Relevant bibliographies by topics / Academic literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Academic literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Academic literacy"

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Clemensen, Nana, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 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, and Lars Holm. "Relocalising academic literacy." Learning and Teaching 10, no. 3 (December 1, 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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MacMillan, Margy, and Allison MacKenzie. "Strategies for integrating information literacy and academic literacy." Library Management 33, no. 8/9 (October 19, 2012): 525–35. http://dx.doi.org/10.1108/01435121211279885.

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Jin, Xiaoyu, Ni Shen, and Jie Qin. "Research on Cultivating Academic Literacy of Academic Graduate Students." Journal of Education and Educational Research 4, no. 3 (August 24, 2023): 104–6. http://dx.doi.org/10.54097/jeer.v4i3.11381.

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With the growing number of graduate students, it is critical to improve the quality of graduate education. By defining the connotation and extension of academic literacy, combined with the existing problems of academic graduate students, we constructed an academic literacy cultivation system for academic graduate students from four aspects: curriculum system reform, teaching method reform, academic guidance relationship between tutors and students, and academic exchange platforms, which puts forward relevant institutional mechanisms to provide a feasible path for improving academic literacy.
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Taufik Akbar and Hafnizah Amir. "PENGARUH LITERASI DIGITAL TERHADAP KINERJA AKADEMIK DAN NIAT KEWIRAUSAHAAN DI KALANGAN MAHASISWA D3 ADMINISTRASI BISNIS DI INDONESIA." Jurnal Manajemen, Ekonomi dan Akutansi (JUMEA) 2, no. 1 (July 30, 2024): 60–66. https://doi.org/10.69820/jumea.v2i1.140.

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This study examines digital literacy's impact on academic performance and entrepreneurial intentions among students of the D3 Business Administration program in Indonesia. In an increasingly digital era, digital literacy has become an essential skill that can influence various aspects of students' lives, including academic achievement and the inclination to engage in entrepreneurship. This research employs a quantitative approach using surveys as the data collection method. Data were collected from 100 students of the D3 Business Administration program at Politeknik Negeri Jakarta. Multiple linear regression analysis was conducted to test the relationship between digital literacy and academic performance and entrepreneurial intentions. The results indicate that digital literacy has a significant positive effect on students' academic performance and entrepreneurial intentions. The implications of these findings underscore the importance of integrating digital literacy into higher education curricula to enhance academic performance and foster entrepreneurial intentions among students.
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Lopez de Aguileta, Garazi. "Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings." International Journal of Educational Psychology 8, no. 1 (February 24, 2019): 51. http://dx.doi.org/10.17583/ijep.2019.4028.

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Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.
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Patel, Shreya, Carley Anderson, Christian Mpody, Priyanka Vachhani, Jeanine Guidry, and Linsey Grove. "Academic Literacy: Reaching Our Own." American Journal of Public Health 108, no. 1 (January 2018): 6. http://dx.doi.org/10.2105/ajph.2017.304200.

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Stratton, Greg. "Academic Literacy: Translating a Snapshot." International Journal of Learning: Annual Review 14, no. 10 (2008): 111–18. http://dx.doi.org/10.18848/1447-9494/cgp/v14i10/45485.

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Kosmoski, Georgia J., Geneva Gay, and Edward L. Vockell. "Cultural Literacy and Academic Achievement." Journal of Experimental Education 58, no. 4 (July 1990): 265–72. http://dx.doi.org/10.1080/00220973.1990.10806540.

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Amar, Rachida Mohamed, and Horía Mohamed Amar. "Academic Literacy in University Students." Revista de Gestão Social e Ambiental 18, no. 8 (April 18, 2024): e06247. http://dx.doi.org/10.24857/rgsa.v18n8-044.

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Objective: The aim of this research is to explore the academic literacy of university students, evaluated as a construct composed of five dimensions: academic writing and discursive genres, stages and steps in academic writing, sources of information used, digital literacy, and the use of digital platforms for collecting academic works.
 
 Theoretical Framework: This section presents the main concepts and academic literature that support the research, providing a solid foundation to understand the context of the study.
 
 Method: The methodology adopted for this research is quantitative in nature, with a cross-sectional design, and exploratory and descriptive scope. Data collection was conducted using a questionnaire composed of five dimensions, in order to cover all aspects inherent to academic literacy.
 
 Results and Discussion: The study on academic writing in university students reveals significant deficiencies in essential practices and skills. A high percentage of students infrequently engage in writing academic texts and self-assess as deficient in essay writing, which suggests a lack of confidence and critical ability. Moreover, most do not follow proper planning or drafting processes in their work and tend to opt for less rigorous information sources like Google, instead of specialized academic databases. These findings indicate an urgent need to reinforce the teaching of academic writing and digital literacy, with a focus on improving argument structuring and critical evaluation of sources to prepare students for future academic and professional challenges.
 
 Originality/Value: This study provides a critical perspective on the effectiveness of academic writing practices in higher education, identifying key areas for improvement of essential skills and digital literacy among university students.
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Dissertations / Theses on the topic "Academic literacy"

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Pachagadu, S., and Beer K. J. De. "Academic literacy programme model design." Interim : Interdisciplinary Journal, Vol 8, Issue 2: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/371.

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Published Article<br>The pass rate of grade 12 learners is shockingly low and this is supposed to be the feeding ground for Higher Educations in South Africa. Alet Rademeyer quotes from a document of Advocate Paul Hoffman, SC, and director of the Centre for Constitutional Rights, that the South African School System only delivers one out of 29 functional literate Black matriculants. It is a national crisis and is an indication of gigantic proportions. The aim of the Academic Literacy Programme (ALP) at the CUT is to improve student's academic literacy skills which will ultimately boost the student throughput rate at the CUT. The programme will help students develop their academic language skills whilst creating a positive attitude towards the English language.
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Free, Loretta Dianna. "Improving academic literacy at higher education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.

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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.

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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. Copyright<br>Dissertation (MA)--University of Pretoria, 2010.<br>Unit for Academic Literacy<br>Afrikaans<br>unrestricted
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Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.

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Tolley, Rebecca. "Academic Searching." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5702.

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This introductory overview covers the broad strokes of academic searching. Topics discussed: overall search strategy for different types of searches with different objectives; non-electronic venues (books, periodicals and archives); the most efficient methods for searching the databases at ETSU including Google Scholar; navigating the library catalog, theses and dissertations; saving articles and searches; setting up feeds and alerts; creating folders and exporting articles.
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Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.

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Magister Artium - MA<br>The transition from high school to university for many students all over the world has never been very easy and this is also true in the South African context. At the University of the Western Cape the majority of students, particularly part-time students, come from previously disadvantaged institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in South Africa, including The University of the Western Cape, use English as the official language of instruction even though more than three quarters of students entering into institutions of higher learning in South Africa are second or even third language English speakers who do not have the language competence level required in the medium of instruction to successfully negotiate academic curricula.
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Armstrong, Sonya L. "Beginning the literacy transition postsecondary students' conceptualizations of academic writing in developmental literacy contexts /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1195948915.

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Thesis (Dr. of Education )--University of Cincinnati, 2007.<br>Advisor: Eric Paulson. Title from electronic thesis title page (viewed Feb. 18, 2008). Includes abstract. Keywords: postsecondary developmental literacy, metaphor analysis, student conceptualizations, academic writing, developmental reading and writing courses, college students. Includes bibliographical references.
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ARMSTRONG, SONYA L. "BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.

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Hamilton, Angela. "Simulations for Financial Literacy." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5235.

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Financially literate consumers are empowered with the knowledge and skills necessary to make sound financial decisions that ensure their long-term economic well-being. Within the context of the range of cognitive, psychological, and social factors that influence consumer behavior, simulations enhance financial literacy by developing consumers' mental models for decision-making. Technical communicators leverage plain language and visual language techniques to communicate complex financial concepts in ways that consumers can relate to and understand. Simulations for financial education and decision support illustrate abstract financial concepts, provide a means of safe experimentation, and allow consumers to make informed choices based on a longitudinal comparison of decision outcomes. Technical communicators develop content based on best practices and conduct evaluations to ensure that simulations present information that is accessible, usable, and focused on the end-user. Potential simulation formats range from low- to high-fidelity. Low-fidelity simulations present static data in print or digital formats. Mid-fidelity simulations provide digital interactive decision support tools with dynamic user inputs. More complex high-fidelity simulations use narrative and dramatic elements to situate learning in applied contexts.<br>ID: 031001493; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Dan Jones.; Title from PDF title page (viewed July 25, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 76-80).<br>M.A.<br>Masters<br>English<br>Arts and Humanities<br>English; Technical Communications
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Logie, Monica. "Learning potential and academic literacy tests as predictors of academic performance for engineering students." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/29280.

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The aim of this study was to evaluate a battery of tests to be used as part of the process of selecting bursary students for engineering at tertiary institutions. Due to the problems in the schooling system it is not conclusive that all students who have obtained their senior certificates are prepared and able to meet the demands and challenges of tertiary education. The purpose of this study was to determine the criterion related validity of a mathematic proficiency test, Learning Potential Computerised Adaptive Test (LPCAT) and English Literacy Skills Assessment (ELSA) as predictors of academic performance. A quantitative approach was used for the purpose of this study. More specifically the Ex post facto analyses/design is used in this study. The relationships between the dependent and independent variables were determined. Correlation analyses, Kruskal-Wallis test and regression analysis were used for the purpose of this study. The results indicated that the Mathematical proficiency test was the best predictor of academic success, followed by LPCAT and ELSA. The results of this study indicates that the use of academic literacy and learning potential contribute in selecting the best students. Companies and Universities have long been looking for a predictor or predictors of success for students as they enter tertiary studies. This information has the potential to save companies and universities millions of Rands annually by helping them make better investment decisions.<br>Dissertation (MCom)--University of Pretoria, 2010.<br>Human Resource Management<br>Unrestricted
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Books on the topic "Academic literacy"

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Conference, British Association of Lecturers in English for Academic Purposes. Developing academic literacy. Oxford: Peter Lang, 2010.

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Conference, British Association of Lecturers in English for Academic Purposes. Developing academic literacy. Oxford: Peter Lang, 2010.

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Muresan, Laura-Mihaela, and Concepción Orna-Montesinos, eds. Academic Literacy Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2.

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British Association of Lecturers in English for Academic Purposes. Conference. Developing academic literacy. Oxford: Peter Lang, 2010.

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Jill, Lewis. Handbook for academic literacy. Lexington, Mass: D.C Heath, 1996.

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Clarke, Helen M. Academic literacy: The forgotten language. [S.l: The Author], 1998.

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Lewis, Jill. Academic literacy: Readings and strategies. 2nd ed. Boston: Houghton Mifflin, 2001.

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Jill, Lewis. Academic literacy: Readings and strategies. Lexington, Mass: D.C. Heath, 1996.

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Michael, Pressley, Harris Karen R, and Guthrie John T, eds. Promoting academic competence and literacy in school. San Diego: Academic Press, 1992.

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1942-, Fielding Audrey, Jordan Marean, and Schoenbach Ruth, eds. Building academic literacy: Lessons from reading apprenticeship classrooms. San Francisco: Jossey-Bass, 2003.

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Book chapters on the topic "Academic literacy"

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Villares, Rosana. "Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development." In Academic Literacy Development, 247–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_13.

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Prinz, Patricia, and Birna Arnbjörnsdóttir. "Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions." In Academic Literacy Development, 123–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_7.

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Morton, Janne, and Neomy Storch. "Authorial Voice in Doctoral Writing: Published Advice." In Academic Literacy Development, 165–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_9.

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Habibie, Pejman. "Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic." In Academic Literacy Development, 229–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_12.

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Mochizuki, Naoko. "Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development." In Academic Literacy Development, 207–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_11.

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Tercero, Tanya. "Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers." In Academic Literacy Development, 309–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_16.

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Gravett, Karen. "Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies." In Academic Literacy Development, 265–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_14.

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Janssen, Gerriet, and Kelley Crites. "The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study." In Academic Literacy Development, 285–306. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_15.

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Dressen-Hammouda, Dacia. "Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling." In Academic Literacy Development, 81–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_5.

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Guillén-Galve, Ignacio, and Miguel A. Vela-Tafalla. "Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students." In Academic Literacy Development, 101–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_6.

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Conference papers on the topic "Academic literacy"

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Herout, Lukáš. "EXPLORING THE ROLE OF DIGITAL LITERACY IN ENHANCING ACADEMIC AND PROFESSIONAL OUTCOMES." In 17th annual International Conference of Education, Research and Innovation, 451–55. IATED, 2024. https://doi.org/10.21125/iceri.2024.0211.

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Mtanha-Matariro, Mariyeni, Ntsoaki Mokala, and Leketi Makalela. "RETHINKING ACADEMIC LITERACY THROUGH DIGITAL MULTILINGUAL RESOURCES: A FRAMEWORK FOR AFRICAN UNIVERSITIES." In 19th International Technology, Education and Development Conference, 4507–11. IATED, 2025. https://doi.org/10.21125/inted.2025.1132.

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Harimurti, Rina, Ismet Basuki, Tri Wrahatnolo, and Roswina Dianawati. "The Effect of Academic Engagement and Self-Efficacy on Digital Literacy Learning Achievement." In 2024 Seventh International Conference on Vocational Education and Electrical Engineering (ICVEE), 246–49. IEEE, 2024. https://doi.org/10.1109/icvee63912.2024.10823744.

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Li, Xiang, Shuxian Xu, Gang Chen, and Heng Luo. "The mediating role of information literacy on reducing academic stress and burden for primary school students." In 2024 International Symposium on Educational Technology (ISET), 174–78. IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00042.

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Ding, Shuangting, Yi Zhang, Hao Huang, Dengkang Chen, and Zhimin Gao. "The relationship between digital literacy and K-12 students’ academic performance: mediation effects of problem-solving ability." In 2024 International Symposium on Educational Technology (ISET), 132–36. IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00034.

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

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The ongoing digitization of the education systems has introduced a new pedagogical approach to teaching and learning – Education 4.0 that aligns the fourth industrial revolution. Education 4.0 has improved the effectiveness and efficiency of learning globally. However, the issues and challenges associated with Education 4.0 or technology –enabled technology teaching and learning emerged when the global education system was mandated to technology-enabled learning during the pandemic. Both the educators and the learners were found to lack relevant digital skills to successfully facilitate the learning process. This study introduces the concept of digital literacy, a digital literacy framework and a digital literacy tool that can be used to effectively champion digital literacy skills to both the educators and the learners. The digital literacy tool has been successfully used in the South Pacific to evaluate digital literacy competencies and further improve the digital literacy competencies of the selected sample. As such, the digital literacy tool can be used to improve digital literacy of individuals in the developed and developing economies hence promoting educational resilience for all in the technology-enabled environment.
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Simpson, Richard. "TECHNOLOGY IN THE TEACHING OF ENGLISH FOR ACADEMIC PURPOSES: DIGITAL LITERACY, ACADEMIC LITERACY OR BOTH?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0726.

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Axelsson, Marie-Louise, Christina Brage, Kajsa Gustafsson Åman, and Magdalena Öström. "MIND THE GAP! ACADEMIC INFORMATION LITERACY VS WORKFORCE INFORMATION LITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0478.

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Retnaningdyah, Pratiwi, and Kisyani Laksono. "Exploring Academic Literacy Practices in Postgraduate Level." In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.58.

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Posos Devrani, A. Elif. "MEDIA LITERACY IN TURKEY: DIFFERENT GENERATIONS AND DIFFERENT APPROACHES." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.034.

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Reports on the topic "Academic literacy"

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Green, Clarence, and James Lambert. Improving disciplinary literacy by developing vocabulary and grammatical profiles: The secondary vocabulary lists. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22615.

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The knowledge of academic vocabulary is crucial for educational success, and recently there has been a push amongst teachers and researchers to assist students at the pretertiary level to develop their disciplinary literacy and understanding of how academic English varies across disciplines.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Mintii, Iryna S., Tetiana A. Vakaliuk, Svitlana M. Ivanova, Oksana A. Chernysh, Svitlana M. Hryshchenko, and Serhiy O. Semerikov. Current state and prospects of distance learning development in Ukraine. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4593.

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The article presents a thorough literature review and highlights the main stages in the development of distance learning in Ukraine. Moreover, the paper suggests the periodization of distance learning. Research data on distance learning peculiarities in Ukraine during and before the pandemic make it possible to outline the main problems faced by higher education institutions’ (HEIs) teachers and students. Therefore, the study emphasizes common problems, namely hardware/software issues, poor Internet connectivity, lack of students’ self-discipline and self-organization, absence of live communication, insufficient digital literacy skills etc. The paper analyzes the benefits of MOOCs that aim at digital competence development. It presents the results of students’ survey on qualitative changes in distance learning organization in 2020–2021 academic year compared to 2019–2020 academic year. The results prove that in current academic year, distance learning is better organized due to a sufficient structure of distance learning courses, the use of one platform for the whole educational institution, higher teachers’ digital competence, the use of various resources etc.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young people. With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana. Using a difference in difference design, the study finds that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children by .15SD when compared to children not yet exposed to the programme. This paper is able to connect the mental health and education literatures, contributing to the evidence base on improving student outcomes.
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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, July 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic literacy and numeracy to more complex skills like reading comprehension and arithmetic operations. It scrutinises educational achievement, socio-economic and geographical determinants, insights into the systemic challenges and pinpointing opportunities for targeted interventions. Key findings indicate a notable 8.7 per cent enrolment decline from 2019 to 2022, accentuated in char and coastal regions (18 per cent) with contrasted urban areas experience (3.3 per cent). Amidst adversity, over half of the surveyed students (56 per cent) continued their education, leveraging support from family and technology, and a concerning 7 per cent did not engage in any study. The analysis revealed distinct gender disparities in subject mastery, with girls surpassing boys in Bangla and boys leading in Mathematics. Moreover, urban learners consistently outperformed their rural counterparts, underscoring significant geographical disparities. The data underscore widespread basic or below-basic competency levels, highlighting the severe learning deficits exacerbated by pandemic-induced educational disruptions. The analysis emphasises the profound influence of parental education and socio-economic status on academic success, advocating for equity-focused educational strategies. It also stresses the importance of school infrastructure and access to learning resources in enhancing student performance. The enduring effects of the pandemic call for immediate and concerted action among government agencies, educators, and communities to remediate educational gaps and foster equitable, quality education, thus mitigating the long-term adverse effects on Bangladesh's young learners. This study illuminates the resilience of students and families, suggesting the potential of community-based support systems.
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Lavadenz, Magaly, Elvira G. Armas, and Linda R. G. Kaminski. Brief Insights, March 2025: Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. Center for Equity for English Learners, March 2025. https://doi.org/10.15365/ceel.policy.17.

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The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings emphasize the valued partnership between literacy leaders and the teachers they coach, as well as the importance of building knowledge of English Language Development (ELD) standards, utilizing data-driven instruction, and leveraging staff experience to address ML/EL needs in a sustainable manner.
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.

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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.
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