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Journal articles on the topic 'Literacy practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Eduardo Braga, Carlos. "LITERARY LITERACY." Revista Gênero e Interdisciplinaridade 5, no. 05 (2024): 301–9. http://dx.doi.org/10.51249/gei.v5i05.2256.

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The work entitled "Literary Literacy: Teaching or Mediating Reading?" Carlos Eduardo Braga explores the importance of literary literacy in the educational context. The research addresses the dichotomy between direct teaching and the mediation of reading, investigating which approach is most effective in the formation of critical and proficient readers. The study highlights the relevance of literary literacy for the cognitive, emotional and social development of students, and proposes an analysis of pedagogical practices that can promote a more engaged and autonomous reading environment. The me

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Morgan, Liam, and Andrew Chodkiewicz. "Early Literacy in Informal settings: Supporting Home Literacy Practices: Supporting Home Literacy Practices." International Journal of Learning: Annual Review 16, no. 7 (2009): 263–74. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46438.

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Maia de Assis, Felipe. "THE PRACTICES OF LITERACY AND LITERACY." Revista Gênero e Interdisciplinaridade 4, no. 03 (2023): 259–79. http://dx.doi.org/10.51249/gei.v4i03.1432.

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This scientific bibliographical article aims to propose a conceptual and practical panorama between literacy and literacy methods. Therefore, the conditions of practices and uses of these will be considered, in the school context of children in the literacy process and in the daily lives of individuals, that is, the social practices recurrent in people’s daily lives, whether they are literate or not. Based on theorists in the area of education, Abreu, Azevedo, Bettelheim, Cagliari, Frade, Ferreiro, Lopes, Mortatti, Oliveira, Rojo, Soares, among others, it is intended to clarify that literacy

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4

Ille, Enrico. "Literacy, translation, practices." Journal des anthropologues, no. 132-133 (July 8, 2013): 219–42. http://dx.doi.org/10.4000/jda.4963.

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Barton, David, Mary Hamilton, Roz Ivanic, et al. "Photographing Literacy Practices." Changing English 1, no. 1 (1994): 127–40. http://dx.doi.org/10.1080/1358684940010110.

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Anti, Novi. "Beth Harmon’s Literacy As Power and Its Impact On Gender Roles In Walter Tevis’ The Queen’s Gambit." LITERA KULTURA : Journal of Literary and Cultural Studies 11, no. 1 (2023): 6–14. http://dx.doi.org/10.26740/lk.v11i1.50955.

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Literacy practices are often represented in various media through literary works such as novels, films, and others. Literary works are the result of literacy practices, and the values of literacy practices are sometimes incorporated into literary works through the characters in them. However, readers often ignore the value of literacy in literary works. Literacy is more than just the cognitive ability to read and write; it also refers to what people do with literacy. Literacy can be represented in several forms and used for different purposes, one of which is power. The literacies in The Queen

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Kern, Richard G., and Mike Baynham. "Literacy Practices: Investigating Literacy in Social Contexts." Modern Language Journal 80, no. 3 (1996): 397. http://dx.doi.org/10.2307/329445.

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D’Agostino, Mari, and Egle Mocciaro. "Literacy and literacy practices: Plurilingual connected migrants and emerging literacy." Journal of Second Language Writing 51 (March 2021): 100792. http://dx.doi.org/10.1016/j.jslw.2021.100792.

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Rackley, Eric. "Literary Scholars’ Disciplinary Literacy Orientations." Language and Literacy 23, no. 3 (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 literatu

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Games, Alex. "Game Design Literacy Practices." E-Learning and Digital Media 7, no. 1 (2010): 1–2. http://dx.doi.org/10.2304/elea.2010.7.1.1.

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Colić, Vana. "Financial literacy: Best practices." Norma 27, no. 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

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Reder, Stephen, and Erica Davila. "CONTEXT AND LITERACY PRACTICES." Annual Review of Applied Linguistics 25 (March 2005): 170–87. http://dx.doi.org/10.1017/s0267190505000097.

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This chapter reviews recent progress in resolving tensions between conceptions of literacy as a system of locally situated cultural practices and conceptions of literacy as a broader system of written language that transcends specific individuals and local contexts. Such theoretical tensions have arisen out of earlier, long-standing literacy debates—the Great Divide, the Literacy Thesis, and even debates about situated cognition itself. Recent reviews and critiques of the “New Literacy Studies” examined here—Brandt and Clinton, 2002; Collins and Blot, 2003; Street, 2003a, 2003b—are reaching to

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Pedro, Joan, Theresa Abodeeb-Gentile, and Ann Courtney. "Reflecting on Literacy Practices." Journal of Digital Learning in Teacher Education 29, no. 2 (2012): 39–47. http://dx.doi.org/10.1080/21532974.2012.10784703.

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Harvey, Ann. "Improving Family Literacy Practices." SAGE Open 6, no. 3 (2016): 215824401666997. http://dx.doi.org/10.1177/2158244016669973.

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Girard, Lisa-Christine, Luigi Girolametto, Elaine Weitzman, and Janice Greenberg. "Educators' Literacy Practices in Two Emergent Literacy Contexts." Journal of Research in Childhood Education 27, no. 1 (2013): 46–60. http://dx.doi.org/10.1080/02568543.2012.739591.

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Edwards, Claire Maples. "Maternal literacy practices and toddlers’ emergent literacy skills." Journal of Early Childhood Literacy 14, no. 1 (2012): 53–79. http://dx.doi.org/10.1177/1468798412451590.

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Dương, Trần Trọng. "A Mandala of Literacy Practices in Premodern Vietnam." Journal of Vietnamese Studies 13, no. 3 (2018): 88–126. http://dx.doi.org/10.1525/vs.2018.13.3.88.

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Based on an analysis of historical materials written in Literary Sinitic and vernacular Vietnamese (Chữ Nôm), this article examines the contexts of Buddhist knowledge and Buddhist literacy practices in premodern Vietnam. I argue that Buddhist monks were key agents in a complex system of literacy practices that mimic the conceptual form of the mandala. They taught Literary Sinitic (and sinographic characters) as well as vernacular Vietnamese (Chữ Nôm), translated texts from the Buddhist canon into Vietnamese, composed Buddhist works, made handwritten books, carved woodblocks, and published wood

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F. Atari, Omar. "Literacy Practices in Contrast: Adult Arab Literacy vs. Native English Literacy." International Journal of Arabic-English Studies 11, no. 1 (2010): 127–46. http://dx.doi.org/10.33806/ijaes2000.11.1.10.

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The paper addresses the issue of adult Arab literates' practices and products which exhibit specific communicative strategies and persuasive literacy styles. The author characterizes the adult Arab literates' communicative strategies revealed in the following literacy products: Academic essays, cross-cultural communication studies, genres in contrast, translational versions of Arabic source texts and L2 reading strategies. The author attempts to frame the communicative strategies employed in the above-mentioned literacy products in terms of: orality/literacy traditions and culture. The author

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Waymouth, Heather, and Kathleen A. Hinchman. "Fostering Equitable Disciplinary Literacy Practices." Education Sciences 15, no. 2 (2025): 225. https://doi.org/10.3390/educsci15020225.

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A burgeoning amount of research has recently been published to foster equitable disciplinary literacy practices in secondary schools. The literature review included in this paper examined this recent scholarship with a multistep qualitative analysis of 31 studies published between 2019 and 2024 to explore how these studies conceptualized and actualized attention to equity in discipline literacy instruction. The analysis revealed three overlapping themes reflecting the studies’ conceptualizations of how to address equity with disciplinary literacy. These included equity as access to disciplinar

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Martins, Patrícia de Souza. "MULTILITERACIES AND LANGUAGE IDEOLOGIES IN CONTEMPORARY FANFIC LITERACY PRACTICES." Trabalhos em Linguística Aplicada 59, no. 1 (2020): 353–85. http://dx.doi.org/10.1590/010318135943415912020.

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ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary lite

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21

Hess, Juliet, Vaughn W. M. Watson, and 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, no. 5 (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 musickin

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Kitur, Joseph Patrick, Eliud K. Kirigia, and Wendo K. Nabea. "Literacy practices among Kapsabet residents." Journal of Languages and Linguistics (JLL) 3, no. 1 (2024): 14–21. http://dx.doi.org/10.51317/jll.v3i1.488.

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This study sought to examine literacy practices among Kapsabet residents. This is because different literacy practices among communities in multilingual contexts remain under investigation. This is the case obtained in Kapsabet Sub-county, Nandi County, Kenya. The residents in this sub-county are largely multilingual, with a majority being speakers of English, Kiswahili and Kalenjin. The aim of the proposed study was to examine literacy practices in the everyday life of these residents. The study adopted a largely qualitative research design underpinned by Street’s theory of literacy as a soci

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23

Beauchemin, Faythe. "Literacy practices as social: relational-keys in literacy events." English Teaching: Practice & Critique 20, no. 3 (2021): 328–40. http://dx.doi.org/10.1108/etpc-01-2020-0001.

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Purpose The purpose of this paper is to work toward more fully conceptualizing literacy practices as social by theorizing the combined relational and intellectual context for learning. This context is created through students’ and their teachers’ uses of language. In particular, the quality of language that creates this intellectual relational context is relational-keys that are inherent to any talk between people. Building upon Hymes (1974) conceptualization of key, relational-keys can be described as the emotional mood or spirit of a conversation, but they are much more than that per se. The

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24

Gillen, Julia. "Literacy practices in Schome Park: a virtual literacy ethnography." Journal of Research in Reading 32, no. 1 (2009): 57–74. http://dx.doi.org/10.1111/j.1467-9817.2008.01381.x.

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25

Rogers, Rebecca. "Coaching Literacy Teachers as They Design Critical Literacy Practices." Reading & Writing Quarterly 30, no. 3 (2014): 241–61. http://dx.doi.org/10.1080/10573569.2014.909260.

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Maxwell, T. W., A. J. Bennett, P. Freebody, S. Grundy, and R. P. Sanche. "Early Literacy Inservice Course (ELIC) and Literacy Teaching Practices." South Pacific Journal of Teacher Education 16, no. 1 (1988): 13–35. http://dx.doi.org/10.1080/0311213880160102.

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27

Kennette, Lynne N., and Elizabeth McIntosh. "Your Information Literacy Practices (YILP): Information Literacy and Resourcefulness." Partnership: The Canadian Journal of Library and Information Practice and Research 17, no. 2 (2022): 1–22. http://dx.doi.org/10.21083/partnership.v17i2.6680.

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Post-secondary students bring with them unique skills and knowledge which may affect their learning. Information literacy (IL) is a set of abilities which permits the discovery of information as well as using this information to create new knowledge (Association of College and Research Libraries, 2016). While IL abilities are heralded as important, it is difficult to find a simple measure of information literacy, especially since its conceptualization as a framework (Association of College and Research Libraries, 2016). In this paper, we propose a new online measure of information literacy—You

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28

Fox, Kathy Renita. "Family Literacy Practices Surrounding Homework." Journal of Family Diversity in Education 2, no. 2 (2016): 100–117. http://dx.doi.org/10.53956/jfde.2016.72.

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Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating informati

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Hultin, Eva, and Maria Westman. "Early Literacy Practices go Digital." Literacy Information and Computer Education Journal 4, no. 2 (2013): 1096–104. http://dx.doi.org/10.20533/licej.2040.2589.2013.0145.

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30

Esposito, Lucio, Bereket Kebede, and Bryan Maddox. "The value of literacy practices." Compare: A Journal of Comparative and International Education 45, no. 3 (2014): 363–80. http://dx.doi.org/10.1080/03057925.2013.862019.

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31

Kirtley, Malcolm. "Editorial: Literacy — Policy and Practices." English in Education 32, no. 3 (1998): 1–3. http://dx.doi.org/10.1111/j.1754-8845.1998.tb00151.x.

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Skerrett, Allison, and Randy Bomer. "Borderzones in Adolescents’ Literacy Practices." Urban Education 46, no. 6 (2011): 1256–79. http://dx.doi.org/10.1177/0042085911398920.

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This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect the

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Sato, Chizu. "Toward Transnational Feminist Literacy Practices." Rethinking Marxism 26, no. 1 (2013): 44–60. http://dx.doi.org/10.1080/08935696.2014.857843.

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Saracho, Olivia N. "Family Literacy: Exploring Family Practices." Early Child Development and Care 172, no. 2 (2002): 113–22. http://dx.doi.org/10.1080/03004430210886.

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Hawken, Leanne S., Susan S. Johnston, and Andrea P. McDonnell. "Emerging Literacy Views and Practices." Topics in Early Childhood Special Education 25, no. 4 (2005): 232–42. http://dx.doi.org/10.1177/02711214050250040401.

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King, Carol. "Gender Bias in Literacy Practices." International Journal of the Humanities: Annual Review 5, no. 5 (2007): 35–42. http://dx.doi.org/10.18848/1447-9508/cgp/v05i05/58185.

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37

Hunt, Fiona, and Jane Birks. "Best Practices in Information Literacy." portal: Libraries and the Academy 4, no. 1 (2004): 27–39. http://dx.doi.org/10.1353/pla.2004.0010.

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38

Deroo, Matthew R., and Vaughn W. M. Watson. "“Air I Breathe”: Songwriting as Literacy Practices of Remembrance." Journal of Literacy Research 52, no. 2 (2020): 158–79. http://dx.doi.org/10.1177/1086296x20915518.

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This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of literary practices of remembrance, highlighting the public sharing

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39

Hashem, Rabab. "Diglossia and Arabic Literacy: From Research to Practice." British Journal of Education 10, no. 11 (2022): 1–13. http://dx.doi.org/10.37745/bje.2013/vol10n11113.

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Arabic-speaking children acquire literacy in a diglossic manner in which the variety of language engaged for reading and writing at school—referred to here as literary Arabic (LA)—differs from the variety they engage when speaking at home. Literacy acquisition in such a context necessitates teaching practices take into consideration the differences between spoken and literary varieties of language to assist children to bridge the gap between them. This study explores how Saudi teachers of kindergarten-level students perceive the effect of diglossia on the initial stages of literacy acquisition

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Schneider, Cindy. "Talking around the texts." Written Language and Literacy 19, no. 1 (2016): 1–34. http://dx.doi.org/10.1075/wll.19.1.01sch.

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This paper examines the role of literacy as it is practiced in a multilingual community on the Gazelle Peninsula in East New Britain Province, Papua New Guinea. Ethnographic observational fieldwork and semi-structured interviews reveal how literacy plays out in six common domains of everyday life: public discourse, home, school, church, health care, and government. Following Street (1984, 1995), an ideological framework is used to explore the unique cultural context of literacy in this community. It is found that: (a) the community venerates external standards of literacy, at the expense of lo

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Haneda, Mari, and Gumiko Monobe. "Bilingual and biliteracy practices." Journal of Asian Pacific Communication 19, no. 1 (2009): 7–29. http://dx.doi.org/10.1075/japc.19.1.02han.

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In this paper, we report the findings of our qualitative inquiry conducted with two male and two female sojourner students in their early teens living in the United States. Sojourner students, an under-researched population in literacy studies, refers to expatriate children who reside and study abroad for a number of years because of their parents’ jobs and who anticipate eventual return to their home country. Our participants were Japanese sojourner students. Drawing on multiple sources of data, including the students’ literacy logs that documented their reading and writing activities in Japa

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42

Hasselquist, Laura, and Tracy Kitchel. "Factors of Influence on Classroom Literacy Practices." Career and Technical Education Research 44, no. 2 (2019): 32–55. http://dx.doi.org/10.5328/cter44.2.32.

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Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers ha

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Kennedy, Jamaul. "Literacy Matters." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (2020): 10–30. http://dx.doi.org/10.4018/ijcdlm.2020070102.

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Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived i

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Broz, William. "Literacy License." Voices from the Middle 10, no. 3 (2003): 43–45. http://dx.doi.org/10.58680/vm20032475.

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Notes that the author’s concern is in identifying an old focus of literacy instruction and giving teachers license to leave it behind to make room for new recommended practices. Suggests that this article is a license to discard time-consuming practices to make room for more meaningful literacy activities.

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Nafisah, Raudhatun, Rizky Amalia Syahrani, Firman Parlindungan, and Alfin Khairi. "Literacy Practices of Indonesian College Students Participating in One Semester Off-Campus Program." Linguists : Journal of Linguistics and Language Teaching 10, no. 1 (2024): 15. http://dx.doi.org/10.29300/ling.v10i1.4151.

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Although there is a growing consensus in research that literacy practices can inform growth in literacy competence, there remains a dearth of studies explaining what and how Indonesian college students interact with texts in off-campus contexts. The objectives of this study are two folds: (1) to identify types of literacy practices carried out by Indonesian undergraduate students; and (2) to study the differences in use of the literacy practices between high rating and low rating students. As many as 200 Indonesian undergraduate students participated in this study. They were asked to complete

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Liu, Yilin. "21st Century Literacy Practices and Communities." Journal of Higher Education Research 3, no. 3 (2022): 335. http://dx.doi.org/10.32629/jher.v3i3.889.

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This essay aims to reflect on my own stories and experiences in relation to the meaning of literacy in the current 21st century communities and the pandemic world. The essay discusses the importance of academic literacy and English literacy to international students and young people. In order to have a deeper understanding of how students’ literacy has been changed through the COVID-19 period. Hence, a qualitative research was employed. A total of 12 international students were involved in this study. Through a group conversation, the research found out that students’ language skills (reading,

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47

Parlindungan, Firman. "EXPLORING LITERACY PRACTICES IN A SECOND LANGUAGE." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (2017): 115. http://dx.doi.org/10.15639/teflinjournal.v28i1/115-132.

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There has been a consensus in research and practices that social and cultural aspects of lives contribute to literacy development, particularly in second language learning. The conception of literacy has been shifting from the lens of formal literacy learning in school settings into broader opportunities in sociocultural contexts, and some may exclusively look at the intersection between the two. In this article, I discuss the concept of continuities of literacy development and out-of-school literacy practices by carefully interpreting empirical research that have been done in the last decade.

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REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations

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Silva Júnior, Silvio Nunes da. "TIC, LETRAMENTO DIGITAL E ENSINO DE LITERATURA." Cadernos de Educação Tecnologia e Sociedade 12, no. 4 (2019): 354. http://dx.doi.org/10.14571/brajets.v12.n4.354-361.

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This text proposes to relate the studies on literary literacy, digital literacy and literature teaching, a relationship that dialogues theoretical and methodological perspectives in which important practices are inserted for the performance of teachers and researchers of applied linguistics and education, contributing, above all, to that the classrooms become reflective spaces that can go beyond the concept of literacy that circulates in the scientific scenario.

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Qaisar, Abbas Aminah Qayyum Ishra Batool Farhan Ali Khaskheli Sarfaraz Ahmed Bhutto. "Teachers' Practices Towards Strengthening Digital Literacyskills." Multicultural Education 9, no. 1 (2023): 25. https://doi.org/10.5281/zenodo.7521461.

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<em>Regarding the global scenario due to the pandemic, the world is moving towards virtual. The need for digital literacy is inevitable. Therefore, this study aimed to investigate teachers’ knowledge of digital literacy and practices towards strengthening digital literacy skills through online learning platforms. In this research, three objectives were developed such as (1) to assess the existing level of knowledge ofdigital literacy skills of the teachers (2) to exploreattitudes of secondary school towardsstrengthening digital literacy skills, and (3) to investigate teachers’ prac

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