Articoli di riviste: "Literacy learning"

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Walker, Anne B. "Giving Literacy, Learning Literacy". Reading Teacher 69, n. 3 (30 giugno 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. 1 (gennaio 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. 4 (2 ottobre 2021): 251–53. http://dx.doi.org/10.1080/1364436x.2021.2013413.

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Winn, Judith A., e Amy Otis-Wilborn. "Monitoring Literacy Learning". TEACHING Exceptional Children 32, n. 1 (settembre 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 e Jennifer Urbach. "Literacy Learning Cohorts". Exceptional Children 83, n. 2 (5 novembre 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 e Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy". Open Cultural Studies 2, n. 1 (1 novembre 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 e Angela Hildyard. "Literacy, Language and Learning". British Journal of Educational Studies 34, n. 2 (giugno 1986): 207. http://dx.doi.org/10.2307/3121333.

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Elkin, Susan. "Learning to love literacy!" Child Care 5, n. 6 (giugno 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. 2 (giugno 1998): 115–34. http://dx.doi.org/10.1080/0013191980500204.

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

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Behrman, Edward H. "Community‐based literacy learning". Reading 36, n. 1 (aprile 2002): 26–32. http://dx.doi.org/10.1111/1467-9345.00181.

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DeHart, Jason D. "Simulations, Literacy, and Learning". Journal of Adolescent & Adult Literacy 60, n. 4 (30 dicembre 2016): 485–87. http://dx.doi.org/10.1002/jaal.610.

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Tett, Lyn. "Learning, literacy, and identity". New Directions for Adult and Continuing Education 2005, n. 106 (2005): 27–36. http://dx.doi.org/10.1002/ace.176.

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Doyle, Howard. "Multi-Competence, ELF, Learning and Literacy: A Reconsideration". International Journal of Social Science and Humanity 5, n. 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, n. 10 (1 ottobre 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/143.

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Triwidayati, Katarina Retno. "LITERARY TEXT CONVERSION AS A FORM OF WRITING LITERACY ACTIVITIES". International Journal of Humanity Studies (IJHS) 2, n. 2 (28 marzo 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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Apriyani, Tristanti. "PEMBELAJARAN SASTRA POPULER BERBASIS WATTPAD SEBAGAI UPAYA PENINGKATAN KEMAMPUAN LITERASI BACA TULIS". SUAR BETANG 15, n. 1 (25 giugno 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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Nainggolan, Vitri Anugrah, Risya Pramana Situmorang e Susanti Pudji Hastuti. "Learning Bryophyta: Improving students’ scientific literacy through problem-based learning". JPBI (Jurnal Pendidikan Biologi Indonesia) 7, n. 1 (31 marzo 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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Brock, Cynthia H., Lynda R. Wiest e Laurie (Darian) Thrailkill. "Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit". Reading Teacher 74, n. 6 (maggio 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, n. 3 (ottobre 2000): 287–98. http://dx.doi.org/10.1111/1467-9817.00123.

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Taylor, Sheryl V., e Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning". Early Childhood Education Journal 48, n. 1 (11 settembre 2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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Halimah, Halimah, Sumiyadi Sumiyadi e 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, n. 2 (15 febbraio 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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Maharani Eka Luckyta Sari e Abdurrahman. "Online Learning System of Learning Mathematics at SMAN 1 Kampar Kiri Hilir: Learning Difficulties Analysis Study". Mathematics Research and Education Journal 6, n. 1 (28 febbraio 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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Brandt, Deborah. "Changing Literacy". Teachers College Record: The Voice of Scholarship in Education 105, n. 2 (marzo 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 e Rahman. "Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy". Jurnal Ilmiah Sekolah Dasar 6, n. 4 (13 dicembre 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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Schwartz, Mila, Esther Geva, David L. Share e Mark Leikin. "Learning to read in English as third language". Written Language and Literacy 10, n. 1 (30 ottobre 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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Pickett, Linda. "Literacy Learning During Block Play". Journal of Research in Childhood Education 12, n. 2 (giugno 1998): 225–30. http://dx.doi.org/10.1080/02568549809594886.

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Hadengue, Véronique. "E‐learning for information literacy". Library Review 54, n. 1 (gennaio 2005): 36–46. http://dx.doi.org/10.1108/00242530510574147.

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Branch, Jennifer L. "Teaching, Learning and Information Literacy". Behavioral & Social Sciences Librarian 22, n. 1 (20 gennaio 2003): 33–46. http://dx.doi.org/10.1300/j103v22n01_04.

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Heiser, Jane C. "Libraries, Literacy and Lifelong Learning". Reference Librarian 6, n. 16 (17 settembre 1987): 109–24. http://dx.doi.org/10.1300/j120v06n16_10.

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Booth, Wayne C. "Cultural Literacy and Liberal Learning". Change: The Magazine of Higher Learning 20, n. 4 (agosto 1988): 11–21. http://dx.doi.org/10.1080/00091383.1988.9939158.

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Hay, Ian, e Ruth Fielding-Barnsley. "Social Learning, Language and Literacy". Australasian Journal of Early Childhood 37, n. 1 (marzo 2012): 24–29. http://dx.doi.org/10.1177/183693911203700104.

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Brier, David James, e Vickery Kaye Lebbin. "Learning information literacy through drawing". Reference Services Review 43, n. 1 (9 febbraio 2015): 45–67. http://dx.doi.org/10.1108/rsr-08-2014-0030.

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Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.

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O'Connor, Rollanda E. "Teachers Learning Ladders to Literacy". Learning Disabilities Research and Practice 14, n. 4 (settembre 1999): 203–14. http://dx.doi.org/10.1207/sldrp1404_2.

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Frantzen, Allen J. "Learning in the Literacy Center". Academe 80, n. 1 (1994): 20. http://dx.doi.org/10.2307/40250584.

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Galvin, Jeanne. "Information Literacy and Integrative Learning". College & Undergraduate Libraries 13, n. 3 (19 ottobre 2006): 25–51. http://dx.doi.org/10.1300/j106v13n03_03.

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Brandt, Deborah. "Literacy Learning and Economic Change". Harvard Educational Review 69, n. 4 (1 dicembre 1999): 373–95. http://dx.doi.org/10.17763/haer.69.4.n17353q6lw872473.

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In this article, Deborah Brandt discusses two cases from a larger study in which she documents the changing conditions of literacy learning as experienced by ordinary people in the twentieth century. Her discussion of the lives of two women, Martha Day and Barbara Hunt, is grounded in principles of oral history and life history research. She presents the analytic concept of a "sponsor" to identify any agent who supports or hampers opportunities for literacy learning in the lives of her subjects. Her discussion of sponsorship in the lives of these two women highlights the relationship between literacy learning and economic change. Though these women were born two generations apart, they both witnessed, albeit from different points in time, the steady decline of a farm-based economy and its transformation by the forces of industrialization and consolidation of land under corporate control. Brandt argues that the accounts of these two women can aid speculation about how economic changes impact the processes of literacy learning. She also discusses how the concept of sponsorship can be useful to teachers as a way of helping students to recognize who is interested in their literacy, and why.

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Jiménez Gonzalez, J. E., e Maria del Rosario Ortiz Gonzalez. "Phonological Awareness in Learning Literacy". Intellectica. Revue de l'Association pour la Recherche Cognitive 18, n. 1 (1994): 155–81. http://dx.doi.org/10.3406/intel.1994.1454.

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Agee, Jim. "Literacy, aliteracy, and lifelong learning". New Library World 106, n. 5/6 (maggio 2005): 244–52. http://dx.doi.org/10.1108/03074800510595850.

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Fisher, Douglas, e Nancy Frey. "Teacher Credibility in Literacy Learning". Journal of Adolescent & Adult Literacy 63, n. 3 (25 ottobre 2019): 356–59. http://dx.doi.org/10.1002/jaal.1003.

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Miller, Sara, e Angela Stewart. "Literacy Learning Through Team Coaching". Reading Teacher 67, n. 4 (dicembre 2013): 290–98. http://dx.doi.org/10.1002/trtr.1219.

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Park, Hyojin, e 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, n. 1 (15 gennaio 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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Meeks, Amanda. "Learning to look critically: teaching and learning visual literacy in art and design librarianship". Art Libraries Journal 42, n. 2 (aprile 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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Kirkpatrick, Andy, e Denise Mulligan. "Cultures of learning". Australian Review of Applied Linguistics 25, n. 2 (1 gennaio 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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Mardhani-Bayne, Alvina, e 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, n. 2 (12 dicembre 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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Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet". PMLA/Publications of the Modern Language Association of America 129, n. 3 (maggio 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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V N, Supriya, Swetha M, Neela S e 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, n. 6 (30 giugno 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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Martin, Justine. "Refreshing Information Literacy: Learning from Recent British Information Literacy Models". Comminfolit 7, n. 2 (2013): 114. http://dx.doi.org/10.15760/comminfolit.2013.7.2.142.

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Levi, Tziona, e Ofra Inbar-Lourie. "Assessment Literacy or Language Assessment Literacy: Learning from the Teachers". Language Assessment Quarterly 17, n. 2 (25 novembre 2019): 168–82. http://dx.doi.org/10.1080/15434303.2019.1692347.

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

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

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