed by women in Indonesia. Data were collected through questionnaires of women entrepreneurs in Palembang, Indonesia. For the purpose of comparison, data of men entrepreneurs were also collected. The variables employed are latent variables such as financial literacy, digital literacy, SME’s growth which are derived from a series of questions to indicate each variable. A total of 240 women and 240 men were analyzed using structural equation modelling (SEM). The results reveal that both financial and digital literacy had positive and significant effects on return on assets. On the other hand, only digital literacy had positive and significant effects on growth. The findings further evidence that women had a lower level of digital knowledge compared to men. Furthermore, the results show that in the short term, financial literacy and digital literacy are important to understand and implement. But in the long run, digital literacy plays an important role because it impacts business growth. This is in line with an increasingly fierce market competition where the market is also shifting from traditional markets to modern markets. Not only the market, but consumers are also shifting from traditional consumers to digital consumers.

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Liu, Fei-Wen. "Literacy, Gender, and Class: Nüshu and Sisterhood Communities In Southern Rural Hunan". NAN NÜ 6, n.º 2 (2004): 241–82. http://dx.doi.org/10.1163/1568526042530427.

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AbstractIn this article, I investigate how peasant women in Jiangyong County of southern Hunan defined and practiced a female-specific written script known as nüshu ('female writing'). With an emphasis on sisterhood relationships, I explore how women employed nüshu to construct meaning, experience autonomy, and acknowledge the androcentric impositions made upon them, which in turn highlights the dual nature of nüshu literacy. On the one hand, nüshu empowered women by allowing them to expand female connections beyond the confines of male-derived familial ties and village boundaries; on the other hand, it embodied Jiangyong peasant women's frustration over their failure to sustain such connections after marriage. To contrast nüshu with the gentry women's literary communities in the Lower Yangzi region during late imperial China, this research demonstrates how literacy dynamically interacts with the social forces of gender and class. Whereas female literati's social networks were able to expand and be sustained and even succeeded in penetrating male scholarly circles, nüshu sisterhood communities often failed to survive in face of the challenges set by village exogamy, mainly due to the lack of male support and to Jiangyong's rural context.

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Bruselius-Jensen, Maria, Ane Høstgaard Bonde y Julie Hellesøe Christensen. "Promoting health literacy in the classroom". Health Education Journal 76, n.º 2 (28 de julio de 2016): 156–68. http://dx.doi.org/10.1177/0017896916653429.

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Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, IMOVE, helped Danish primary school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education’s contribution to promoting health literacy. Design: Qualitative classroom observation. Setting: IMOVE was implemented in 12 school classes (grades 5–7) in four public schools in Copenhagen, Denmark, during the autumn and winter of 2013–2014. Participants numbered 281 pupils and nine teachers. Method: We used Nutbeam’s conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data derived from 59 IMOVE lesson transcripts. Results: IMOVE primarily contributed to the development of functional health literacy by building a relational understanding between everyday practice and step numbers. We observed the presence of interactive health literacy in discussions about how pupils and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils’ own step counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support classroom-based critical health literacy development.

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Mafruhah, Okti Ratna y Vita Widyasari. "THE ROLE OF MEDICATION LITERACY IN THE TREATMENT OF HYPERTENSIVE PATIENTS: A REVIEW". Medical Sains : Jurnal Ilmiah Kefarmasian 9, n.º 1 (5 de febrero de 2024): 97–104. http://dx.doi.org/10.37874/ms.v9i1.1071.

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Hypertension, or high blood pressure, has become a major contributor to cardiovascular disease globally. Its prevalence continues to increase, necessitating intensive healthcare efforts. Medication literacy, or the skill of understanding and applying medication information, is crucial for chronic patients, including those with hypertension. However, there has been limited research on this topic, highlighting the need for a literature review of the levels and roles of literacy in the therapy of hypertensive patients. This study used a narrative review approach to analyze the findings of articles on medication literacy in hypertensive patients. This study employs a narrative review approach to analyze findings from various journals. The data were derived from articles focusing on medication literacy in hypertensive patients, identified through literature searches on PubMed from 2013 to 2023. The selected articles were published in international journals, have a full text, can provide data on the role of medication literacy in hypertensive patients, and use quantitative, qualitative, or mixed-methods research designs.Two studies included in the review originated from China. Both articles reported low literacy levels among hypertensive patients. Factors, such as education and income, can also influence literacy. These findings underscore the importance of improving medication literacy in hypertension management, emphasizing the need for better education and more effective development strategies. Both articles also emphasized the significance of medication literacy in the context of hypertension management; that is, they highlighted the need for improved medication literacy and provided evidence of the positive impact of medication literacy on blood pressure control...

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Kim, Mi ho, Ju young Lee y Hyun ji Kim. "The Needs Analysis of Pre-secondary Teachers for Communication Competency as a Core Competency of Teachers". Korea University Institute of Educational Research 83 (30 de mayo de 2022): 53–83. http://dx.doi.org/10.24299/kier.2022.352.53.

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The purpose of this study is to analyze the needs of preliminary secondary school teachers to find out what communication competency are necessary as the core competencies of secondary school teachers. To this end, 159 students in the teaching course of Busan P University were surveyed on a total of 21 questions corresponding to three categories of social, instrumental, and creative communication and seven sub-competencies (understanding, expression, attitude, digital literacy, information data literacy, collaboration, and innovation). For demand analysis, the difference between importance and current retention was analyzed through the corresponding sample t-test, and the priority of communication subcapabilities was derived through Borich demand analysis and The Locus for Focus Model. As a result of the overall analysis, there was a significant difference between the required level and the current level in all questions, and the top priority competencies derived by comparing the Borich demand and the LF model were ‘understanding competency’ and ‘information and data literacy competency’. By department, the humanities and social science departments and arts and sports departments had the highest demands for information and data literacy competency, and science and engineering departments had the highest demands for innovation competency. These results can be used as basic data for the development of curriculum and educational programs in future teacher training institutes.

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Zhou, Hong y Yuan Tan. "Financial Literacy Research on The Mechanism of Action of Residents' Property Income and Path". Academic Journal of Science and Technology 6, n.º 2 (29 de junio de 2023): 112–17. http://dx.doi.org/10.54097/ajst.v6i2.9708.

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Property income, as a kind of derived wealth, may produce the Matthew effect of "the poor getting poorer and the rich getting richer", which in turn leads to further widening of the wealth gap and more serious income disparity among residents. Based on the 2014 data of the China Household Tracking Survey (CFPS), we analyze the relationship between financial literacy and residents' property income using Tobit model, Probit model, Poisson regression and Sobel test. This paper finds that financial literacy has an enhancing effect on residents' property income. Mechanism and path analysis found that risk attitude and financial planning play a mediating effect in the process of financial literacy affecting residents' property income.

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Choi, Hyun-Jung y Sung-Suk Kim. "A study on the perception of media literacy of Pre-service Early Childhood Teachers". Korea Association for Early Childhood Education and Educare Welfare 26, n.º 3 (30 de septiembre de 2022): 223–43. http://dx.doi.org/10.22590/ecee.2022.26.3.223.

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The purpose of this study is to investigate the perceptions of kindergarten early childhood teachers on media literacy. For this purpose, 258 pre-school teachers enrolled in the early childhood education department of universities were targeted. The research tool was modified and supplemented with the test tool developed by Jihye Kwon (2017) and Seonah Kim (2021) to investigate the perception of media literacy. The derived contents were analyzed using the PASW18.0 statistical program. As a result of the study, first, it was confirmed that the perception of media literacy of preschool teachers was high while the awareness of the concept of media literacy itself was low. Second, preschool teachers' understanding of media literacy was found to be higher than the average of preschool teachers' understanding of media literacy. As a sub-factor, critical understanding of media was the highest, followed by social communication using media, media usage ethics, understanding of media characteristics, and expression using media. When viewed by grade level, media literacy comprehension showed a significant difference in perception by grade level. In particular, it was found that critical understanding of media and media use ethics showed significant results in the academic year. It is expected that the results of this study can be used as basic data for education to improve media literacy competency of kindergarten teachers who can more actively respond to the future society.

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Jiménez, Robert T. y Russell Gersten. "Lessons and Dilemmas Derived From the Literacy Instruction of Two Latina/o Teachers". American Educational Research Journal 36, n.º 2 (enero de 1999): 265–301. http://dx.doi.org/10.3102/00028312036002265.

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Lubasch, Johanna Sophie, Mona Voigt-Barbarowicz, Nicole Ernstmann, Christoph Kowalski, Anna Levke Brütt y Lena Ansmann. "Organizational Health Literacy in a Hospital—Insights on the Patients’ Perspective". International Journal of Environmental Research and Public Health 18, n.º 23 (30 de noviembre de 2021): 12646. http://dx.doi.org/10.3390/ijerph182312646.

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Health literacy-sensitive communication has been found to be an important dimension of organizational health literacy measured from the patients’ perspective. Little is known about the role of health literacy-sensitive communication in complex care structures. Therefore, our aim was to assess which hospital characteristics (in terms of process organization) and patient characteristics (e.g., age, chronic illness, etc.) contribute to better perceptions of health literacy-sensitive communication, as well as whether better health literacy-sensitive communication is associated with better patient reported experiences. Data were derived from a patient survey conducted in 2020 in four clinical departments of a university hospital in Germany. Health literacy-sensitive communication was measured with the HL-COM scale. Data from 209 patients (response rate 24.2%) were analyzed with a structural equation model (SEM). Results revealed that no patient characteristics were associated with HL-COM scores. Better process organization as perceived by patients was associated with significantly better HL-COM scores, and, in turn, better HL-COM scores were associated with more patient-reported social support provided by physicians and nurses as well as fewer unmet information needs. Investing into good process organization might improve health literacy-sensitive communication, which in turn has the potential to foster the patient–provider relationship as well as to reduce unmet information needs of patients.

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Gadsden, Vivian L. "Understanding Family Literacy: Conceptual Issues Facing the Field". Teachers College Record: The Voice of Scholarship in Education 96, n.º 1 (septiembre de 1994): 58–86. http://dx.doi.org/10.1177/016146819409600106.

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This article identifies issues in the development of family literacy as an area of research and practice. While the relative absence of theoretical frameworks in the field presents problems in developing long-term agendas, it creates opportunities for literacy specialists to examine conceptual issues for developing a field and determining its scope. The discussion here explores these issues within the context of recent child/adult literacy, family development, and family-support efforts, summarizing research and program factors that contribute to popular conceptions of family literacy. To examine the relationship between family development and literacy, five conceptual issues derived from the literature and from field observations are presented. In discussing these issues, the article suggests that two related questions be examined: (1) what constitutes literacy support to families with varied cultural, social, and political histories and (2) how the concept of family support is defined and interpreted by literacy specialists who have vastly different notions about the purposes of literacy within families and about who decides what the purposes should be. The article concludes by providing conceptual considerations for the development of a framework and suggesting an integrative, interdisciplinary approach, distinctive but based in the larger family-support movement. Such an approach brings together the common issues in K-12 and adult literacy and should provide for intensive instructional and human support to families. As this is done, literacy efforts at the level of research, practice, and policy focus on historical, social, and cultural issues facing families, including changing family forms, poverty, and reciprocal relationships in families as they occur in shared and nonshared home environments.

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Liu, Hongyan, Huan Zeng, Yang Shen, Fan Zhang, Manoj Sharma, Weiyun Lai, Yu Zhao, Genhui Tao, Jun Yuan y Yong Zhao. "Assessment Tools for Health Literacy among the General Population: A Systematic Review". International Journal of Environmental Research and Public Health 15, n.º 8 (10 de agosto de 2018): 1711. http://dx.doi.org/10.3390/ijerph15081711.

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Health literacy is an important determinant of health, and is one of the key indicators of a healthy city. Developing and improving methods to measure health literacy is prudent and necessary. This review summarizes the findings of published tools for assessing health literacy among the general population to provide a reference for establishing health literacy assessment tools in the future. In this systematic review, PubMed, Embase, and Web of Science were used to search articles regarding tools for assessing health literacy among the general population published up to 10 January 2018. Two researchers independently conducted literature screening, quality assessment of methodology, and data extraction according to preset inclusion and exclusion criteria. The quality assessment of the research was examined with the use of the specifications of the reporting guidelines for survey research (SURGE). Eleven articles met the inclusion criteria. All included instruments in monitoring the health literacy of the general population were presented through the form of questionnaires. The multistage process of making all the scales generally involved the following steps: item development, pre-testing, and evaluation of readability. However, the specific methods were different. Internal consistency for all the instruments was acceptable but with weak consistency among the subscales for some instruments. Most of the identified instruments derived from the definition of health literacy or were based on existing health literacy theory. Approximately 30% of the performed studies provided no description of the important features specified in the SURGE. This review indicates a trend in the increasing tools for assessing the health literacy of the general population by using multidimensional structures and comprehensive measurement approaches. However, no clear “consensus” was observed in the dimensions of health literacy tools.

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Dowling, Maritza, Hiroko Dodge, Antonio Puente y Beverly Lunsford. "Can Social Connections Improve Dementia Knowledge Among Homebound Community-Dwelling Older African Americans?" Innovation in Aging 4, Supplement_1 (1 de diciembre de 2020): 290. http://dx.doi.org/10.1093/geroni/igaa057.930.

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Abstract Despite the clear and compelling association between social connections and well-being, the underlying mechanisms that help stave off adverse health impacts are not well understood, particularly among older adults in disadvantaged groups. Social relationships in older age may be instrumental for exchanging and gaining knowledge that further influence health and help increase awareness about misconceptions and lifestyle behaviors known to delay or reduce cognitive decline. This study used cross-sectional survey data from 147(aged 58-90 years; 75% female) low-income African American homebound community dwellers to investigate heterogeneity in dementia literacy profiles and its association with social connectedness. Eleven items (false=0, true=1, don’t know=2) from a validated instrument were used to measure dementia literacy (DL). The Lubben’s social network scale was used for a social connectedness construct. We employed a 2-stage latent class modeling approach to examine heterogeneity in DL and estimate the regressions among the derived classes and the predictors (social connectedness, education level and age). A 3-class model produced a reasonable fit and classification (entropy=0.852) of “dementia literacy patterns” labeled as (high-literacy:37%), moderate-literacy:45.2%), low-literacy:17.8%)). Social connectedness was highly predictive of class membership. A high level of social relationships increased the probability of being in the “high-dementia-literacy” class compared to the “low-dementia-literacy” class (OR=2.189, p=0.016). For a unit increase in social connectedness, the odds of being in the “high-dementia-literacy” class compared to the “low-dementia-literacy” class increased by a factor of 2.2. Tailored and focused interventions to reduce social disconnectedness may also help increase dementia awareness and reduce barriers to early diagnosis.

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VEII, KAZUVIRE y JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children". Bilingualism: Language and Cognition 8, n.º 3 (15 de noviembre de 2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

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Abrori, Muhammad Zainal, Muhammad Hifdil Islam y Nuruddin Armanto. "Pengaruh Religiusitas, Motivasi, dan Tingkat Literasi Pasar Modal Syariah Terhadap Minat Berinvestasi Pasar Modal Syariah". Jurnal SEKURITAS (Saham, Ekonomi, Keuangan dan Investasi) 6, n.º 3 (1 de mayo de 2023): 262. http://dx.doi.org/10.32493/skt.v6i3.28880.

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This study aims to determine the influence of religiosity, motivation, and literacy of the Islamic capital market partially and simultaneously on the investing interest in the Islamic capital market of ISP members in Probolinggo. This study used multiple regression analysis techniques titled "The Influence of Religiosity, Motivation, and Literacy Level of the Islamic Capital Market on Investment Interest in the Islamic Capital Market" using an associative quantitative method. The data sources were derived from questionnaires distributed to 74 samples by purposive sampling techniques. The analysis techniques used are multiple linear regression analysis, determination coefficient test, F-test, and T-test processed with SPSS. The F-test results showed religiosity, motivation, and literacy of the Islamic capital market has significance compared with a calculated F-value of 50,987 an F-table of 2,736, and a significance of 0.000. Meanwhile, the T-test result showed religiosity, motivation, and literacy levels each influence the sig value by 0.031, 0.016, and 0.000.

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Syahrial, Syahrial, Sapta Raharja y Bambang Pramudya. "Faktor-Faktor Dalam Literasi Keuangan Yang Berpengaruh Terhadap Keputusan Investasi Emas Pelaku UMKM Di PT Bank Syariah Indonesia Tbk". MANAJEMEN IKM: Jurnal Manajemen Pengembangan Industri Kecil Menengah 17, n.º 2 (28 de agosto de 2023): 43–50. http://dx.doi.org/10.29244/mikm.17.2.43-50.

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Financial literacy plays a very important role in encouraging the accessibility of financial products and services provided by formal financial institutions. Several studies on financial literacy state that financial education will affect the level of financial literacy and a person's behavior in managing their finances. An adequate level of financial literacy is one of the keys to getting access to capital and better welfare. MSME actors must have the adequate financial literacy to participate in the financial sector and have access to financial services such as saving, buying insurance premiums, investing, obtaining credit, and others. Therefore, in an increasingly advanced era, basic financial knowledge and adequate skills are needed to manage economic and financial resources effectively as well as reliable risk management to achieve better welfare. Inadequate financial literacy can result in low access to financial institutions and hinder the achievement of welfare. The aim of the research is to identify the factors in financial literacy, to analyze the factors in financial literacy that influence the investment decisions of MSME actors, and to recommend alternative strategies to increase MSME literacy. This study uses primary and secondary data derived from filling out questionnaires by respondents and the opinions of experts through interviews. Based on multiple linear regression analysis, the financial literacy factors, namely Age (X1) and Gender (X2), each partially have no effect on the decision-making of MSME gold investment in Indonesian Sharia Banks, while Education (X3), and Income (X4) each partially has a significant effect on the gold investment decision of MSME actors in Indonesian Sharia Banks. The results of the SWOT and AHP analysis showed that the priority strategy in increasing financial literacy is creating promotional media about the benefits of investing in gold for MSME actors.

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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, n.º 4 (1 de octubre de 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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Alesi, Marianna, Manuel Gómez-López y Antonino Bianco. "Motor differentiation`s and cognitive skill in pre-scholar age". Cuadernos de Psicología del Deporte 19, n.º 1 (6 de noviembre de 2018): 50–59. http://dx.doi.org/10.6018/cpd.338341.

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Little research has been produced about literacy readiness in Kindergarten children at risk for Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age Little research has been produced about literacy readiness in Kindergarten children at risk for Developmental Coordination Disorder (DCD), despite this age being one of the most important epoch of motor and cognitive development. In this study we compared pre-literacy skills in Kindergarten children at risk for Developmental Coordination Disorder (DCD) with Typically Developing (TD) children. Participants were 26 Italian children, who had a mean age of 5.1 years, 13 at risk for DCD and 13 TD attending kindergarten schools. Pre-literacy abilities were measured trough tasks derived by the Italian PRCR-2 battery: Semi-circles (A and B), Letter identification and Object Naming Time. Significant differences were found between children at risk for DCD and TD children on tasks of visual memory of printed signs, visual analysis ability, visual discrimination and attention and sequentiality of eye movements. Findings suggest the need to implement pre-school cognitively challenging motor activities programs to enhance manual dexterity, aiming and catching skills as well as static and dynamic balance at early age

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Levin-Zamir, Diane y Orna Baron-Epel. "Health literacy in Israel – from measurement to intervention: Two case studies". Information Services & Use 40, n.º 1-2 (23 de octubre de 2020): 17–25. http://dx.doi.org/10.3233/isu-200070.

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This report focuses on opportunities, challenges and outcomes of health literacy related interventions in Israel, based on health literacy measurement. The importance of a system’s and community approaches are discussed, as is cultural appropriateness. Two case studies are highlighted - the first on childhood immunization and the second on self-management of chronic health situations. In the second example, a combination of community, media, digital, and face-to-face interventions comprise a broad approach to intervention. The impact and some findings are presented, including conclusions derived from each initiative.

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Liang, Jing. "Current State of Art Design Education in Colleges and a New Hybrid Learning Mode". International Journal of Emerging Technologies in Learning (iJET) 16, n.º 17 (6 de septiembre de 2021): 120. http://dx.doi.org/10.3991/ijet.v16i17.25651.

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Art design education contributes immensely to social and economic development. To train art designers that suit social development and industrial needs, colleges must substantially reform their art design education. From the perspective of cultivating the core literacy, this paper carries out a survey on the current state of art design education in colleges. The survey reveals the following problems of art design education in Chinese colleges: the students have a poor cultural literacy, a low interest in professional learning, and a weak understanding of the core literacy; the faculty has an unreasonable structure, an overall weak competence, a monotonous teaching method, and the detachment of theories from practices. Based on the survey results, a hybrid learning mode was derived from project-based learning, and the application effect of the proposed mode in art design education was analyzed from the perspective of the cultivation of core literacy. The results show that, the proposed learning mode can effectively enhance teaching quality, and improve the core literacy and professional ability of students. The research provides a valuable theoretical and practical reference for the reform of art design education.

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Soellner, Renate, Stefan Huber y Maren Reder. "The Concept of eHealth Literacy and Its Measurement". Journal of Media Psychology 26, n.º 1 (1 de enero de 2014): 29–38. http://dx.doi.org/10.1027/1864-1105/a000104.

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The objective of this study was to translate the eHealth Literacy Scale (eHEALS) into German, to evaluate this translation through psychometric testing in a German sample of adolescents, and to analyze whether the content-derived hypothesis of two eHEALS subscales was confirmed by the data. We hypothesized that the first subscale would cover self-perceived competence in seeking health information online, and the second subscale information appraisal of health information on the Internet. A cross-sectional survey among 18-year-old students (N = 327) using our translation of the eHEALS was conducted. A confirmatory factor analysis compared the 1-factor model based on Norman and Skinners’ analyses with the a priori specified 2-factor model. The results indicated a better fit for the 2-factor model (chi-square difference of 150.93, p < .0001), supporting the division into subscales.

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Friis, Karina, Marie Hauge Pedersen, Anna Aaby, Mathias Lasgaard y Helle Terkildsen Maindal. "Impact of low health literacy on healthcare utilization in individuals with cardiovascular disease, chronic obstructive pulmonary disease, diabetes and mental disorders. A Danish population-based 4-year follow-up study". European Journal of Public Health 30, n.º 5 (25 de abril de 2020): 866–72. http://dx.doi.org/10.1093/eurpub/ckaa064.

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Abstract Background Previous research from the USA has shown that low health literacy is associated with higher hospitalization rates and higher rates of emergency service use. However, studies in a European context using more comprehensive health literacy definitions are lacking. The aim was to study the impact of low health literacy on healthcare utilization in a Danish context. Methods In this prospective cohort study, baseline survey data from 2013 were derived from a large Danish health and morbidity survey and merged with individual-level longitudinal register data for a 4-year follow-up period. The study included people in the general population (n = 29 473) and subgroups of people with four different chronic conditions: cardiovascular disease (CVD) (n = 2389), chronic obstructive pulmonary disease (COPD) (n = 1214), diabetes (n = 1685) and mental disorders (n = 1577). Results In the general population, low health literacy predicted slightly more visits to the general practitioner and admissions to hospital and longer hospitalization periods at 4 years of follow-up, whereas low health literacy did not predict planned outpatient visits or emergency room visits. In people with CVD, low health literacy predicted more days with emergency room visits. In people with mental disorders, difficulties in actively engaging with healthcare providers were associated with a higher number of hospital admission days. No significant association between health literacy and healthcare utilization was found for diabetes or COPD. Conclusions Even though Denmark has a universal healthcare system the level of health literacy affects healthcare use in the general population and in people with CVD and mental disorders.

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Shi, Jie. "Bridging the Digital Divide in Mental Health: An Innovation Diffusion-Based Framework for Advancing Digital Literacy among Professionals". Lecture Notes in Education Psychology and Public Media 38, n.º 1 (15 de enero de 2024): 53–65. http://dx.doi.org/10.54254/2753-7048/38/20240587.

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The heightened prominence of digital literacy, as emphasized in the United Nations Sustainable Development Goals (SDGs), signifies a collective effort to address the pressing need for reducing the digital divide. Digital literacy involves adept utilization of information and communication technologies, encompassing both technical expertise and cognitive skills. This research focuses on identifying optimal conceptual approaches and measurement standards for digital literacy, concurrently developing an evidence-based tool to elucidate the essential digital literacy prerequisites for mental health professionals advocating mobile mental health applications. The study draws theoretical inspiration from the Innovation Diffusion Theory (IDT), guiding the formulation of a foundational framework for digital literacy prerequisites among mental health professionals and the strategic crafting of diffusion strategies. The methodological approach entails a meticulous literature review, with a specific emphasis on the Google Scholar database, to identify best practices for evaluating digital literacy among mental health professionals. Four frameworks were deliberately chosen for comprehensive analysis, unraveling associated methodologies and measurement standards. The insights derived from this analysis inform the development of an evaluation framework aligned with the five stages of the Innovation Diffusion Theory: awareness, interest, evaluation, trial, and adoption. The G20 Digital Literacy simplified model, among the selected frameworks, serves as the cornerstone for the developed evaluation framework. This model intricately delineates the digital literacy and competencies required for mental health professionals at various stages of endorsing mobile mental health applications. Importantly, it adopts a professional-centric model, deviating from conventional approaches, providing a unique perspective on the pivotal role professionals play in propagating and endorsing digital applications.

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Park, Jiwon y Hae-Ri Kim. "Action research for exploring the aspects of level-differentiated literacy learning based on picture books in primary English". Korea Association of Primary English Education 28, n.º 3 (30 de septiembre de 2022): 27–54. http://dx.doi.org/10.25231/pee.2022.28.3.27.

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This study aims to explore the process of a level-differentiated literacy class in primary English using picture books and investigate the aspects of the learner’s English reading and writing. To achieve the objectives, the following two research questions were proposed: 1) How can each cycle of a level-differentiated literacy class based on picture books be practiced? 2) What are the aspects of a level-differentiated literacy learning in primary English? To answer these questions, data were collected from diverse sources and qualitatively analyzed. The results are as follows. First, a level-differentiated literacy class using picture books was conducted through three cycles. In Cycle I, the students set the stage for reading by decoding words. In Cycle II, students began to read sentences and tried to write. In Cycle Ⅲ, it was possible to develop an integrated literacy through information reading. Based on the positive results of the three cycles, lesson models were derived. Second, it was possible to find three aspects of reading and writing according to the level of students. Low-level students built a foundation of literacy learning from decoding to sentence writing. Mid-level students attempted meaningful writing related to their experiences and processed information using the text they read. High-level students responded to the text in-depth as well as producing their own ideas. Based on the results, some suggestions were provided.

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Hernández Mejía, Sergio, Arturo García-Santillán y Elena Moreno-García. "Financial literacy and its relationship with sociodemographic variables". Economics & Sociology 15, n.º 1 (2022): 40–55. http://dx.doi.org/10.14254/2071-789x.2022/15-1/3.

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he aim of this research is to determine if there is a significant difference between the socio-demographic population groups in relation to financial literacy in Mexican adults, between 18 and 70 years old. It is assumed that there is a significant difference in financial literacy levels according to age, gender, educational level, residence, region, marital status, household position, economic dependents, work conditions, job position, income, material and financial wealth, and financial experience. The method is derived from the approaches of Lusardi and Mitchell (2011a), OECD (2018), OECD (2017) and Atkinson and Messy (2012). Data from the Mexican survey ENIF (2018) are used. The methodology and the use of microeconomic data provide originality on the research of financial literacy for Mexico. The results of the Probit econometric model show sociodemographic variables that help to predict the probability that Mexican adults will answer the financial literacy questions correctly and provide evidence on specific groups of the Mexican population that present significant differences in financial literacy. Particularly this refers to those with low educational level, women, the disabled, retirees, low-income people, those who are not included in the financial system, as well as those who lack training in financial education issues. The findings can be useful for the design of public policies on financial literacy, the basic financial knowledge that the population should acquire in order to make informed decisions.

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