Artykuły w czasopismach: „Literacy experiences”

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Johnston, Nicole, Helen Partridge i Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students". Reference Services Review 42, nr 4 (10.11.2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.

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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.

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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations". Language and Literacy 23, nr 3 (26.10.2021): 85–105. http://dx.doi.org/10.20360/langandlit29527.

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This study examines how four university-based literary scholars in the United States read literary texts. Findings suggest that the scholars used four related literary literacy orientations in their reading: They attended to their affective experiences with literature, built recursive interpretations of literature, contextualized literature, and recognized and managed literary complexity. As broad-level disciplinary ways of navigating literature, these literary literacy orientations included the scholars’ meaning-making practices as well as their beliefs, feelings, and attitudes about literature and making sense of it. Findings support and build upon existing scholarship on English disciplinary literacies and offer paths for further research.

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Salazar-Reyes, Liliana, i Lizbeth Obdulia Vega-Pérez. "Relationship between Literacy Experiences and Emergent Literacy Skills". Educación y Educadores 16, nr 2 (1.08.2013): 311–25. http://dx.doi.org/10.5294/edu.2013.16.2.7.

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Koenig, A. J., i C. Farrenkopf. "Essential Experiences to Undergird the Early Development of Literacy". Journal of Visual Impairment & Blindness 91, nr 1 (styczeń 1997): 14–24. http://dx.doi.org/10.1177/0145482x9709100104.

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This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.

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Ryan, Tammy. "Digital Teachers Reshaping Literacy Experiences". Kappa Delta Pi Record 48, nr 2 (30.04.2012): 92–94. http://dx.doi.org/10.1080/00228958.2012.680390.

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Bruce, Christine Susan. "Workplace experiences of information literacy". International Journal of Information Management 19, nr 1 (luty 1999): 33–47. http://dx.doi.org/10.1016/s0268-4012(98)00045-0.

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Perkins, Margaret. "Early experiences of classroom literacy". European Early Childhood Education Research Journal 3, nr 2 (styczeń 1995): 79–90. http://dx.doi.org/10.1080/13502939585207781.

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Yuliani, Yuliani, Kms Husni Thanrin Muhammad, Kms Husni Thanrin Muhammad i Aprilia Farida. "The Influence of Financial Literacy, Financial Experiences on Investment Planning Behavior". Modern Economic 34, nr 1 (30.08.2022): 122–31. http://dx.doi.org/10.31521/modecon.v34(2022)-17.

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Abstract. Introduction. Investment planning is an important aspect of financial management, where investment is defined as the use of capital to make money, either through income-generating ways or through riskier enterprises aimed to generate profits. Financial Experiences play an essential role in financial practice, which is the process by which civil servants gain experience through experiences that are sensed individually as a result of environmental stimuli and impart a particular impression. Financial Experiences have a good link with investment planning, Financial Experiences that have a significant and positive impact can encourage civil servants to start paying more attention to their financial experience, allowing them to plan future investments with greater care. Purpose. This research aims to investigate the direct effect of financial literacy and financial experience on investment planning behavior, as well as the indirect effect of financial literacy and financial experience on investment planning behavior, via self-control as an intervening variable, among civil servants in the Palembang City Government Regional Secretariat. Using a sample of 200 civil servants from the Regional Secretariat of Palembang City. Results. Financial Literacy has an effect on self-control, as shown by the results of a data analysis. A positive estimate value indicates that the effect is positive. Financial Experiences have an effect on self-control. Financial Literacy influences the behavior of Palembang City Regional Secretariat Civil Servant investment planning. Conclusions. This study concludes that financial literacy and financial experience have a positive influence on self-control and investment planning behavior, and that financial literacy and financial experience can be mediated by self-control.

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Pollock, Susan. "Literacy difficulties: What are learners’ experiences?" Educational and Child Psychology 36, nr 1 (marzec 2019): 101–14. http://dx.doi.org/10.53841/bpsecp.2019.36.1.101.

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AimsThe aim of this research was to explore the school experiences of learners identified as having literacy difficulties.RationaleA sizable minority of learners receive additional literacy support during their school career. Poor literacy skills are believed to have an impact on social and emotional wellbeing and future success in life. However, there has been little research which seeks to explore the experiences of learners. Such exploration is likely to support Educational Psychologists to facilitate conversations which provide a more holistic understanding of literacy difficulties.MethodThis research used an exploratory case study methodology. The participatory method of photovoice was used to gather data, with each participants’ experiences of school represented on individual experience boards. These were analysed using thematic analysis.FindingsThere was a surprising lack of photos explicitly about literacy and learning ‘tools’. The student photographers’ work highlighted both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. This indicated an inextricable link between their social and learning experiences.LimitationsThe findings of this research are limited by the small sample size and use of convenience sampling. Participants were in part identified because of their perceived willingness to take part. Furthermore, the participatory nature of the research and degree of student photographer choice may have at times taken the research away from the focus of literacy difficulties.ConclusionsThere are implications for educational psychology practice both in relation to taking a more holistic view of understanding, and also supporting learners with literacy difficulties. The use of ‘photovoice’ to elicit and foreground student views and experiences as part of a consultation, or at a more systemic level, was also highlighted.

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Isidro, Elizabeth, i Laura Teichert. "Towards Socially Just Literacy Teaching in Virtual Spaces". Journal of Curriculum Studies Research 3, nr 1 (5.06.2021): 21–41. http://dx.doi.org/10.46303/jcsr.2021.6.

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This study inquires into preservice teachers’ teaching experiences within a virtual tutoring field experience in a literacy methods course. Our work is situated against the greater institutional and social-political context of a competency-based model in education and the Covid-19 pandemic that led to a shift to online instruction. From a social justice lens, we approach the research questions: What are undergraduate preservice teachers’ literacy teaching experiences in a newly-transformed-to-online literacy methods course? In what ways does a virtual tutoring field experience prepare preservice teachers towards socially just literacy teaching? By engaging in Narrative Inquiry, we unraveled preservice teachers’ experiences in facilitating literacy lessons that combine print-based and multimodal instruction, while learning about the specific tensions and questions that they confronted during the process. We realized that preservice teachers’ virtual teaching experiences develop towards more socially just teaching along the areas of knowledge, interpretive frames, teaching strategies, methods, skills, and advocacy and activism. We further found that this approach is a complex process characterized by the personal, contextual, and relational aspects of teaching.

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Sarangapani, Padma M. "Characterising Literacy: A Study of Western and Indian Literacy Experiences". Contemporary Education Dialogue 2, nr 1 (lipiec 2004): 103–7. http://dx.doi.org/10.1177/097318490400200106.

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Olson, David R. "Characterizing Literacy: A Study of Western and Indian Literacy Experiences". Interchange 36, nr 3 (wrzesień 2005): 344–45. http://dx.doi.org/10.1007/s10780-005-6872-4.

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Hess, Juliet, Vaughn W. M. Watson i Matthew R. Deroo. "“Show Some Love”: Youth and Teaching Artists Enacting Literary Presence and Musical Presence in an After-School Literacy-and-Songwriting Class". Teachers College Record: The Voice of Scholarship in Education 121, nr 5 (maj 2019): 1–44. http://dx.doi.org/10.1177/016146811912100502.

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Background/Context Youth's multiliteracies and musical practices are increasingly considered as taking place beyond school and including community-based educational contexts. Literacy scholars increasingly seek to understand the social and cultural contexts of literacy practices, underscoring youths’ identities as present and future civic participants. Moreover, Small's concept of musicking reframes academic understandings of music to acknowledge the multiplicity of ways youth are inherently musical. Yet less is known about social and cultural contexts of multiliteracies practices and musicking activities of youth of color in community-based education settings. Moreover, less is understood about how youth demonstrate academic literacies and musicking activities, already present and informed by their lived experiences, and the formal curriculum of community-based educational contexts. This article examines the multiliteracies practices and musicking activities of youth of color during open mic at The Verses Project, a community-based literacy-and-songwriting class, to explore how youth demonstrate what Tatum and Muhammad referred to as “literary presence” and what we extend as youth's literary presence and musical presence. Purpose/Objective/Research Question/Focus of Study This study1 details ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic, in the context of a 15-week community-based literacy-and-songwriting class. In examining experiences of youth participants and teaching artists across open mic, we ask: What academic literacy practices and multifaceted musical activities already-present in youth's lived experiences do youth demonstrate during open-mic? And how do youth demonstrate literary presence and musical presence across literacy practices and musical activities? Setting Data for this study were collected at the Community Music School—Detroit (CMS-D) during an after-school literacy-and-songwriting class for youth age 9 to 15. Research Design Data for this 15-week qualitative study, informed by critical ethnography, were collected using videotaped observations, field notes, focus-group interviews, curriculum-planning meetings, multimodal artifacts, and researcher memos. Conclusions/Recommendations This article shows how youth demonstrated uses of open mic, reflecting sharing as an act of bravery; teaching artists across open mic scaffolded youth's development of literary and musical presence; and youth, in words and music, across open mic, enacted already-present academic literacies and musicking activities. We discuss possibilities for using open mic in formal, school-based, English and music classrooms and extend the possibilities of theory, research, and teaching in literacy studies and music education that attend to the lived experiences of youths’ literate and musical lives.

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Brandt, Deborah. "Changing Literacy". Teachers College Record: The Voice of Scholarship in Education 105, nr 2 (marzec 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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Amanda Wiebusch de Amorim, Thays, i Leidiany Biavati da Silva. "EDUCATIONAL EXPERIENCES". Revista Gênero e Interdisciplinaridade 3, nr 06 (3.01.2023): 290–313. http://dx.doi.org/10.51249/gei.v3i06.1085.

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The work entitled THE IMPORTANCE OF ROUTINE UNDER THE PERSPECTIVE OF LITERACY in the first stages of basic education: early childhood education and early years of elementary school I. E is a research based on the postulates of the sociointeractionist educator Vygotsky, in the National Curriculum Reference for Early Childhood Education (RCNEI) and the National Common Curricular Base (BNCC). The methodology is centered on a bibliographic research with a field trip and which refers to participant observation. The objective is to show such importance of the routine for literacy, this teaching methodology reaches the cognitive, affective and social dimensions that are important for the child to learn.

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Lammert, Catherine. "Preservice Literacy Teachers “Bringing Hope Back” Through Practice-Based Research". Literacy Research: Theory, Method, and Practice 69, nr 1 (8.07.2020): 230–47. http://dx.doi.org/10.1177/2381336920937263.

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This descriptive case study explored literacy preservice teachers’ (PTs) learning for the use of practice-based research and the impact of research experiences on their literacy teaching. This project spanned two courses and two contexts: a learning and development course focused on PTs’ stance as inquirers, activists, and practice-based researchers, with work in a field placement classroom, and a reading methods course, focused on literacy teaching through inquiry and activism, with a mediated literacy mentoring experience. The researcher employed framings of communities of practice and transformative activism in analyzing PTs’ identity development as researchers, identifying resources and design features that supported PTs’ learning, and understanding connections between PTs’ stances as inquirers and use of inquiry as literacy curriculum. Findings indicate the ongoing identity development PTs experienced as they used practice-based research to envision and enact transformative possibilities in literacy teaching.

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Ramos Vosgerau, Dilmeire Sant’Anna, Patricia Meyer, Joanita do Rocio Artigas i Juslaine Lucília Mickosz Dallegrave. "Experiences in Academic Literacy with MOOC". Creative Education 07, nr 13 (2016): 1834–50. http://dx.doi.org/10.4236/ce.2016.713186.

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Saracho, Olivia N. "Fathers' and young children's literacy experiences". Early Child Development and Care 178, nr 7-8 (październik 2008): 837–52. http://dx.doi.org/10.1080/03004430802352251.

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Booth, June, i Linda Bannister. "Towards Experiences in Literacy and Language". Literacy 25, nr 3 (listopad 1991): 15–17. http://dx.doi.org/10.1111/j.1467-9345.1991.tb00035.x.

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LUSARDI, ANNAMARIA, i PETER TUFANO. "Debt literacy, financial experiences, and overindebtedness". Journal of Pension Economics and Finance 14, nr 4 (październik 2015): 332–68. http://dx.doi.org/10.1017/s1474747215000232.

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AbstractWe analyze a national sample of Americans with respect to their debt literacy, financial experiences, and their judgments about the extent of their indebtedness. Debt literacy is a component of broader financial understanding that measures knowledge about debt and self-assessed financial knowledge. Financial experiences are the participants’ reported experiences with traditional borrowing, alternative borrowing, and investing. Overindebtedness is a self-reported measure. Debt literacy is low, with only about one-third of the population grasping the basics of interest compounding. Even after controlling for demographics, we find a relationship between debt literacy and both financial experiences and debt loads. Individuals with lower levels of debt literacy tend to transact in high-cost manners, incurring higher fees and using high-cost borrowing. We provide a rough estimate of the national implications of debt ignorance on credit card costs by consumers. Less knowledgeable individuals also report that their debt loads are excessive or that they are unable to judge their debt position.

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Kokkarinen, Noora, i Alison J. Cotgrave. "Sustainability literacy in action: student experiences". Structural Survey 31, nr 1 (29.03.2013): 56–66. http://dx.doi.org/10.1108/02630801311304422.

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Chen, Xiao, Hui Zhou, Jindong Zhao i Gareth Davey. "Home Literacy Experiences and Literacy Acquisition among Children in Guangzhou, South China". Psychological Reports 107, nr 2 (październik 2010): 354–66. http://dx.doi.org/10.2466/04.11.17.21.28.pr0.107.5.354-366.

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Sénéchal's research in the West with English- and French-speaking children included positive relations of the development of literacy skills with home literacy experiences. There is a need to extend this research to other countries, especially in China where few studies have been done. This study examined relations of parental reports of formal and informal home literacy variables with Chinese children's vocabulary and written language development. Consistent with previous studies in the West, informal home literacy experiences were associated with Chinese children's vocabulary knowledge, and formal literacy experiences with reading skills. These findings fit previous research which distinguishes formal and informal literacy experiences in relation to children's performance on reading and language skills, and indicates reading to children is less effective for acquisition of print-specific skills.

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Colić, Vana. "Financial literacy: Best practices". Norma 27, nr 1 (2022): 41–52. http://dx.doi.org/10.5937/norma27-38377.

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The most commonly accepted definition of financial literacy is the one given by the OECD, which includes awareness, knowledge, skills, attitudes, and behaviours. The concept of financial literacy must be distinguished from the concepts of financial education, financial knowledge, and financial culture. The research results show that financial illiteracy is widespread, and it is generally necessary to pay more attention to this aspect of education. After defining the basic concepts, the paper presents experiences in organizing and monitoring the effects of financial education of three countries (Estonia, Finland, the Netherlands) whose students have achieved a high level of financial knowledge in international tests compared to other participating countries. The organisation of financial education in these countries is also presented, in order to assess how applicable their experiences are in our conditions. The experience thus far has shown that the best results are given by financial education beginning in high school, whose main characteristics are an interdisciplinary approach and constant support to teachers. Significant differences are also evident, that is to say, some groups of residents have a lower level of financial literacy, which indicates the need for different approaches in their education.

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James, Sarah Margaret, Suzanne(Sue) M. Hudson i Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement". International Journal of Mentoring and Coaching in Education 11, nr 2 (24.12.2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.

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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

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Gabas, Clariebelle, Leesa Marante i Sonia Q. Cabell. "Fostering Preschoolers' Emergent Literacy: Recommendations for Enhanced Literacy Experiences and Collaborative Instruction". Perspectives of the ASHA Special Interest Groups 4, nr 1 (26.02.2019): 167–76. http://dx.doi.org/10.1044/pers-sig16-2018-0012.

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Purpose Emergent literacy skills involve both the code-related and oral language skills that serve as the foundation for successful reading and writing development. Code-related skills have been found to be highly predictive of decoding skills for preschool children and continue to exert a strong influence through the early elementary grades. Likewise, early oral language skills make important contributions to later reading comprehension. Accordingly, the preschool period is a critical time for supporting and facilitating growth in children's emergent literacy skills. Speech-language pathologists working in preschool settings can play an integral role in enhancing literacy instruction through their specialized knowledge of linguistic concepts and language development. The following article aims to provide practitioners with evidence-based strategies for supporting the development of preschoolers' emergent literacy skills in the context of shared book reading and making experience books. The article also outlines recommendations for fostering effective collaborations with teachers to provide high-quality classroom experiences for all preschool children. Conclusion Providing preschool children with a print-rich environment along with clear and explicit explanations, scaffolding, and ample opportunities for practice can help to enhance the quality of language and literacy instruction. Although this article specifically focuses on shared book reading and making experience books, it is important to note that the strategies discussed here apply to a variety of activities. Speech-language pathologists are encouraged to actively collaborate with teachers to integrate these strategies into various classroom activities to optimize learning and promote children's emergent literacy skills.

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Yi, Julia J. "An Examination of Literacy and Computer Literacy Amongst Adults Who Are Incarcerated". International Journal of Digital Literacy and Digital Competence 12, nr 3 (lipiec 2021): 1–12. http://dx.doi.org/10.4018/ijdldc.291970.

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In this study, the relationships between literacy, computer experience, and age among and between the general (i.e., "household") and prison samples were examined using the Program for the International Assessment of Adult Competencies (2012, 2014). Literacy scores and computer experiences were significantly lower (p < .001) for the prison sample than for the household sample. There were significant differences in the mean literacy scores between the household and prison samples for those with no computer experience, t(2048) = -3.58, p < .01 and for those with computer experience, t(7721) = 8.99, p < .01. Computer experience predicted literacy proficiency across both samples (R-squared = .10, SE = .01, p < .01). Lastly, there was an inverse relationship between age and computer experience, with a widening gap between the household and prison samples as age increased. The inequalities in the essential skills of print and computer literacy between the general and prison populations are concerning and indicate a need for literacy and computer education in prisons.

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Fosnacht, Kevin. "Information literacy and NSSE: Introducing the Experiences with Information Literacy Module". College & Research Libraries News 75, nr 9 (1.10.2014): 490–500. http://dx.doi.org/10.5860/crln.75.9.9192.

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Smith, Chris, i Helen Whiteley. "Developing literacy through the Literacy Hour: a survey of teachers’ experiences". Reading 34, nr 1 (kwiecień 2000): 34–38. http://dx.doi.org/10.1111/1467-9345.00131.

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Goodwin, Timothy. "Educating for Ecological Literacy". American Biology Teacher 78, nr 4 (1.04.2016): 287–91. http://dx.doi.org/10.1525/abt.2016.78.4.287.

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Based on the life experiences of six prominent environmental voices – Fritjof Capra, David Quammen, Brian McLaren, Douglas Wood, Sylvia Earle, and Louise Chawla – I recommend changes in curriculum content for general science courses, specifically biology courses, to increase the ecological identity of our next generation. Experiences that allowed these individuals to develop an emotional connection to the natural world were an important component of their ecological identity. Coupling outdoor experiences with the development of systemic and ecological thinking skills was also crucial. Changing the science curriculum to reflect more holistic and systemic thinking by integrating with humanities and reflective practices is a necessary step to create a population with a highly developed ecological identity.

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Tavşanlı, Ömer Faruk, Ömür Sadioğlu, Gönül Onur Sezer i Abdullah Kaldırım. "An Investigation into How Parental Literacy Experiences are Reflected in Literacy Tendencies and Experiences of Preservice Teachers". International Journal of Progressive Education 16, nr 5 (9.10.2020): 138–59. http://dx.doi.org/10.29329/ijpe.2020.277.9.

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Linares Soler, Gema. "Older Australians’ information literacy experiences using mobile devices". Journal of Information Literacy 13, nr 2 (3.12.2019): 4. http://dx.doi.org/10.11645/13.2.2650.

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This article presents the findings of a constructivist grounded theory study that explored older Australians’ information literacy (IL) experience using mobile devices in their daily lives. Australians aged 65 years of age or older who use mobile devices took part in an in-depth semi-structured interview. Analysis of data from twelve interviews gave as result a substantive theory consisting of six interconnected categories: ageing; learning to use and manage mobile devices; being entertained; enacting everyday life; learning; and managing relationships. Examination of these categories revealed the different ways in which older adults experience IL using mobile devices through their engagement with information in their daily life. Furthermore, these categories supported that the degree of older adults’ IL exerts a significant impact on the level, and way of use and adoption of mobile devices. This study provides new knowledge and understanding about how older adults experience IL and how their IL experiences are socially and culturally influenced by their interactions within that community.

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Tsatsou, Panayiota. "Literacy and training in digital research: Researchers’ views in five social science and humanities disciplines". New Media & Society 20, nr 3 (16.01.2017): 1240–59. http://dx.doi.org/10.1177/1461444816688274.

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This article examines the views of researchers in five social science and humanities disciplines on their digital literacy and the training they need or have undertaken. Theoretically, this article draws upon two competing conceptualisations of digital literacy: digital literacy as ‘user skills’ and digital literacy as ‘user–technology interactivity’. Empirically, it suggests that social science and humanities researchers’ understandings and evaluations of their digital literacy unfold at two levels – the factual and the perceptual – and involve not only (technical) skills but also user experiences, emotions and complex processes of learning, practising and self-development when interacting with technology. Furthermore, researchers challenge the value of generic institutional training for literacy enhancement and envision the development of informal communities of experience exchange and knowledge-sharing across the research community. These findings lead to recommendations on training provision and support the conceptualisation of digital literacy as a process where user interactivity with technology results in certain experiences, reflections and lessons, rather than merely reflecting users’ technical skills.

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Sumara, Dennis J. "Creating Commonplaces for Interpretation: Literary Anthropology and Literacy Education Research". Journal of Literacy Research 34, nr 2 (czerwiec 2002): 237–60. http://dx.doi.org/10.1207/s15548430jlr3402_6.

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This article uses Iser's (1989, 1993) concept of “literary anthropology” to inform methods for textual interpretation that explicitly aim to create relationships among experiences of history, memory, language, and geography. This article presents an interpretive text, which functions as the report of the author's personal engagements with literary fiction and with philosophical, theoretical, and historical writings. In addition, the article provides a theoretical and historical overview of literary anthropology as a research method, with particular attention to how this method is influenced by the hermeneutic philosophic traditions. The article concludes with a discussion of what literary anthropological methods might contribute to literacy education and literacy education research.

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Fredy, Fredy, Lastika Ary Prihandoko i Arin Mantara Anggawirya. "The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period". International Journal of Multicultural and Multireligious Understanding 7, nr 10 (2.11.2020): 171. http://dx.doi.org/10.18415/ijmmu.v7i10.2067.

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The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

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Darvall, K. "Computers and Aboriginal Literacy". Aboriginal Child at School 14, nr 4 (wrzesień 1986): 3–10. http://dx.doi.org/10.1017/s0310582200014474.

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Kids love computers. Computers are not seen as work but rather, games.I believe this to be true for most children. The exception would be the young computer buffs who become hooked on computer technology, and even for these computer buffs, it is probably still a game.Computer technology has become a fact of everyday life. We‘re all affected by computer technology. With this in mind, I believe it is essential that all children become familiar with computers, with regular ‘hands on’ experience. With the right selection of software, schools can incorporate computer-assisted learning across the curriculum. The experiences children have now with computers can lead to a variety of job opportunities in future years.

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Quintero, Luz Mary. "School Literacy Practices Closer to Home: the New Challenge of Literacy Learning". Colombian Applied Linguistics Journal, nr 8 (2.06.2016): 216. http://dx.doi.org/10.14483/22487085.10513.

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Literacy learning/teaching can be an unforgettable experience when it is a joint effort between school and home. There are family literacy practices and traditions that can bring about amazing outcomes whenthey are conjugated with school literacy activities. This article attempts to suggest some possible ways for teachers and parents to work collaboratively to make the journey of becoming literate a much more rewarding path for both children and teachers. The perspectives presented here are based on experiences that some teachers have lived by working with parents, and on some theoretical perspectives. It is an invitation forus, teachers, to reflect upon our literacy practices we promote in our classrooms and think of possible alternatives to make children find reading and writing a meaningful and enjoyable route.

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Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2017.100304.

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Abstract This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

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Clemensen, Nana, i Lars Holm. "Relocalising academic literacy". Learning and Teaching 10, nr 3 (1.12.2017): 34–55. http://dx.doi.org/10.3167/latiss.2018.100304.

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This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.

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Zoellner, Kate. "Exploring undergraduate student experiences with information literacy". Performance Measurement and Metrics 17, nr 3 (14.11.2016): 241–51. http://dx.doi.org/10.1108/pmm-07-2016-0032.

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Purpose The purpose of this paper is to examine the differences between first-year and senior undergraduate students’ information literacy behaviors and experiences as measured by the National Survey of Student Engagement Experiences with Information Literacy module. Design/methodology/approach Publically available data resulting from the 2014 and 2015 module was analyzed. Descriptive statistics were used to compare group percentages and inferential statistics to discriminate the statistical significance of enrollment status. Findings Statistically significant differences between first-year and senior students were identified for the majority of survey items in both 2014 and 2015. Survey items with the highest effect sizes showed senior students were more likely to: complete an assignment that used the library’s electronic collections, be required to employ practices of a specific major of field, and indicate their institution contributed to their effective use of information. The least frequently exhibited behaviors for both groups were those that require higher-order thinking. Research limitations/implications Limitations of the study include the granularity of publicly available data and the applicability of the results to specific institutions and beyond the USA. Practical implications This study points to areas for further investigation at the national level and offers an approach for colleges and universities to take with their local data. Originality/value The originality of this paper lies in the analysis of a recently launched information literacy survey.

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Jones, Wesley H. "Over the Wall: Experiences with Multicultural Literacy". Journal of Marketing Education 25, nr 3 (grudzień 2003): 231–40. http://dx.doi.org/10.1177/0273475303257552.

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TÜFEKCİ AKCAN, Aysel. "LITERACY EXPERIENCES OF GOOD AND POOR READERS". Journal of International Social Research 10, nr 48 (28.02.2017): 539–47. http://dx.doi.org/10.17719/jisr.2017.1524.

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Hannon, Peter, Anne Morgan i Cathy Nutbrown. "parents’ experiences of a family literacy programme". Journal of Early Childhood Research 4, nr 1 (luty 2006): 19–44. http://dx.doi.org/10.1177/1476718x06059788.

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Karpava, Sviatlana. "The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by Bi-/Multilingual Children in Cyprus". Languages 6, nr 2 (4.06.2021): 102. http://dx.doi.org/10.3390/languages6020102.

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Literacy is a broad term that includes reading and writing abilities, as well as cognitive skills that are socially and culturally constructed. Thus, it is essential to take the family context and home literacy environment (HLE) into consideration when discussing literacy. HLE affects reading and writing development via (in)formal literacy experiences focused on the development of oral language and code skills via exposure, child-centered and instructed activities. In this study, we investigated the effect of the family type (intermarriage/exogamous and co-ethnic/endogamous) and HLE on the development of literacy in bi-/multilingual children in Cyprus. The results of the study, which was based on qualitative methodology (questionnaires, interviews and observations), showed that there was a close relationship between the family type, family language policy (FLP), the HLE and the development of children’s language and literacy skills which, in addition, depended on their socioeconomic status (SES), the level of the parents’ education, life trajectories and experience, linguistic and cultural identities, status in the society, future plans for residency, and the education and careers of their children. Overall, Russian-speaking parents in immigrant contexts realized the importance of (early) child literacy experiences at home, as well as of multiliteracy and multimodality, and attempted to enhance these experiences both in Russian and in the majority language(s), mainly via formal, didactic activities focused on code skills.

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Forster, Marc. "Phenomenography: A methodology for information literacy research". Journal of Librarianship and Information Science 48, nr 4 (9.07.2016): 353–62. http://dx.doi.org/10.1177/0961000614566481.

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The qualitative methodology phenomenography has been successfully used to determine the range of information literacy experiences of defined groups and professions. Phenomenographic method is believed to yield research findings which give a richer and more accurate picture of what information literacy means in practical terms. The archetypal definitions of the limited but interrelated experiences of information literacy that a phenomenographic study provides have been used as a basis of evidence-based information literacy educational interventions (Andretta, 2007). What are the epistemological ideas behind phenomenography and what are the data collection and analysis procedures based on its philosophical underpinnings? The key principles as described in the literature are discussed in this paper, beginning with the early work of Marton (1986). The use of phenomenography to research information literacy experience began with Christine Bruce’s (1997) seminal work. The value of the work of Bruce and her followers have been recently recognized by ACRL (2014).

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Yi, Youngjoo. "Adolescent literacy and identity construction among 1.5 generation students". Journal of Asian Pacific Communication 19, nr 1 (6.03.2009): 100–129. http://dx.doi.org/10.1075/japc.19.1.06yi.

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The emergence and significance of transnational adolescents at school and in society have recently been recognized, and yet, little is known about how their transnational lived experiences affect their literacy learning and identity construction. Thus, the study reported in this paper explored transnational literacy options and practices that two Korean transnational adolescents had experienced and addressed how their online literacy practices served them while negotiating their transnational identities. The findings show that the participants engaged in multiple literacy practices and forged transnational identities through online activities involving “creating and constructing a transnational and transcultural community” and “communicating via instant messaging.” The findings suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century.

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Atlar, Hilal, i Yıldız Uzuner. "Examining the Emergent Literacy Experiences of a Preschool Child with Hearing Loss". Journal of Qualitative Research in Education 6, nr 1 (4.04.2018): 1–36. http://dx.doi.org/10.14689/issn.2148-2624.1.6c1s3m.

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Kim, Jaehee, Yeonwha Kang i Hyoun K. Kim. "The Influence of Preschool Teachers’ Adaptability on Burnout Through Digital Literacy and Teaching Efficacy During the Covid-19 Pandemic: The Role of the On-line Teaching Experience". Korean Journal of Child Studies 43, nr 3 (31.08.2022): 201–14. http://dx.doi.org/10.5723/kjcs.2022.43.3.201.

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Objectives: This study examines the extent to which preschool teachers’ adaptability influences their burnout, focusing on the double mediating effects of digital literacy and teaching efficacy during the COVID-19 pandemic, and whether such effects are influenced by online teaching experiences. It aims to highlight the importance of teachers’ adaptability and digital literacy as protective factors in preventing burnout in situations of crisis or future virtual education environments.Methods: A total of 222 preschool teachers participated in the study and completed online questionnaires on their adaptability, digital literacy, teaching efficacy, burnout, and online teaching experiences during the COVID-19 pandemic. The data were analyzed using SEM and multigroup SEM in Mplus 8.2.Results: Overall, teachers’ adaptability was directly associated with their digital literacy, teaching efficacy, and burnout, and their teaching efficacy was directly associated with their burnout. Further, teachers’ digital literacy was directly associated with teaching efficacy and burnout, especially among teachers who had online teaching experiences during the COVID-19 pandemic. Moreover, teachers’ adaptability influenced burnout through their teaching efficacy, regardless of their online teaching experience. Additionally, the double mediating effects of digital literacy and teaching efficacy on the association between teachers’ adaptability and burnout were significant regardless of their online teaching experience.Conclusion: The results suggest that the efforts to facilitate teachers’ adaptability and digital literacy can be promising targets in their education to promote adaptive readiness for the new digital education model and to prepare for the the future unexpected crises, such as COVID-19.

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Zrubka, Zsombor, Óscar Brito Fernandes, Petra Baji, Ottó Hajdu, Levente Kovacs, Dionne Kringos, Niek Klazinga i in. "Exploring eHealth Literacy and Patient-Reported Experiences With Outpatient Care in the Hungarian General Adult Population: Cross-Sectional Study". Journal of Medical Internet Research 22, nr 8 (11.08.2020): e19013. http://dx.doi.org/10.2196/19013.

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Background Digital health, which encompasses the use of information and communications technology in support of health, is a key driving force behind the cultural transformation of medicine toward people-centeredness. Thus, eHealth literacy, assisted by innovative digital health solutions, may support better experiences of care. Objective The purpose of this study is to explore the relationship between eHealth literacy and patient-reported experience measures (PREMs) among users of outpatient care in Hungary. Methods In early 2019, we conducted a cross-sectional survey on a large representative online sample recruited from the Hungarian general population. eHealth literacy was measured with the eHealth Literacy Scale (eHEALS). PREMs with outpatient care were measured with a set of questions recommended by the Organisation for Economic Co-operation and Development (OECD) for respondents who attended outpatient visit within 12 months preceding the survey. Bivariate relationships were explored via polychoric correlation, the Kruskal–Wallis test, and chi-square test. To capture nonlinear associations, after controlling covariates, we analyzed the relationship between eHEALS quartiles and PREMs using multivariate probit, ordinary least squares, ordered logit, and logistic regression models. Results From 1000 survey respondents, 666 individuals (364 females, 54.7%) were included in the study with mean age of 48.9 (SD 17.6) years and mean eHEALS score of 29.3 (SD 4.9). Respondents with higher eHEALS scores were more likely to understand the health care professionals’ (HCPs’) explanations (χ29=24.2, P=.002) and to be involved in decision making about care and treatment (χ29=18.2, P=.03). In multivariate regression, respondents with lowest (first quartile) and moderately high (third quartile) eHEALS scores differed significantly, where the latter were more likely to have an overall positive experience (P=.02) and experience fewer problems (P=.02). In addition, those respondents had better experiences in terms of how easy it was to understand the HCPs’ explanations (P<.001) and being able to ask questions during their last consultation (P=.04). Patient-reported experiences of individuals with highest (fourth quartile) and lowest (first quartile) eHEALS levels did not differ significantly in any items of the PREM instrument, and neither did composite PREM scores generated from the PREM items (P>.05 in all models). Conclusions We demonstrated the association between eHealth literacy and PREMs. The potential patient-, physician-, and system-related factors explaining the negative experiences among people with highest levels of eHealth literacy warrant further investigation, which may contribute to the development of efficient eHealth literacy interventions. Further research is needed to establish causal relationship between eHealth literacy and patient-reported experiences.

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Sumaryanti, Lilis. "MEMBUDAYAKAN LITERASI PADA ANAK USIA DINI DENGAN METODE MENDONGENG". AL-ASASIYYA: Journal Of Basic Education 3, nr 1 (25.11.2018): 117. http://dx.doi.org/10.24269/ajbe.v3i1.1332.

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In an increasingly sophisticated era of globalization, the challenges of the times demand that all be developed, including having broad knowledge and knowledge and supported by positive habituation, namely by cultivating literacy in everyday life. The process of introducing and planting literacy must begin at an early age so that this habituation can be inherent in each individual. Consumptive souls who want everything to be instantaneous by utilizing certain tools to simplify work and can make time efficient become obstacles for the community to cultivate literacy. This problem causes the reading interest of the next generation to decline. Literary works have been known since ancient times. Evidenced by the many works that have been produced, one of them is a fairy tale. Fairy tales are literacy works produced by previous ancestors as a form of literary culture. The creation of this tale is an effort to move the culture of literacy of the next generation. Literacy culture by reading fairy tales is an effort of parents to help early childhood in developing self-potential and teach life experiences because in the "golden age" children develop in imitation.

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Copeland, Susan R., Elizabeth B. Keefe, Anne J. Calhoon, Wendy Tanner i Seonsook Park. "Preparing Teachers to Provide Literacy Instruction to All Students: Faculty Experiences and Perceptions". Research and Practice for Persons with Severe Disabilities 36, nr 3-4 (grudzień 2011): 126–41. http://dx.doi.org/10.2511/027494811800824499.

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Although there is an increased focus on reading instruction in schools, little is known about how teachers of students with extensive support needs are prepared to provide literacy instruction for this group of students. This paper reports the results of an exploratory study of how literary instruction is addressed within teacher education programs at institutions of higher education that prepare preservice and inservice teachers to work with students with extensive support needs. We conducted telephone interviews with nine teacher educators in university programs across the country that prepare special educators, asking about their experiences and perceptions of what works well and what presents difficulty in preparing teachers to effectively teach literacy skills to students with significant disability, what additional research and practice knowledge is needed in this area, and how they view literacy instruction for students with extensive support needs fitting into the current national debate on reading instruction methodology. Content analysis of respondents' interviews yielded three broad themes that we describe and discuss: Challenges, changes, and future directions for the field. We explore the implications of the study's findings for teacher preparation programs and directions for future research.

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