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Relevant bibliographies by topics / Cross-cultural literacy skills

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Academic literature on the topic 'Cross-cultural literacy skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Cross-cultural literacy skills"

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Ochoa, Gabriel García, Sarah McDonald, and Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy." Open Cultural Studies 2, no. 1 (2018): 510–19. http://dx.doi.org/10.1515/culture-2018-0046.

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Abstract There is a growing body of work on the theory of cultural literacy, but little has been written on how to teach cultural literacy in higher education contexts. This article discusses the use of Open-space Learning (OSL) techniques as valuable tools for teaching cultural literacy. Cultural literacy and OSL are two different areas of study, but there is common ground between them, and cultural literacy can draw great benefit from the cross-pollination of ideas with OSL. The paper focuses on practice-based models used in OSL that have been adapted to teach cultural literacy. The aim of t

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Guo, Shuaijun, Xiaoming Yu, Elise Davis, Rebecca Armstrong, Elisha Riggs, and Lucio Naccarella. "Adolescent Health Literacy in Beijing and Melbourne: A Cross-Cultural Comparison." International Journal of Environmental Research and Public Health 17, no. 4 (2020): 1242. http://dx.doi.org/10.3390/ijerph17041242.

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While adolescent health literacy has gained momentum, it is under-researched from a cross-cultural perspective. This study aims to compare health literacy among two cultural groups of secondary students in Beijing and Melbourne. A cross-sectional study was conducted with 770 students from five secondary schools in Beijing and Melbourne. A self-administered questionnaire was designed to collect information on health literacy (the eight-item health literacy assessment tool (HLAT-8), the Newest Vital Sign (NVS) and the 47-item Health Literacy Survey (HLS-47)), its antecedents and health outcomes.

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Susperreguy, María Inés, Carolina Jiménez Lira, and Jo-Anne LeFevre. "Cross-Cultural Comparisons of Home Numeracy and Literacy Environments: Canada, Mexico, and Chile." Education Sciences 12, no. 2 (2022): 62. http://dx.doi.org/10.3390/educsci12020062.

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Home numeracy and literacy environments are related to the development of children’s early academic skills. However, the home learning environments of preschool children have been mainly explored with children from North America, Europe, and Asia. In this study we assessed the home numeracy and literacy environments of three-to-five-year-old children from Mexico (n = 54) and Chile (n = 41) and compared the patterns of results to those of children from Canada (n = 42). Parents completed a questionnaire about their expectations for children’s academic performance prior to Grade 1 and the home nu

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Yamashita, Takashi, Thomas Smith, and Phyllis Cummins. "Age, Period, and Cohort Effects on Literacy Skills across Life Stages." Innovation in Aging 5, Supplement_1 (2021): 838–39. http://dx.doi.org/10.1093/geroni/igab046.3070.

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Abstract Literacy skills are essential adult competencies for economic, social, political and cultural participation, which are linked to higher quality of life. Literacy skills are known to be lower for older age groups. However, relatively little is known about cohort and period effects, which provide clues to the sociohistorical impacts on literacy, in addition to the well-known age effects, over the life course. This study analyzed three nationally representative cross-sectional survey data of the U.S. adults at five time points, from the 1994 International Adult Literacy Survey (IALS), 20

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Rathnayake, Sarath, and Indrajith Prasanna Liyanage. "Cross-cultural adaptation and psychometric properties of the Sinhala version of electronic health literacy scale: A cross-sectional validation study." PLOS ONE 17, no. 4 (2022): e0266515. http://dx.doi.org/10.1371/journal.pone.0266515.

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eHealth Literacy Scale (eHEALS) is the most widely used, valid and reliable tool to assess eHealth literacy skills, but no culturally appropriate tool exists to assess these skills among Sinhala-speaking Sri Lankans, including health professionals. This study aimed to cross-culturally adapt the original eHEALS from English to Sinhala and evaluate its psychometric properties. The study was conducted in two phases. The first phase involved translation and cross-cultural validation of the questionnaire. The second phase involved a cross-sectional survey conducted online among 268 health science s

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Komalasari, Adesti. "Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project." PIONEER: Journal of Language and Literature 13, no. 1 (2021): 1. http://dx.doi.org/10.36841/pioneer.v13i1.737.

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As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project enc

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Patel, Bhavini. "Communicating across cultures: proceedings of a workshop to assess health literacy and cross-cultural communication skills." Journal of Pharmacy Practice and Research 45, no. 1 (2015): 49–56. http://dx.doi.org/10.1002/jppr.1062.

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Pisanski Peterlin, Agnes, and Lisa Botshon. "What Does the Digital Student Want? Cross-Cultural Collaboration and Wikis in Academic Literacy." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 2 (2015): 149–60. http://dx.doi.org/10.4312/elope.12.2.149-160.

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New online educational tools have opened new possibilities for cross-cultural collaboration which supports critical thinking and encourages learner autonomy. Nevertheless, the success of a crosscultural collaborative experience cannot be taken for granted, since it inevitably involves the need to bridge transcultural differences. This paper presents an American-Slovene cross-cultural collaborative project with a focus on the perceptions of the Slovene student-participants. In particular, it examines their views of one of the components of the collaborative project, specifically, the collaborat

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Shaleh, Muhammad Adha. "A Vision for 21st Century Education." ICR Journal 9, no. 1 (2018): 101–3. http://dx.doi.org/10.52282/icr.v9i1.141.

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Globalisation, population dynamics, fast growing demographics and technological advancements are some of the key changes of the future. Today’s students will have to be prepared to face sizeable challenges yet also know that many opportunities are brought about by those same forces. The person who is schooled in today’s education system from elementary to universities has to learn the necessary skills and knowledge to take on challenges in the future. More specifically, this writer envisions that the 21st century student must have three core competencies, including: 1) civic literacy, global a

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Wong, Loong. "'Globalizing' Management Theories: Knowledge, Ignorance and the Possibility of a Postcolonial Critique." Copenhagen Journal of Asian Studies 21 (March 10, 2005): 125. http://dx.doi.org/10.22439/cjas.v21i0.42.

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In international management, the study of culture has rapidly become critically salient. Business and management consultants, academics and practitioners alike all claim that the development of cross-cultural skills is crucial in the new era of globalization. This, they claim, will enable managers to better manage the risks within a globalized economy and consequently, add to greater productive growth and increased competitiveness. This 'turn to culture' has generated diverse competency skills training programmes, units and writings dealing with cross-cultural skills in management. Whilst the

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Dissertations / Theses on the topic "Cross-cultural literacy skills"

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Arefi, Marzieh, of Western Sydney Nepean University, and Faculty of Education. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis." THESIS_FE_XXX_Arefi_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/366.

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A major question asked is whether literacy skills from a first language are able to be transferred to a second language that does not share the same writing features, grammar, graphic conventions or even the same type of writing system. The purpose of this study was to analyse the role of first language literacy in second language acquisition where languages are quite different. Specifically, it was designed to investigate the relationships between first language(Persian) writing skills and second language(English) writing performance. That is, it investigated the extent to which Iranian prima

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Arefi, Marzieh. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis." Thesis, View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/366.

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A major question asked is whether literacy skills from a first language are able to be transferred to a second language that does not share the same writing features, grammar, graphic conventions or even the same type of writing system. The purpose of this study was to analyse the role of first language literacy in second language acquisition where languages are quite different. Specifically, it was designed to investigate the relationships between first language(Persian) writing skills and second language(English) writing performance. That is, it investigated the extent to which Iranian prima

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Books on the topic "Cross-cultural literacy skills"

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Programme for International Student Assessment., Organisation for Economic Co-operation and Development., and UNESCO Institute for Statistics, eds. Literacy skills for the world of tomorrow: Further results from PISA 2000. Organisation for Economic Co-operation and Development, 2003.

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The Foundation for lifelong learning: A comparative international study of adult skills in understanding and using printed and written information. Skolverket, 2000.

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Ginner, Paul, and Sharon Ginnis. Covering the Curriculum With Stories: Six Cross-cultural Projects That Teach Literacy and Thinking Through Dramatic Play. Crown House Publishing, 2007.

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Unesco, UNICEF, and World Conference on Education for All (1990 : Bangkok, Thailand), eds. Handbook on monitoring learning achievement: Towards capacity building. 1997.

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Book chapters on the topic "Cross-cultural literacy skills"

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Ho, Matius. "Cross-cultural religious literacy, competencies, and skills." In The Routledge Handbook of Religious Literacy, Pluralism, and Global Engagement. Routledge, 2021. http://dx.doi.org/10.4324/9781003036555-27.

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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Cross-Cultural Interaction. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch010.

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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

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"Visual Literacy and Global Understanding." In Cross-Cultural Analysis of Image-Based Assessments. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2691-9.ch002.

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Visual literacy is taking on new importance in the media saturated culture in which we all live. Everyone is inundated with visual stimulation each day and with the amount of time spent on the computer, and with social media, that stimulation is not likely to decline. The result is a need to be able to critically evaluate visual information in the same way that we have been taught to critically read written text. This is the field of visual literacy, and while it has existed for some time, it has become the focal point of many twenty-first century skills frameworks. It is no longer optional to be able to understand visual information. This chapter explains what visual literacy means, and how cultural differences impact the interpretation of visual information.

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Kozdras, Deborah, Christine Joseph, and Karen Kozdras. "Cross-Cultural Affordances of Digital Storytelling." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch008.

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In this chapter, the authors consider the use of digital storytelling as a tool for boundary crossing. Media, as an extension of self, has potential to help cross-cultural learning that benefits all stakeholders, but specifically, immigrants and English Language Learners, who often experience school literacy challenges. The authors used Cultural Historical Activity Theory (CHAT) as a lens to view two teacher case self-studies, one in Canada and one in the U.S.A., and to examine how their use of digital storytelling helped elementary ELL students to learn the language of school as well as transfer their knowledge to other students and educators. The findings indicated the importance of creating avenues through which immigrant English learners can develop interpersonal communication skills critical to being successful across cultures. Through an analysis of the cases, the authors present language learning implications for educators.

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Farmer, Lesley S. J., and Christopher J. Farmer. "Visual Cultural Arts as a Gateway to Digital Literacy." In Innovative Digital Practices and Globalization in Higher Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6339-0.ch002.

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Societies increasingly use visual arts to communicate and teach about their cultures. Therefore, both visual and digital literacies are needed in order to better understand and appreciate cultural arts. With advances in reproduction and other technologies, visual messages cross traditionally defined cultures in different contexts, thus opening themselves to different cultural interpretations, further pointing out the need for visual and digital literacy to address the content, format, and context. The chapter uses a communications cycle framework to trace the intersection of visual and digital literacies, noting their universal and culturally-defined aspects. Because of the increased awareness of the importance of cultural identity and the impact of globalization, higher education needs to embrace visual cultural arts, both in terms of resources as well as instruction. The chapter provides several teaching strategies and resources to help students gain these important skills.

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Farmer, Lesley S. J. "Globalization and Localization in Online Settings." In Handbook of Research on Cross-Cultural Online Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8286-1.ch011.

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In designing online instruction, increasingly educators need to consider cultural aspects of the educational philosophy, concepts, language, resources, teaching strategies, ICT literacy, learning activities, and student interaction. These elements largely depend on the learning outcomes and the learners' situation. While some factors are universal, such as declarative knowledge and basic human needs, others are much more culturally defined, such as “soft” skills and prior educational experience. This chapter focuses on evaluating the need for globalizing or localizing resources and experiences based on needs assessment. It also gives strategies on ways to globalize or localize these resources and experiences.

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Szobonya, Patricia, and Catherine M. Roche. "Virtual Exchange Experiences Energized by an Educational Technology Paradigm Shift." In Handbook of Research on Current Trends in Cybersecurity and Educational Technology. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6092-4.ch016.

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Asynchronous and synchronous modes of online communication utilizing a variety of technology applications provide students with opportunities to engage in both student-to-student and team discourse. Through experiential and project-based learning, students develop skills in digital literacy, virtual teamwork, empathy, and cross-cultural communication—all requisite 21st century skills for employment. The authors will showcase their virtual exchange collaborations utilizing the latest educational tech tools. Challenges, considerations, and opportunities inherent in developing and delivering virtual exchange projects plus student reflections will be shared. Teaching strategies that embrace a diversity, inclusion, equity, and social justice learning environment will be discussed.

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Yeh, Ellen, Monika Jaiswal-Oliver, and Gigi Posejpal. "Global Education Professional Development." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0897-7.ch002.

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This chapter addresses a global issue of education: the teaching of diverse student populations. Global Education Professional Development (GEPD) programs for both pre-service and in-service teachers have become one of the most important teacher training programs to prepare teachers working with English as a Second Language (ESL) learners in global classrooms. The goal of this chapter is to design a GEPD model to help educators, administrators, and policy makers to: 1) comprehend current policies, practices, experiences as well as strategies in global classrooms; 2) understand how instructors can help ESL learners adjust to the U.S. academic language and culture and how this support could affect learners' effectiveness, attitudes and confidence; and 3) acquire the knowledge of how to integrate technology into the curriculum and consider technology as meaningful learning environments that could support not only language but also intercultural and global literacy skills.

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Farmer, Lesley S. J. "Informatization and Digital Citizenship." In Technology Use and Research Approaches for Community Education and Professional Development. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2955-4.ch006.

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This chapter examines the bases for informatization and describes the conditions for meaningful and responsible participation in the informatized society, both in the workplace and in the civic world in general. Where eighty percent of U.S. labor is concentrated in the service sector, and technology permeates workplace functions, society is becoming informatized: driven by information. Information and digital literacy are required worker skills. Additionally, workers need to use information and technology ethically. Governments and workplaces need to set the conditions for knowledgeable, responsible, and participatory citizens and workers so that institutions and society as a whole can improve. Because informatization intersects with globalization, responsible cross-cultural interaction also needs to be addressed.

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Hoff, Hild Elisabeth. "Promoting 21st Century Skills through Classroom Encounters with English Language Literature in Norway: Theoretical and Practical Considerations." In Moving English Language Teaching Forward. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch8.

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The present chapter explores the affordances of literature as an educational medium in the School of the Future, more specifically in relation to the teaching and learning of English as a Foreign Language (EFL) in Norway. As new educational needs have emerged in response to the demands of the rapidly changing workplace and societies of our contemporary world, the role of literature in today’s language classroom may seem somewhat precarious. The chapter therefore considers what 21st century skills like cross-cultural communication, in-depth learning, critical thinking, problem-solving, creativity, innovation, collaboration, and multiliteracies may entail in a context of literary reading. First, it gives an overview of how notions of 21st century skills and the encounter with English language texts feature in the current Norwegian National Curriculum. Next, the Model of the Intercultural Reader (MIR) (Hoff, 2016) is proposed as a viable theoretical framework for developing such skills through reading and working with literary texts in the EFL classroom. Practical implications are considered, and both strengths and limitations of the model are addressed. By concretising the theoretical and practical links between the MIR and the concept of 21st century skills, the chapter expounds upon previous discussions of the model and thereby provides further insight into its relevance as a pedagogical tool. Moreover, the chapter illuminates why literature still can and should play an important part in the present-day teaching and learning of English.

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Conference papers on the topic "Cross-cultural literacy skills"

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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.

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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities

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