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Artículos de revistas sobre el tema "Literacy learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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1

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

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Zollman, Alan. "Learning for STEM Literacy: STEM Literacy for Learning." School Science and Mathematics 112, no. 1 (January 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, no. 4 (October 2, 2021): 251–53. http://dx.doi.org/10.1080/1364436x.2021.2013413.

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Winn, Judith A., and Amy Otis-Wilborn. "Monitoring Literacy Learning." TEACHING Exceptional Children 32, no. 1 (September 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, and Jennifer Urbach. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (November 5, 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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Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN." Jurnal Guru Kita PGSD 7, no. 4 (September 30, 2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

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Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Children prefer to watch television or play games on cell phones. Teachers' knowledge of literature is very low, literature is taught by unprofessional teachers, teachers do not understand how to teach literature well, teachers have not taught with appropriate strategies in literary literacy. Elementary school is the main means for developing literary literacy. Elementary school is an important means of balancing the development of character education while continuing to teach everything related to good values. One of the processes that includes learning is literary literacy. Teacher creativity in literary literacy learning needs to be increased because with creative literature teachers it is hoped that the literary learning that occurs will really be liked by children. Likewise, the local government's political attention must be to appreciate and accommodate literary literacy in schools, study groups, libraries and reading houses.
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Apriliya, Seni, and Erwin Rahayu Saputra. "Pelatihan Pembelajaran Apresiasi Sastra Berorientasi Afirmasi Literasi Diri Bagi Guru SD di Tasikmalaya." Publikasi Pendidikan 13, no. 1 (February 28, 2023): 38. http://dx.doi.org/10.26858/publikan.v13i1.27061.

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The concept of self-literacy can be interpreted as self-literacy. This understanding of self-literacy needs to be cultivated at the right time, especially at the elementary school level. For this reason, this training activity aims to make teachers in Tasikmalaya understand self-literacy and can implement the P-IKADKA model as a learning model for literary appreciation in the classroom oriented to self-literacy affirmations. The achievement of these goals is carried out through training activities with lecture methods, discussions, and guided exercises. The results of the training show that teachers can understand self-literacy and can apply the P-IKADKA model design well. This activity is able to provide new insights and experiences to teachers in implementing the concept of self-literacy and is able to improve the ability of teachers to carry out story appreciation learning, especially those oriented to self-literacy affirmations. After the teachers gain insight and experience, it is hoped that they will be able to implement it in learning at school so that it has an impact on elementary school students who have awareness about themselves, understand themselves and respect themselves and others..Keywords: literacy, self-literacy, literary appreciation, P-IKADKA model
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8

Ochoa, Gabriel García, Sarah McDonald, and Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy." Open Cultural Studies 2, no. 1 (November 1, 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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9

Apriyani, Tristanti. "PEMBELAJARAN SASTRA POPULER BERBASIS WATTPAD SEBAGAI UPAYA PENINGKATAN KEMAMPUAN LITERASI BACA TULIS." SUAR BETANG 15, no. 1 (June 25, 2020): 107–16. http://dx.doi.org/10.26499/surbet.v15i1.152.

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Student literacy ability of Indonesian Literature Study Program in Ahmad Dahlan University still lacks attention and handling. This resulted in a low ability of students in literacy literacy skills. While literacy skills can help students to develop critical thinking, divergent thinking, and positive thinking in solving problems. As scholars, prospective scientists and agents of change, students are required to master literacy skills and critical thinking in facing the 21st century's fierce competition. Literacy ability in question here is literacy in the broad sense of being aware of technology, conscious of information, thinking critically, and sensitive to the environment. A person is said to have literacy skills if he is able to understand something because he reads the right information and does something based on his understanding of the contents of the reading. The use of the internet in literary learning is considered to be used as one of the learning models which is supposed to be able to foster independence in learning Popular Literature. To examine the learning process of Wattpad-based Popular Literature, this study uses the mixed methods approach. The results of the study show that the Wattpad application can help students to sharpen literacy skills. The use of Wattpad is considered to provide an interesting learning experience for students.
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10

Triwidayati, Katarina Retno. "LITERARY TEXT CONVERSION AS A FORM OF WRITING LITERACY ACTIVITIES." International Journal of Humanity Studies (IJHS) 2, no. 2 (March 28, 2019): 196–203. http://dx.doi.org/10.24071/ijhs.v2i2.1801.

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The survey of literacy rate held by the international institution has placed Indonesia in the last position compared to other countries surveyed. This shows how low the countrys reading and writing culture. On the other hand, the Indonesian language becomes the subject that is positioned as the medium to communicate diverse concepts of knowledge. Therefore, the Indonesian language is used as the instrument to gain knowledge or, to put it simply, topics discussed in Indonesian language learning involve other subjects. In addition, text-based learning is an important thing in the implementation of Indonesian language learning. One of the texts that can be used in learning Indonesian is literary texts. This article discusses the description of text-based language learning in forms of the text conversion and the example of text-based language learning using literature as the main text. Learning using literary text conversion is one of the writing literacy activities that can be implemented in schools.DOI:10.24071/ijhs.2019.020209
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11

Adam, Samsudin Hi, Silvani Umar Ali, Hujaefa Hi Muahmmad, Fachria Marasabessy, and Lilin Kartina Soleha. "The Practice of Local Wisdom-Based Literary Literacy in Language and Literature Learning at Junior High School of Ternate City." English Education and Literature Journal (E-Jou) 4, no. 02 (March 29, 2024): 107–19. http://dx.doi.org/10.53863/ejou.v4i02.1129.

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Literature has a very strategic role in teaching cultural values to students since it contains values reflecting people's lives. However, along with the development of the globalization era, local culture has begun to disappear due to changes in people's lifestyles. Therefore, literary literacy based on local wisdom needs to be introduced to the younger generation as educational medium to build society with character. This study aims to explore the practice of local wisdom-based literary literacy in language and literature learning at Junior High School level in Ternate City. The study uses qualitative design involving language teachers (Indonesian and English Teachers). Data collection techniques are carried out through observation, inter-views, and documentation. The results indicate that the teachers have implemented local wisdom-based literary literacy in language and literature learning. The learning resources used by teachers are in the form of printed and non-printed learning re-sources. Printed learning resources used are books, magazines, and newspapers. While non-printed learning resources are in the form of Compact Disc, TV, YouTube, historical tours, nature tours, figures, heroes, and libraries. The teachers develop their own teaching materials by adopting local wisdom content taken from the regional library and downloaded from the internet because the school library does not provide literary books with stories about the local wisdom of North Maluku. The materials used include appreciation of poetry and folklores about local wisdom of North Maluku. The learning strategies are applied in three stages called before reading, when reading, and after reading. The results showed that literary literacy activities based in local wisdom values have been implemented by teachers, so the students can developing their characters.
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12

Fradana, Ahmad Nurefendi, Nyoman Suwarta, and Rimajon Sotlikova. "Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption." Journal of Language and Literature Studies 5, no. 1 (March 18, 2025): 216–25. https://doi.org/10.36312/jolls.v5i1.2635.

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The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in three urban-based senior high schools, participatory observation of digital platforms (interactive e-books, literary webtoons, and short-story podcasts), and in-depth interviews with teachers and students. The analysis utilized Kress & van Leeuwen’s multimodal literacy theory and Paul Gilster’s digital pedagogy framework. Findings reveal that integrating multimodal elements—such as animated illustrations in poetry, hyperlinks in interactive narratives, and dramatic audio effects—significantly enhances students’ critical deconstruction of textual meanings and fosters learning motivation. However, disparities in digital infrastructure access and teachers’ limited technological proficiency emerge as primary barriers. The study recommends training programs for teachers in designing digital literature lessons using accessible tools (e.g., Canva, Book Creator) and fostering school-community partnerships with digital literacy initiatives. This research contributes to developing disruption-responsive literacy strategies and enriches Indonesian literary heritage through digital adaptation.
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13

Brumfit, Christopher, David R. Olson, Nancy Torrance, and Angela Hildyard. "Literacy, Language and Learning." British Journal of Educational Studies 34, no. 2 (June 1986): 207. http://dx.doi.org/10.2307/3121333.

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14

Elkin, Susan. "Learning to love literacy!" Child Care 5, no. 6 (June 2008): 20–21. http://dx.doi.org/10.12968/chca.2008.5.6.37473.

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15

Richardson, Paul. "Literacy, Learning and Teaching." Educational Review 50, no. 2 (June 1998): 115–34. http://dx.doi.org/10.1080/0013191980500204.

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Smyth, A. "Building literacy for learning." Language Matters 33, no. 1 (January 2002): 49–69. http://dx.doi.org/10.1080/10228190208566179.

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17

Behrman, Edward H. "Community‐based literacy learning." Reading 36, no. 1 (April 2002): 26–32. http://dx.doi.org/10.1111/1467-9345.00181.

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18

DeHart, Jason D. "Simulations, Literacy, and Learning." Journal of Adolescent & Adult Literacy 60, no. 4 (December 30, 2016): 485–87. http://dx.doi.org/10.1002/jaal.610.

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19

Tett, Lyn. "Learning, literacy, and identity." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 27–36. http://dx.doi.org/10.1002/ace.176.

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20

Nainggolan, Vitri Anugrah, Risya Pramana Situmorang, and Susanti Pudji Hastuti. "Learning Bryophyta: Improving students’ scientific literacy through problem-based learning." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (March 31, 2021): 71–82. http://dx.doi.org/10.22219/jpbi.v7i1.15220.

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Regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. Nevertheless, scientific literacy of Indonesian students has been recognized in low level. This study aimed to describe students’ scientific literacy in Bryophyta topic using problem-based learning. This Classroom Action Research (CAR) used the Kemis & Mc.Taggart research design. This study involved 30 students of X graders in Kristen Satya Wacana Senior High School. Students' scientific literacy was measured using a test which comprised of 15 MCQs and 5 essay questions. The data obtained was analyzed using N-gain score. The results indicated that students' scientific literacy was improved from cycle 1 (45.20) to cycle 2 (65.59) as they learnt about Bryophyta. The use of PBL in learning Bryophyta accommodates students' activities to promote their scientific literacy. Scientific activities in PBL strongly support the development of students' scientific literacy.
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21

Halimah, Halimah, Sumiyadi Sumiyadi, and Vismaia Damaianti. "CREATING NARRATIVES AND REVISION CIRCLE: LITERACY DIMENSION LEARNING STRATEGIES USING DIDACTIC VALUES OF M.KASIM’S FUNNY SHORT STORIES." Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (February 15, 2019): 283–93. http://dx.doi.org/10.17509/bs_jpbsp.v18i2.15516.

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Creating narratives and revision circle are the collaboration of two learning strategies of literacy dimensions. In literacy learning, students can develop a narration as a skill in literacy, particularly basic literacy in form of reading and writing. The present research aims at describing 2 strategies of literacy dimension learning through the analysis of didactic values from funny short stories written by M. Kasim. The funny short stories provided a variety of specific didactic values. As one of the literature learning materials, the didactic values were in line with the national education goals. The present research employed qualitative approach with a descriptive method. Specifically, the data were analyzed by the application of literary work didactic study framework. The funny short stories to analyze entitled: 1) “Pendikar bukan Pendekar; 2) “Podato yang Gagal”; 3) “Ada Seorang Raja…”, and 4) “Kue yang Nakal”. The result denoted the funny short stories contained various didactic values which could be regarded as learning materials in literacy development. The didactic values consisted of well-mannered behavior, dignified personality, independence, creativity, being democratic, responsibility, self-control, intelligence, and skill. Those values are considered excellent to implement by the collaboration of creating narratives and revision circle.
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Farida K., Anna, Ade Tutty R Rosa, Muhammad Andriana Gaffar, and Rianti Cahyani. "The Implementation of Balanced Literacy Approach To Early Childhood Education Units As An Effort To Strengthen Learning: A Phenomenological Study After The Covid-19 Pandemic In Indonesia." International Journal of Educational Research & Social Sciences 3, no. 5 (October 28, 2022): 2097–101. http://dx.doi.org/10.51601/ijersc.v3i5.510.

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Research by Indonesian Ministry of Education, Culture, Research, Technology in 2020-2021 found a significant decrease of learning outcomes in the first grade of elementary school students as a result of the Covid-19 pandemic. The Early Childhood Education as the foundation phase plays a crucial role in the learning recovery, especially literacy. This study explores and analyzes the experiences of Early Childhood Education (PAUD) teachers in applying balanced literacy approach as an effort to strengthen learning. This research refers to the literary processing theory by Clay (Ronning, 2020: 17) regarding the acquisition of literacy skills in early childhood. The method used is qualitative phenomenology with 10 teachers from several regions of Indonesia as informants. The analysis was about the experience of teachers applying balanced literacy before and during the pandemic, the obstacles faced, and the solutions carried out. These findings become the basis for designing the product of this study, namely a conceptual model of early literacy strengthening program with balanced literacy in PAUD. This model is expected to be a contextual alternative solution for strengthening effective literacy in the post-pandemic period and minimizing the impact of learning loss in Indonesia.
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Azmi, Anisa Luthifa, Wardono Wardono, and Adi Nur Cahyono. "Mathematics literacy on creative problem solving with realistic mathematics education approach assisted by e-learning schoology." Unnes Journal of Mathematics Education 7, no. 3 (November 30, 2018): 188–94. http://dx.doi.org/10.15294/ujme.v7i3.24472.

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This research was conducted to find out the influence of Creative Problem Solving (CPS) model of learning with RME approach with the help of Schoology to increase junior high school students’ mathematic literacy and students’ learning output. This research used design true experimental design pretest-posttest control group design. This research used qualitative research method which involved control group and experiment group. The sampling technique used was random sampling. Experiment class was given a treatment in the form of Creative Problem Solving-RME learning. Meanwhile, control group was given a treatment in the form of expository-scientific. The data was collected using mathematic literacy’s ability test, observation, and interview. From the final data of mathematic literacy’s ability test, the researcher analysed and obtained that: (1) the students’ proportion in Creative Problem Solving-RME learning which passed the minimun criteria of mastery learning (KKM) was about 75%; (2) the average of students’ mathematic literacy on Creative Problem Solving- RME learning was better than the average of students’ mathematic litaracy on expository learning. So, we can conclude that Creative Problem Solving-RME learning was effective to improve students’ mathematic literacy.
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Saputra, Dudu Suhandi, Devi Afriyuni Yonanda, Yuyu Yuliati, and Yuyun Dwi Haryanti. "THE EFFECTIVENESS OF DIGITAL TEACHING MATERIALS TO IMPROVE LITERARY LITERACY SKILLS IN PRIMARY SCHOOLS." Jurnal Cakrawala Pendas 10, no. 3 (July 31, 2024): 671–79. http://dx.doi.org/10.31949/jcp.v10i3.10384.

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This research is motivated by the challenge of improving the literary literacy skills of elementary school students, which are often considered boring using conventional learning methods. The purpose of this study was to analyze the effectiveness of digital teaching materials in improving literary literacy skills, as well as the interests and motivations of 5th grade elementary school students in Majalengka Regency, West Java.. The research method used was quasi-experimental with a pre-test and post-test design in two groups: the Experimental Group which used digital teaching materials and the Control Group which used conventional methods. The research sample consisted of 60 grade 5 students, with each group consisting of 30 students. Data collection techniques include literary literacy tests, interest and motivation questionnaires, and classroom observations. Data analysis was done using statistical tests to compare changes in pre-test and post-test scores between the two groups. The research results showed that the use of digital teaching materials significantly improved the literary literacy skills of students in the Experimental Group compared to the Control Group. The average literary literacy score in the Experimental Group increased from 45 to 72, while in the Control Group, it only increased from 43 to 55. Students' interest and motivation also increased more significantly in the Experimental Group. In conclusion, digital teaching materials effectively improve students' literary literacy skills, interest, and motivation. The implication is that teachers and schools are advised to integrate technology into literature learning, and policymakers need to support using digital teaching materials in the national curriculum to improve the quality of education.
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DeFord, Diane, Karen Heid, Nancy James, Rebecca Harper, S. Rebecca Leigh, and Tasha Tropp Laman. "Professional Book Reviews: Learning Art, Learning Literacy." Language Arts 92, no. 2 (November 1, 2014): 144–49. http://dx.doi.org/10.58680/la201426141.

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In an era of high-stakes testing, accountability, narrow definitions of literacy, and deeply cut arts budgets, these books help us, as teachers, to engage children in meaning making in its broadest sense, and show us what is possible when we create curriculum where the arts are integral to learning in general and literacy in particular.
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Maharani Eka Luckyta Sari and Abdurrahman. "Online Learning System of Learning Mathematics at SMAN 1 Kampar Kiri Hilir: Learning Difficulties Analysis Study." Mathematics Research and Education Journal 6, no. 1 (February 28, 2022): 31–40. http://dx.doi.org/10.25299/mrej.2022.vol6(1).8209.

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This study aims to determine the factors behind the literacy difficulties of undergraduate mathematics in online literacy at SMAN 1 Kampar Kiri Hilir. The subjects in this study were class XI wisdom students at SMAN 1 Kampar Kiri Hilir for the academic year 2021/2022 and class XI wisdom students with a population of 68 ulama consisting of 15 male and 53 female scholars. This form of exploration is descriptive qualitative. The data collection method in this study was carried out using a check system, videlicet, by distributing online questionnaires through Google Forms which were transferred via WhatsApp Group. Based on the study results, it can be concluded that online literacy is carried out. Overall, there are 50 who find it difficult in the online tutoring and literacy process. 48.53 students find it difficult in the network aspect of sharing in the online tutoring and literacy process, 41.18 students have difficulty in the high order when sharing in the online learning process. In tutoring and online literacy, 45,59 students have difficulty understanding the material guided by school teachers, 92,65 students have difficulty installing communication either in the form of laptops or androids, 80,88 students have difficulty communicating with teachers
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Samsiyah, Nur, V. Teguh Suharto, and Endang Sri Maruti. "LITERACY LITERATURE LEARNING WITH LET’S READ APPLICATIONS IN THE PANDEMIC ERA." Jurnal Handayani 11, no. 1 (June 23, 2020): 57. http://dx.doi.org/10.24114/jh.v11i1.18666.

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Abstract: One of them is literacy learning by using Android-based Let's Read to answer the challenges of the growing industrial era. In the midst of the rise of students using Android as a medium of communication, teachers need to change learning in and outside the classroom into interesting learning by utilizing computer media, mobile phones as literary literacymaterial. So that literary literacy is not monotonous, it must be in the library by choosing books in turns or by listening to the teacher's story on the page as a habit that only contains short stories in the book . By using the Let's Read application the teacher can give nuances of literary learning to be more often literary literate both at home and at school.Keywords: Literacy literature, Let’s ReadAbstrak: Salah satunya adalah pembelajaran literasi dengan menggunakan Let's Read berbasis Android untuk menjawab tantangan era industri yang berkembang. Di tengah maraknya siswa menggunakan Android sebagai media komunikasi, guru perlu mengubah pembelajaran di dalam dan di luar kelas menjadi pembelajaran yang menarik dengan memanfaatkan media komputer, ponsel sebagai bahan literasi sastra. Agar literasi sastra tidak monoton, di perpustakaan harus memilih buku secara bergantian atau dengan mendengarkan cerita guru yang berisi cerita pendek dalam buku Dengan menggunakan aplikasi “Let’s Read”guru dapat memberikan nuansa belajar literasi, melek huruf menjadi lebih melek sastra baik di rumah maupun di sekolah.Kata kunci: Literasi sastra, Mari membaca
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Arofah, Irvana, Besse Arnawisuda Ningsi, and Andi Sessu. "The Influence Of Learning Media And Learning Models On Learning Outcomes Through Mathematics Literacy Ability." International Journal of Business, Law, and Education 4, no. 2 (December 17, 2023): 1466–74. http://dx.doi.org/10.56442/ijble.v4i2.340.

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Learning outcomes are a measure of the success of the learning process. There are many factors involved in measuring learning outcomes. Learning media, learning models, and students' mathematical literacy abilities are important factors or variables in the learning process to achieve the best learning outcomes. This study aims to look at the direct and indirect effects of these three variables on learning outcomes with mathematical literacy skills as a mediating variable. This research was conducted on 122 students of the Mathematics Study Program at Pamulang University. The research method used is Structural Equation Modeling with the Smart-PLS 3.0 analysis tool. The results of the convergent validity test showed that the loading factor value was > 0.7 and the AVE value > 0.5 indicated that all indicators were valid. The reliability test shows a composite reliability value and Cronbach's alpha > 0.7 is said to be reliable. Learning media has a positive effect that is not significant on mathematical literacy skills. The learning model has a significant positive effect on mathematical literacy skills. Mathematical literacy ability has a significant positive effect on learning outcomes. Learning media has a significant positive effect on learning outcomes. Learning models have a positive but not significant effect on learning outcomes. Learning media has a positive influence that is not significant on learning outcomes through mathematical literacy skills.
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Ayu, Aprianti, Suriansyah Ahmad, and Rifani Syaifuddin Agus. "The Correlation Between Environment-Based Curriculum and Teacher Pedagogical Competence with Learning Quality through Literacy Learning at State Junior High Schools in East Banjarmasin District." International Journal of Social Science And Human Research 05, no. 12 (December 2, 2022): 5275–79. https://doi.org/10.5281/zenodo.7388764.

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This study aims to analyze the direct and indirect correlation between environment-based curriculum, teacher pedagogical competence and learning quality through literacy learning. This research used a correlational study with a quantitative approach. Two hundred and eighteen junior high school teachers at adiwiyata schools were involved as population of this study. The researchers used proportional random technique and obtained as many as 141 people. The data collection was carried out using instruments consisting of an environment-based curriculum (17 items), teacher pedagogic competence (21 items), literacy learning (13 items) and learning quality (29 items). The validity and reliability tests were performed using the Alpha Cronbach. Then, the data of this study was analyzed using descriptive statistics with path analysis to see direct and indirect correlations between variables, by first carrying out the normality test, homoscedasticity test, multicollinearity test and correlation test. The results of the study show that there is a correlation between: (1) environment-based curriculum and learning quality, (2) teacher pedagogic competence and learning quality, (3) literacy learning and learning quality, (4) environment-based curriculum and literacy learning, (5) competency teacher pedagogy with literacy learning, (6) the correlation between environmentbased curriculum and learning quality through literacy learning, (7) the correlation between teacher pedagogic competence and learning quality through literacy learning
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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (October 30, 2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.

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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct languages. The sample of 107 11-year-old children from Haifa, Israel, were divided into three groups matched in age, gender, social-economic level, verbal and non-verbal IQ: bi-literate bilinguals, mono-literate bilinguals and mono-literate monolinguals. The research was conducted in two stages. In the first stage a wide range of linguistic, meta-linguistic, cognitive and literacy tasks in Hebrew (L2) and in Russian (L1) were administered. In the second stage linguistic, meta-linguistic and literacy skills in English (L3) were assessed. The results demonstrated that bi-literate bilinguals outperformed mono-literate bilingual and mono-lingual children on a number of basic literacy measures (phoneme deletion and analysis, pseudoword decoding and spelling) in English (L3). Even after controlling for (L2) Hebrew reading accuracy, bi-literacy independently explained 16% of the variance in English reading accuracy among Russian-Hebrew fifth grade bilinguals.
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Brock, Cynthia H., Lynda R. Wiest, and Laurie (Darian) Thrailkill. "Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit." Reading Teacher 74, no. 6 (May 2021): 733–46. http://dx.doi.org/10.1002/trtr.2008.

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Hanke, Veronica. "Learning about literacy: Children's versions of the Literacy Hour." Journal of Research in Reading 23, no. 3 (October 2000): 287–98. http://dx.doi.org/10.1111/1467-9817.00123.

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Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (September 11, 2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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34

Park, Hyojin, and Sung Hee Park. "Differences of elementary school students' learning presence and learning flow according to clusters of digital literacy." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 55–66. http://dx.doi.org/10.22251/jlcci.2023.23.1.55.

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Objectives The purposes of this study were to examine natural groupings of digital literacy, and to verify whether there is any difference in learning presence and learning flow according to the types of digital literacy clusters.
 Methods For this purpose, a survey was conducted with 492 elementary school students in the metropolitan area. Cluster analysis using the sub-scales of digital literacy was conducted. Then, the differences in learning presence and learning flow among the digital literacy clusters were analyzed using MANOVA.
 Results As for the clusters according to digital literacy, four clusters were found: ‘high digital literacy group’, ‘mid-high digital literacy group’, ‘mid-low digital literacy group’, and ‘low digital literacy group.’ As a result of MANOVA, ‘high digital literacy group’ showed significantly higher scores on learning presence and learning flow than other groups, and ‘low digital literacy group’ showed significantly lower scores.
 Conclusions The results of this study suggest that it is necessary to provide elementary school students with appropriate programs and/or guidelines to enhance their digital literacy.
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Lee, Yeonjeong. "A Study on Literacy Issues at Home and Abroad and Their Response and Support Cases." Korean Association for Literacy 15, no. 2 (April 30, 2024): 319–43. http://dx.doi.org/10.37736/kjlr.2024.04.15.2.11.

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In this study, we attempted to obtain implications for pending literacy issues by examining issues related to literacy in the United States, Japan, Germany, France, Canada, and Korea, as well as national policy support and countermeasures. As the pandemic progressed, the gap in public education grew, and concerns over the decline in basic education began to grow. In the United States, we are preparing an intensive support strategy for immigrants with limited English use. In Japan, we are striving for policies such as individual and cooperative learning, the use of big data, the development of basic literacy and mathematical thinking skills, the ability to use information technology, and literary convergence. In Germany, parents lay the foundation for literacy by conducting activities to read books to young children. France is expanding literacy education by increasing the number of hours spent learning Korean and making reading hours mandatory. By considering literacy countermeasures in these major countries, improvements and implications for domestic literacy countermeasures can be drawn.
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Doyle, Howard. "Multi-Competence, ELF, Learning and Literacy: A Reconsideration." International Journal of Social Science and Humanity 5, no. 10 (2015): 887–91. http://dx.doi.org/10.7763/ijssh.2015.v5.574.

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Buwa, Dr Suman. "Literacy for Healthy Life Through Life Long Learning." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/143.

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Faradila, Anisa, Aulya Nanda Prafitasari, and Amaliyah Farida. "Integrated Paired Literacy Model Problem-Based Learning to Improve Biology Learning Outcomes." Bioeduca : Journal of Biology Education 5, no. 2 (September 29, 2023): 43–52. http://dx.doi.org/10.21580/bioeduca.v5i2.17310.

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The application of PBL learning can improve students' literacy skills because the learning activities require students to actively engage in literacy to find solutions to a given problem. Literacy skills are very important for students to have in learning biology; through these skills, students can improve their learning outcomes. Health literacy skills to support student learning outcomes are supported by the application of paired literacy techniques. Through the Classroom Action Research (CAR) method with a cyclical research model over 5 weeks, it is expected to be able to improve the learning outcomes of class XI Science. Data collection was carried out by testing techniques with quantitative data types. Therefore, it can be concluded that paired literacy activities in the PBL model can improve biology learning outcomes in the reproductive system material of class XI Science students with a classical completion percentage of 61.11%.
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Meeks, Amanda. "Learning to look critically: teaching and learning visual literacy in art and design librarianship." Art Libraries Journal 42, no. 2 (April 2017): 89–94. http://dx.doi.org/10.1017/alj.2017.9.

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Teaching and learning visual literacy within art and design librarianship presents several unique challenges. Librarians are better equipped than ever to meet these challenges with the help of ACRL Visual Literacy Competency Standards and the ACRL Framework for Information Literacy in Higher Education, which provides an exciting opportunity to situate visual literacy within the contextual definition of information literacy for art and design students. In mapping these two documents together the author found several ways to address the more critical components of information and visual literacy in more nuanced and meaningful ways. While art librarians have often addressed visual literacy needs to varying degrees and in creative and practical ways, a more systematic approach is needed as we move forward.
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Brandt, Deborah. "Changing Literacy." Teachers College Record: The Voice of Scholarship in Education 105, no. 2 (March 2003): 245–60. http://dx.doi.org/10.1177/016146810310500202.

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Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and technological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to address economic turbulence and inequality beyond the school.
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Apriliana, Anggi, Tatat Hartati, Dadang Sunendar, and Rahman. "Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy." Jurnal Ilmiah Sekolah Dasar 6, no. 4 (December 13, 2022): 592–602. http://dx.doi.org/10.23887/jisd.v6i4.49994.

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The main problem in student's literacy skills in the early grades has not been implemented holistically. In addition, the teacher has not used the right model in literacy learning in the early grades. The main objective of this research was to analyses the process of learning literacy in elementary school. This study used a survey method involving 48 principals and 148 elementary school teachers. Interviews were used as an instrument to describe literacy learning in early grades of elementary schools. Information obtained from the field is tabulated and presented. This research showed that the procedures or models and learning media used by teachers are different. Teachers have made efforts to increase children's motivation in exploring literacy learning. Teachers believe that literacy is a very important need for every individual. Literacy in the early grades plays an important role in determining students learning success. Effective literacy learning in the early grades needs to pay attention to the learning environment and material that suit the needs of students. A pleasant learning experience and adult support can have a positive effect on reading skills. This skill will greatly affect subsequent literacy skills. If literacy learning in the initial class is not strong, it will be difficult for students to build a foundation for literacy in higher grades.
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42

Mardhani-Bayne, Alvina, and Lisa Shamchuk. "Early Literacy Learning for Future Library Paraprofessionals: Authentic Learning in Library Education." Partnership: The Canadian Journal of Library and Information Practice and Research 17, no. 2 (December 12, 2022): 1–20. http://dx.doi.org/10.21083/partnership.v17i2.6808.

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This article describes the professional learning around early literacy experienced by library paraprofessional students at a post-secondary institution in Canada. Students completed a survey to gauge their conceptions of early literacy at the beginning of a course on library services for children and young adults. These students then experienced hands-on, engaging course elements such as in-class discussions, guest speakers, and authentic assessments. At the conclusion of the course, students were again surveyed and were asked to identify course elements that contributed to their learning. Most students aligned with an emergent literacy approach to early literacy. While a comparison between the two surveys did not reveal a significant difference in terms of students’ conceptions of early literacy, multiple students identified the hands-on elements of the course as beneficial. The researchers conclude that providing authentic professional learning opportunities that include knowledge application reinforces learners’ conceptions about emergent literacy.
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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.

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Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.
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44

Taja-on, Evan, and Jayzyl Mae Guy-ab. "Digital Literacy: The Outcome of Online Learning Satisfaction." School of Education Research Journal 3, no. 1 (February 10, 2023): 54–60. https://doi.org/10.13140/RG.2.2.11779.17445.

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The development of technology has also transformed how students learn. The study examines the digital literacy level of student with their online learning satisfaction. A total of 210 randomly selected undergraduate students of San Isidro College served as the participants of the study. The study implemented a correlational research design and adopted the questionnaire anchored on the digital literacy skills framework and online learning satisfaction questionnaire. The study revealed that the student’s digital literacy is on the second level. Overall, they are satisfied with their online learning experience. However, the literacy level and online learning satisfaction has a weak relationship.
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45

Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 349–64. http://dx.doi.org/10.1632/pmla.2014.129.3.349.

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Literary practice may be more deeply shaped by basic literacy training than we have noticed. This is particularly true for English writers of the late fourteenth century, when the constant movement out of Latin into English in schoolrooms both ensured that translation exercises became a method for making vernacular poetry and demonstrated that English had a grammar of its own. As the most basic grammatical concepts and the simplest exercises of literacy training evolved into resources for literary technique, the style of writers such as Chaucer, Langland, and Gower became “grammaticalized.” For this reason, a more detailed understanding of the forms of pedagogy employed in grammar schools can be equivalent to a genealogy of the important elements of a style.
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46

Berg Leer, Elizabeth. "Researching and Writing History through Community Collaboration." Voices from the Middle 22, no. 3 (March 1, 2015): 50–57. http://dx.doi.org/10.58680/vm201526934.

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The SCOPE (Student Community Outreach Program Experience) program is a model for engaging students in literacy activities across disciplines. It serves as an exemplar for what is possible when students are provided the opportunity for authentic learning, adequate guidance to support the learning, and necessary resources through community support and collaboration. Not only are students developing literacy skills, but they are directly applying those skills in important, real-world contexts. They are learning that literary practices have relevance beyond the classroom, and that through these practices, they have the power to positively impact their communities.
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47

Naccarella, Lucio, and Bernice Murphy. "Key lessons for designing health literacy professional development courses." Australian Health Review 42, no. 1 (2018): 36. http://dx.doi.org/10.1071/ah17049.

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Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger’s professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger’s educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger’s educational learning design framework can inform the design of future key pedagogic features of health literacy courses. What is known about the topic? Health professionals are increasingly participating in health literacy professional development courses. What does this paper add? This paper provides key lessons for designing health literacy professional development courses by reflecting upon Wenger’s professional educational learning design framework. What are the implications for practitioners? To ensure health professionals are receiving evidence-informed health literacy professional education, we encourage future health literacy courses be designed, implemented and evaluated using existing professional educational learning design frameworks.
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48

Djibu, Rusdin, and Ummyssalam Duludu. "Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 71–82. http://dx.doi.org/10.15294/jne.v7i1.28171.

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The purpose of this research is to find out: (1) the influence of Web-based learning with the performance of Educators, (2) the influence of cultural literacy with Educators' performance (3) the influence of Web-based learning and literary culture together with performance Educators. The method used in this study was with a quantitative approach with the ex-post-facto method. The population in this study was all non-formal educators working in the Gorontalo City learning activities workshop amounting to 107 people, while samples were 59 people using proportional random sampling. Data is collected through poll deployments. The conclusion to this research is (1) there is a positive influence on Web-based learning on educators' performance, which means that the better web-based learning is better for educator performance. (2) there is a positive influence on the cultural literacy of the educator's performance, meaning that both the literate culture is also the higher the performance of educators. (3) there is a positive influence on web-based learning and cultural literacy together to the performance of educators working in the Learning Activities workshop in Gorontalo city, this means that the higher the implementation of Web-based learning and culture of literacy, the higher the performance of non-formal educators.
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49

Jung, Kyunghye. "The mediating effect of digital literacy in the relationship between learning satisfaction and learning flow of middle school students in learning using smart devices." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 6 (March 31, 2024): 687–701. http://dx.doi.org/10.22251/jlcci.2024.24.6.687.

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Objectives This study analyzed the structural relationship between middle school students' learning satisfaction, digital literacy, and learning flow in smart device-based teaching and learning, and verified the mediating effect of digital literacy.
 Methods A survey was conducted on 300 middle school students in Seoul, Gyeonggi, and six metropolitan cities to measure the structural relationship between learning satisfaction, digital literacy, and learning flow during classes using smart devices. The survey was conducted online for about 10 days from December 2nd to December 12th, 2023, using SPSS Statistics 25.0 and AMOS 25.0 programs, and the structural equation model was analyzed to understand technical statistics, person's moment correlation analysis, the significance of the research model, and the structural relationship between variables. Finally, using bootstrapping, the mediating effect of digital literacy was investigated.
 Results First, as a result of analyzing the results of the relationship between learning satisfaction, digital literacy, and learning flow in smart device utilization classes, it was confirmed that there was a positively significant correlation between learning satisfaction, digital literacy, and learning flow. Second, learning satisfaction, digital literacy, and learning flow were found to have an influence relationship. Third, it was confirmed that digital literacy has an indirect mediating effect in the relationship between learning satisfaction and learning flow using smart devices.
 Conclusions Through this study, it was confirmed that learning satisfaction and digital literacy act as important variables in learning flow in the learning environment using smart devices of middle school students. In particular, it was found that digital literacy is a variable mediating the relationship between learners' learning satisfaction and learning flow. This confirms the importance of digital literacy held by middle school students in classes using smart devices, suggesting that practical support and educational policies should be prepared to enhance students’digital literacy capabilities before introducing AI-based digital textbooks.
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V N, Supriya, Swetha M, Neela S, and Mrs Gladiss Merlin N R. "E-Learning Virtual Platform with Attendance and Query Using Deep Learning." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (June 30, 2022): 2081–87. http://dx.doi.org/10.22214/ijraset.2022.44200.

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Abstract: The COVID-19 epidemic outbreak has rebounded in an unknown extrimity across the globe. The epidemic created an enormousdemand for innovative technologies to break extremity-specific problems in different sectors of society. Inthe case of the education sector and confederated literacy technologies, significant issues have surfaced while substituting face-to-face literacy with onlinevirtual literacy. Several countries have closed educational institutions temporarily to palliate theCOVID-19 spread. The check of educational institutions impelled the preceptors across the globe to use online meeting platforms considerably. The virtual classrooms created by online meeting platforms are espoused as the only volition for face-to face commerce in physical classrooms. In this regard, scholars’ attendance operation in virtual classes is a major challenge encountered bythe preceptors. Pupil attendance is a measure of their engagement in a course, which has a direct relationship with their active literacy. Still, during virtual literacy, it is exceptionally grueling to keep track of the attendance ofscholars. Calling scholars names in virtual classroom to take attendance is both trivial and time-consuming. Therefore, in the background of the COVID-19 epidemic and the operation of virtual meeting platforms, there is a extremity-specific immediate necessity to develop a proper shadowing system to cover scholars attendance and engagement during virtual literacy. In this design, we are addressing the epidemic -convinced pivotal necessity by introducing a new approach.In order to realize a largely effective and robust attendance operation system for virtual literacy, we introduce the Random Interval Query and Face Recognition Attendance ManagementSystem(henceforth, AI Present).To the stylish of our knowledge no similar automated system has been proposed so far for tracking scholars attendance and icing their engagement during virtual literacy
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