Bibliografías temáticas / Literacy learning

Literatura académica sobre el tema "Literacy learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Literacy learning"

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Walker, Anne B. "Giving Literacy, Learning Literacy". Reading Teacher 69, n.º 3 (30 de junio de 2015): 299–306. http://dx.doi.org/10.1002/trtr.1394.

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Zollman, Alan. "Learning for STEM Literacy: STEM Literacy for Learning". School Science and Mathematics 112, n.º 1 (enero de 2012): 12–19. http://dx.doi.org/10.1111/j.1949-8594.2012.00101.x.

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Eaude, Tony. "Learning social literacy". International Journal of Children's Spirituality 26, n.º 4 (2 de octubre de 2021): 251–53. http://dx.doi.org/10.1080/1364436x.2021.2013413.

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Winn, Judith A. y Amy Otis-Wilborn. "Monitoring Literacy Learning". TEACHING Exceptional Children 32, n.º 1 (septiembre de 1999): 40–47. http://dx.doi.org/10.1177/004005999903200106.

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Brownell, Mary, Mary Theresa Kiely, Diane Haager, Alison Boardman, Nancy Corbett, James Algina, Mary Patricia Dingle y Jennifer Urbach. "Literacy Learning Cohorts". Exceptional Children 83, n.º 2 (5 de noviembre de 2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.

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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC teachers demonstrated significant change in instructional time allotted to, and quality of, word study and fluency instruction. LLC teachers also made significantly greater gains on the fluency knowledge measure as compared with the comparison group, but they did not differ in word study knowledge. Hierarchical linear modeling analyses showed that students of LLC teachers made significantly greater gains on word attack skills and decoding efficiency than did students of teachers in the comparison group.
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Ochoa, Gabriel García, Sarah McDonald y Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy". Open Cultural Studies 2, n.º 1 (1 de noviembre de 2018): 510–19. http://dx.doi.org/10.1515/culture-2018-0046.

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Abstract There is a growing body of work on the theory of cultural literacy, but little has been written on how to teach cultural literacy in higher education contexts. This article discusses the use of Open-space Learning (OSL) techniques as valuable tools for teaching cultural literacy. Cultural literacy and OSL are two different areas of study, but there is common ground between them, and cultural literacy can draw great benefit from the cross-pollination of ideas with OSL. The paper focuses on practice-based models used in OSL that have been adapted to teach cultural literacy. The aim of these practice-based models is to create an environment that teaches students how to transfer the analytical and critical skills that they learn as part of a literary and cultural studies (LCS) course to real-life scenarios. We argue that an important part of this learning environment is what we refer to as cognitive “destabilisation,” and discuss why OSL techniques are ideally suited to fostering such destabilisation in students.
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Brumfit, Christopher, David R. Olson, Nancy Torrance y Angela Hildyard. "Literacy, Language and Learning". British Journal of Educational Studies 34, n.º 2 (junio de 1986): 207. http://dx.doi.org/10.2307/3121333.

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Elkin, Susan. "Learning to love literacy!" Child Care 5, n.º 6 (junio de 2008): 20–21. http://dx.doi.org/10.12968/chca.2008.5.6.37473.

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Richardson, Paul. "Literacy, Learning and Teaching". Educational Review 50, n.º 2 (junio de 1998): 115–34. http://dx.doi.org/10.1080/0013191980500204.

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Smyth, A. "Building literacy for learning". Language Matters 33, n.º 1 (enero de 2002): 49–69. http://dx.doi.org/10.1080/10228190208566179.

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Tesis sobre el tema "Literacy learning"

1

Lupton, Mandy. "Information literacy and learning". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16665/1/Mandy_Lupton_Thesis.pdf.

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This thesis explores the relationship between information literacy and learning. In formal education, students are frequently required to independently find and use information to learn about a topic, and information literacy is often claimed to be a generic skill and graduate attribute. However, to date; the experienced relationship between information literacy and learning has not been investigated. In order to investigate this experience, I have based this research on interviews with 19 students enrolled in third year music composition courses, and 18 students enrolled in a third year tax law course at an Australian university. My primary research question was 'What is the experienced relationship between information literacy and learning?' The secondary research question was "What are the generic and situated aspects of information literacy?' In this study, I have used phenomenography to describe the qualitatively different ways that students in two distinct disciplines experience the relationship between information literacy and learning. I have suggested curriculum implications of this description based on a relational approach to learning and teaching. The outcomes of the study include two related sets of categories which map the experience of students in music composition and tax law, and the theoretical GeST windows model for information literacy which is based upon literacy models and theories. The key findings of this study include: * A description of the nature of the experienced relationship between information literacy and learning in music composition and tax law as 1) Applying, 2) Discovering and 3) Expressing (music) or Understanding (tax law); * the theoretical GeST windows model and alignment of the model with the empirical study; * the presentation of curriculum implications in music and tax law, and * an exploration of the nature of information as-it-is-experienced. The findings may be used by teachers, students, librarians, academic skills advisors, academic developers and policy makers in higher education.
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Lupton, Mandy. "Information literacy and learning". Queensland University of Technology, 2008. http://eprints.qut.edu.au/16665/.

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This thesis explores the relationship between information literacy and learning. In formal education, students are frequently required to independently find and use information to learn about a topic, and information literacy is often claimed to be a generic skill and graduate attribute. However, to date; the experienced relationship between information literacy and learning has not been investigated. In order to investigate this experience, I have based this research on interviews with 19 students enrolled in third year music composition courses, and 18 students enrolled in a third year tax law course at an Australian university. My primary research question was 'What is the experienced relationship between information literacy and learning?' The secondary research question was "What are the generic and situated aspects of information literacy?' In this study, I have used phenomenography to describe the qualitatively different ways that students in two distinct disciplines experience the relationship between information literacy and learning. I have suggested curriculum implications of this description based on a relational approach to learning and teaching. The outcomes of the study include two related sets of categories which map the experience of students in music composition and tax law, and the theoretical GeST windows model for information literacy which is based upon literacy models and theories. The key findings of this study include: * A description of the nature of the experienced relationship between information literacy and learning in music composition and tax law as 1) Applying, 2) Discovering and 3) Expressing (music) or Understanding (tax law); * the theoretical GeST windows model and alignment of the model with the empirical study; * the presentation of curriculum implications in music and tax law, and * an exploration of the nature of information as-it-is-experienced. The findings may be used by teachers, students, librarians, academic skills advisors, academic developers and policy makers in higher education.
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3

Welsh, Ryan Charles. "On improvisation, learning, and literacy". Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636175.

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Previously, improvisation has served as a term for describing a quality of the action taking place in classrooms between teachers and students. This project begins to theorize a way of understanding embodied literacies and scenes of learning through a lens of improvisation that enhances the description and better equips researchers to analyze this quality. This project synthesizes numerous research threads and theories from theater (Halpern, 1994, 2005; Johnstone, 1992; Spolin, 1999), anthropology (Holland, Lachicotte, Skinner, & Cain, 2003), psychology (Sawyer, 2011b; Vygotsky, 1978), and literary theory (Bakhtin, 1981) in an effort to provide a theory of improvisation that could be deployed in future qualitative studies or serve as a way for literacy teachers to think about their classrooms. A theory of improvisation enables qualitative researchers in the field of education to acquire a more thorough understanding of the way literacies are an improvised process in scenes of learning. This project is necessary because no such theory yet exists. As part of theorizing literacy and improvisation, I draw upon scenes from my own teaching and from theatrical improvisation. I analyze these moments to illustrate various theoretical premises such as instances of "yes, and-ing" that carry a scene of learning forward. This theory building and analysis amount to a first iteration of improv theory.

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Xhafaj, Donesca Cristina Puntel. "L1 literacy and L2 learning". Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/95813.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2012-10-26T06:10:34Z (GMT). No. of bitstreams: 1 299970.pdf: 1456490 bytes, checksum: 3312a834a995a4d8eadf3ba0d7da9bbb (MD5)
Bigelow e Tarone (2004) propõem que aprendizes de língua estrangeira (LE) com níveis baixos de letramento em língua materna (LM), e, por conseqüência, com limitações em consciência metalingüística, terão dificuldades de perceber a diferença entre a sua produção em LE e o insumo recebido. Todavia, esses pesquisadores não mediram o nível de consciência metalingüística de seus participantes em nenhum dos estudos que conduziram. Sendo assim, dados foram coletados com 24 brasileiros (com nível básico de inglês como LE), que fizeram testes de letramento em LM (PISA), consciência metalingüística (fonológica, morfológica e sintática) em LM e LE, e pré- e pós-testes de proficiência em LE (KET). Os objetivos do estudo foram averiguar se há correlação entre o nível de consciência metalingüística desses aprendizes e seu nível de letramento e verificar se consciência metalingüística em LM e/ou LE e/ou letramento seria eficaz em prever ganhos na proficiência em LE entre os dois testes e a nota final em um semestre de um curso de inglês. A análise dos dados permite argumentar que (1) o letramento e a consciência sintática em LM estão relacionados, (2) a consciência sintática, assim como a fonológica, transferem-se da LM para a LE, (3) a consciência fonológica em LM tem um papel prejudicial no aprendizado de LE, e (4) a consciência sintática em LE tem papel benéfico no aprendizado de LE e leva os aprendizes a alcançarem um nível maior de proficiência. A tese proposta é de que o envolvimento com o código escrito (pelo menos para aqueles aprendizes que não têm limitações na consciência fonológica) leva ao refinamento da consciência sintática. Esse conhecimento, quando transferido para a LE, impulsiona o seu desenvolvimento. De acordo com esses resultados, diferentemente do que Krashen (1982) propôs, existe, sim, um papel para o conhecimento explícito no aprendizado de LE.
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Bruzzese, Roberto y info@robertobruzzese com. "Teaching Teachers: Learning through Graphic Literacy". RMIT University. Media and Communication, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.123950.

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Graphic design education has a long history of practitioners leading the development of teaching environments. While these practitioners may develop innovative teaching methods during their educational career, many will never engage with the discipline and literature of pedagogy. Ramsden (2003) asserts that pedagogical principles can help create deeper teaching/learning environments, but this research is all too often disseminated in a lexicon that is not familiar to new graphic design teachers. The research just does not get the message across to those who could benefit most from it. Although graphic design has had difficulties in translating the pedagogical lexicon to its context, it could use its expertise in the visual language to help create a broader understanding of teaching and learning theories and principles for itself and others. The very visual communication skills that we teach could be a more effective way to communicate to educators the necessary pedagogical theory that is to be used in the classroom. This exegesis documents my exploration of pedagogical awareness in graphic design education and how graphic literacy can facilitate this awareness. Through a reflective practice of reading, designing, teaching and conversation, I have uncovered my perceptions and conceptions as a teacher and discovered how some pedagogical principles can help the teaching and learning environment. I have used this knowledge to create an awareness of these principles through the comic language.
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6

Laverty, Corinne Y. C. "Resource-based learning : gateway to information literacy". Thesis, Aberystwyth University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274593.

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Anderson, Dustin. "Learning, Literacy and LIS : A Thesis Conversation". Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18757.

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This position paper deals with the notions of learning and literacy in the context of studying Library and Information Science (LIS). More particularly, it addresses the learning and literacy involved in, and manifested by, its own production. It is about writing this particular master’s thesis in LIS – the persons involved, the forms and terms used, the expectations met or ignored. It converses not only with itself but also with the academic system which is its raison d’être. It is maintained that this conversing is inherently tangled and that the irresolvable disorder is literally glossed over via language. The argument relies largely on linguistic analysis, linking discourse and conceptual levels to their etymological foundations. Elements of action research and autoethnography are used in an attempt to capture and communicate the competitive conversing which propels and frustrates both personal learning and the development of a disciplined thesis. Standardized presentation forms are challenged and modified in order to highlight the underlying, and ongoing, interplay rather than the finished product. It is suggested that this tangled, tentative, personal/institutional conversing characterizes not only learning but also libraries and LIS itself. It is further suggested that literacy of whatever variety remains a matter of reading, of being able to continuously and competitively assess, converse and thereby commune. LIS has good reasons to highlight its inherent, transdisciplinary association with the human capacity to read. The paper includes a critical self-assessment and concludes with a presentation of the quantitative and qualitative data generated by its own production.
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Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.

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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
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Lockard, Louise. "Navajo literacy: Stories of learning to write". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186342.

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This study examines the history of Navajo literacy and its meaning in the lives and teaching practices of three Native American Indian bilingual teachers. The autobiographies of the teachers were recorded in the form of life history interviews and analyzed in relation to an historical account of Navajo education which integrates public documents, archival materials, research in literacy in multi-ethnic communities, and Navajo children's literature. This study includes a bibliography of Navajo language literature from 1940-1990 which has been categorized by title, date, publisher, and curriculum topic.
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Weinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development". Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.

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This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning.
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Libros sobre el tema "Literacy learning"

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Organisation, Irish National Teachers'. Learning difficulties: Literacy. Dublin: I.N.T.O., 1997.

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Hayes, Debra, Robert Hattam, Barbara Comber, Lyn Kerkham, Ruth Lupton y Pat Thomson. Literacy, Leading and Learning. Editado por Hayes Debra, Hattam Robert, Comber Barbara, Kerkham Lyn, Lupton Ruth y Thomson Pat. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315180014.

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Unsworth, Len, ed. Literacy Learning and Teaching. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15151-6.

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Karassik, June W. Literacy and learning disabilities: A handbook for literacy workers. Ottawa: Learning Disabilities Association of Canada, 1989.

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Walker, Barbara J. Literacy coaching: Learning to collaborate. Boston: Allyn & Bacon, 2010.

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Literacy coaching: Learning to collaborate. Boston: Allyn & Bacon, 2010.

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Michaels, Carolyn Leopold. Library literacy means lifelong learning. Metuchen, N.J: Scarecrow Press, 1985.

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J, Walker Barbara. Literacy coaching: Learning to collaborate. Boston: Allyn & Bacon, 2010.

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Short, Kathy Gnagey. Literacy as a collaborative experience. Ann Arbor, Mich: University Microfilms International, 1989.

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Integrating literacy in the content areas: Enhancing adolescent learning & literacy. Scottsdale, Ariz: Holcomb Hathaway, Publishers, 2008.

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Capítulos de libros sobre el tema "Literacy learning"

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Proctor, Kimmell y Dawn Hannah. "Beyond Literacy". En Equitable Adult Learning, 34–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003286998-3.

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Kane, Penny. "Literacy and Learning". En Victorian Families in Fact and Fiction, 57–74. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-25385-2_4.

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Deshler, Donald D., Frances Ihle, Carrie Mark, Daniel T. Pollitt y Michael J. Kennedy. "Literacy and Learning". En Encyclopedia of the Sciences of Learning, 2062–64. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_553.

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Kane, Penny. "Literacy and Learning". En Victorian Families in Fact and Fiction, 57–74. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-23760-9_4.

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Rata, Elizabeth y Tauwehe Sophie Tamati. "Learning and literacy". En Academic Achievement in Bilingual and Immersion Education, 115–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003156444-11.

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Kirkland, David E. "Urban Literacy Learning". En Handbook of Urban Education, 311–28. 2a ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-23.

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Berntsen, Maxine. "Growing into Literacy". En Learning without Burden, 251–67. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003046059-14.

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Sahi, Jane. "Growing into Literacy". En Learning without Burden, 236–50. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003046059-13.

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McCaffery, Juliet, Juliet Merrifield y Juliet Millican. "12. Assessing literacy learning". En Developing Adult Literacy, 232–52. Oxford, United Kingdom: Oxfam Publishing, 2007. http://dx.doi.org/10.3362/9780855986865.012.

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Fordham, Paul, Deryn Holland y Juliet Millican. "5. Learning numbers and reading images". En Adult Literacy, 73–84. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.005.

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Actas de conferencias sobre el tema "Literacy learning"

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Veldhoen, Karine y Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.

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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Reddy, Pritika, Swaran Ravindra y Bibhya Sharma. "Digital Literacy Initiative for Person with Disability in Fiji". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6005.

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The promising use of digital technologies by persons with disabilities (PWDs) for education, employment, social and economic integration in the society is evident. As such, digital skills for the successful utilisation of digital technologies to support, societal inclusion is necessary. This study highlights a case study conducted with a sample of PWDs to evaluate their digital literacy status in Fiji using a digital literacy scale. Furthermore, a digital literacy remediation tool was used to improve the understanding of digital literacy and the digital literacy skills of the selected sample in Fiji. The results reveal that the participants were very low to low digitally literate. The digital literacy remediation was not attempted by any of the participants indicating lack of confidence in attempting technology driven modules. Although the remediation tool was tailored to include the PWDs, there are recommendations from the participants on its further improvements. The digital literacy scale and the digital literacy remediation tool fostered effective learning of digital skills for the persons with disabilities thus paving a way for promoting equity and inclusion in the digital society.
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Budgett, Stephanie y Maxine Pfannkuch. "Assessing students’ statistical literacy". En Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07201.

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This paper describes the methods and challenges in assessing an undergraduate course entitled Lies, Damned Lies, and Statistics. The course has three main aims: to instill in students the ability to “think statistically”, to enable students to critically evaluate statistically based reports and to teach students to construct statistically sound reports. The assessment is examined in terms of these aims and the criteria developed by Gal (2002) for statistical literacy.
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Kavčič, Marijana. "Literacy Learning with the Phonomimic Method". En Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.32.

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Hunicke, Robin, Alice Robison, Kurt Squire y Constance Steinkuehler. "Games, learning and literacy". En the 2006 ACM SIGGRAPH symposium. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1183316.1183320.

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Hilmawan, Hilman, Bachrudin Musthafa y Mubiar Agustin. "Literacy Environment". En ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3452195.

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Knight, Simon, Laura Allen, Andrew Gibson, Danielle McNamara y Simon Buckingham Shum. "Writing analytics literacy". En LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3029425.

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Sharma, Bibhya y Pritika Reddy. "Building Educational/Academic Resilience through Digital Literacy". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6338.

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The ongoing digitization of the education systems has introduced a new pedagogical approach to teaching and learning – Education 4.0 that aligns the fourth industrial revolution. Education 4.0 has improved the effectiveness and efficiency of learning globally. However, the issues and challenges associated with Education 4.0 or technology –enabled technology teaching and learning emerged when the global education system was mandated to technology-enabled learning during the pandemic. Both the educators and the learners were found to lack relevant digital skills to successfully facilitate the learning process. This study introduces the concept of digital literacy, a digital literacy framework and a digital literacy tool that can be used to effectively champion digital literacy skills to both the educators and the learners. The digital literacy tool has been successfully used in the South Pacific to evaluate digital literacy competencies and further improve the digital literacy competencies of the selected sample. As such, the digital literacy tool can be used to improve digital literacy of individuals in the developed and developing economies hence promoting educational resilience for all in the technology-enabled environment.
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Kajee, Leila. "DIGITAL LITERACY: A CRITICAL FRAMEWORK FOR DIGITAL LITERACY PRACTICES IN CLASSROOMS". En International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0374.

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Sanchez, Juana. "Building statistical literacy assessment tools with the IASE/ISLP". En Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07203.

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Statistical literacy assessment tools developed in one part of the world or for a particular constituency may not be the best tools for others. The wording, the level, the context, the objects mentioned may be foreign and thus render the assessment tool useless. This is a predicament that the countries involved in the CensusAtSchool and other international projects know very well. Statistical literacy instruments must be customized and therefore the tools to assess statistical literacy must be customized too. The International Statistical Literacy Project of the IASE contains a variety of learning and assessment tools developed by many different international sources for a variety of groups. In this paper and related documents, we illustrate with examples how to take advantage of the numerous resources in the ISLP web page to build tools to assess statistical literacy suitable for different models and constituencies in the statistics spectrum.
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Informes sobre el tema "Literacy learning"

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Krylova-Grek, Yulia y Mariya Shyshkina. Blended Learning Method for Improving Students' Media Literacy Level. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4467.

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The paper discusses the issues of improving students' media literacy skills to help them to navigate through an increasingly complex information so- ciety. It reports on a project aimed at applying the blended learning model to boost high school students' media literacy levels. The given model is recognized to have a number of advantages for both teachers (tutors) and learners (students). It is generally accepted that the blended learning method provides students with profound theoretical knowledge and retains the emphasis on practice. Besides, online classes offer a great opportunity to reach a wider audience. The purpose of the paper is to describe the authors' experience in introducing a new method for improving the learners' media literacy skills based on the blended learning model. The survey responses demonstrated that the accessibility, ease-of-use, and duration of the classes were deemed effective in terms of students' engagement and increases in their media literacy level. The course helped learners to develop their critical thinking and other media-related skills, to identify propaganda, ma- nipulation, and fake messages found in media streams.
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Mosher, Fritz y Margaret Heritage. A Hitchhiker's Guide to Thinking about Literacy, Learning Progressions, and Instruction. Consortium for Policy Research in Education, julio de 2017. http://dx.doi.org/10.12698/cpre.rr-2017-2.

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Johnston, Lisa y Jon Jeffryes. Teaching Civil Engineering Data Information Literacy Skills: An e-Learning Approach. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315479.

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Pritchett, Lant y Justin Sandefur. Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals. Research on Improving Systems of Education (RISE), febrero de 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/011.

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Hannah, Elizabeth F. S. y Sharon Tonner. Exploring the use of The Learning Cloud to enhance literacy development of primary school children. University of Dundee, enero de 2016. http://dx.doi.org/10.20933/10000102.

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Mockel, Lindsey. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1419.

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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Tribbett, Krystal, Derek Quezada y Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, enero de 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show that the learning outcomes achieved during the community-centered archives workshop exceeded those achieved during the traditional primary literacy workshop. These findings suggest incorporating more inclusive histories into workshops and discussing the importance of representation in archives improves the student learning outcomes. When students “see themselves” represented in archives, they experience an affective response that impacts how and what they learn through primary source literacy workshops.
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EdTech Hub, EdTech Hub. Better Blended Learning: Exploring the Use of Digital Books at Home to Improve Kenyan Children’s Literacy. EdTech Hub, enero de 2021. http://dx.doi.org/10.53832/edtechhub.0057.

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Kaffenberger, Michelle y Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), septiembre de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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