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Relevant bibliographies by topics / Literacy – Puerto Rico

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Academic literature on the topic 'Literacy – Puerto Rico'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Literacy – Puerto Rico"

1

Torres, Francisco L., and Carmen L. Medina. "Cuentos Combativos: Decolonialities in Puerto Rican Books About María." Journal of Literacy Research 53, no. 2 (April 24, 2021): 242–64. http://dx.doi.org/10.1177/1086296x211009294.

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Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociopolitical perspectives within a Puerto Rican imaginary around Hurricane María, communal and historical agency, and emerging resistance as decolonial literary acts. We then provide a more in-depth analysis of two texts, exploring the themes of estamos bien, delinking, one story/one people, and acción social. Findings highlight the need to engage with ruptures created by texts within decolonial imaginative spaces to improve literacy instruction.

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C, Barba, Dávila-Roman A, Clay O, Wadley V, Andel R, Garcia Gurucharri A, and Crowe M. "A-031 Early Childhood Quality of Education and Late-Life Cognitive Function in a Population-Based Sample from Puerto Rico." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 821. http://dx.doi.org/10.1093/arclin/acaa068.031.

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Abstract Objective Education quality may be related to disparities in late-life cognition in the U.S. We examined whether years of education and indicators of childhood quality of education (QOE) are associated with cognitive decline and cognitive impairment (CI) in older Puerto Ricans. Method Participants included 3,883 community-dwelling older adults aged 60+ years from the Puerto Rican Elderly: Health Conditions Study without CI at baseline. A composite of QOE included school year length, student-teacher ratio, attendance, and literacy levels for each municipality from Census and education reports (1926–1945). Cognitive functioning was measured by the minimental Cabán (MMC) at baseline and four-year follow-up. CI was assigned when MMC score was < 11 points. Covariate-adjusted logistic and linear regression models were used to examine incident CI and decline, respectively. Results Participants reported 8 years of education on average. Years of education (OR = 0.84; 95% CI = 0.79, 0.90; p = < .0001) was associated with a lower risk of incident CI but QOE was not (p = .37). In covariate-adjusted models, QOE (F(8, 2482) = 96.87, p < .05, R2 = .24) was significantly associated with cognitive decline. However, when years of education was added to the model, QOE was no longer statistically significant (p = .34). Conclusions This study provides further evidence that years of education and QOE are important factors for understanding risk of negative cognitive outcomes in older age, and that for this older Puerto Rican sample, years of education and literacy largely explained associations between QOE and late-life cognition.

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Rodríguez, Ketty, Lourdes Cádiz, and Snejanka Penkova. "Integration of information literacy skills into the core business curriculum at the University of Puerto Rico Río Piedras." Journal of Business & Finance Librarianship 23, no. 2 (May 18, 2018): 117–30. http://dx.doi.org/10.1080/08963568.2018.1467168.

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Mogobe, Keitshokile Dintle, Sheila Shaibu, Ellah Matshediso, Motshedisi Sabone, Esther Ntsayagae, Patrice K. Nicholas, Carmen J. Portillo, et al. "Language and Culture in Health Literacy for People Living with HIV: Perspectives of Health Care Providers and Professional Care Team Members." AIDS Research and Treatment 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/5015707.

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Low health literacy has been linked to inadequate engagement in care and may serve as a contributor to poor health outcomes among people living with HIV and AIDS. The purpose of this paper was to examine the perspectives of health care providers and professional care team members regarding health literacy in HIV disease. A secondary data analysis was conducted from a qualitative study aimed at understanding factors that help an HIV positive person to manage their HIV disease. Data were collected from sites in Botswana, the US, and Puerto Rico. In the parent study, data were collected through focus group discussions with 135 people living with HIV, 32 HIV health care providers (HCPs), and 39 HIV professional care team members (PCTMs). SPSS was used to analyze quantitative data while ATLAS.ti was used to analyze qualitative data. The findings from analyses of the perspectives of HCPs/PCTMs suggested that linguistic and cultural factors were important themes in the exchange of HIV information between health care providers and PLHIV. These themes included ineffective communication, health seeking behavior, cultural facilitators, and complementary and alternative/traditional healing methods. Thus, this study suggests that language and culture have a major role in health literacy for PLHIV.

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Duchesne Winter, Juan. "Presentación, Puerto Rico Caribe." Revista Iberoamericana 75, no. 229 (May 6, 2010): 933–41. http://dx.doi.org/10.5195/reviberoamer.2009.6619.

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6

Gorgojo Iglesias, Raisa. "Apuntes para la contextualización de la creación literaria desde el margen: el neobarroco digital." Revista Internacional de Culturas y Literaturas, no. 23 (2020): 111–24. http://dx.doi.org/10.12795/ricl.2020.i23.08.

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La democratización tecnológica abre la puerta a un análisis con perspectiva feminista, dado que las tradicionales trabas al acceso a la creación literaria parecen difuminarse. Esta es una propuesta para contextualizar los nuevos textos surgidos al margen de lo canónico y con soportes virtuales que pretende imbricar las teorías sobre Hipermodernismo y Neobarroco, que estudian el horror vacui de la narrativa actual, pero que no dialogan entre sí.

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López. "A Puerto Rico Reading List." World Literature Today 94, no. 4 (2020): 76. http://dx.doi.org/10.7588/worllitetoda.94.4.0076.

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Yanique, Tiphanie. "PLANT OF CONTRADICTIONS: PUERTO RICO." Yale Review 106, no. 3 (2018): 92–107. http://dx.doi.org/10.1353/tyr.2018.0042.

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Miguel, Yolanda Martínez-San. "Literatura y paternalismo en Puerto Rico." Revista de Crítica Literaria Latinoamericana 21, no. 41 (1995): 266. http://dx.doi.org/10.2307/4530810.

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Arbino, Daniel. "“The Gifts of the Hurricane:” Reimagining Post-María Puerto Rico through Comics." eTropic: electronic journal of studies in the Tropics 20, no. 2 (September 10, 2021): 156–79. http://dx.doi.org/10.25120/etropic.20.2.2021.3815.

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Although the media framed Hurricanes Irma and María and their aftermath as a tragedy, and indeed it was, a small literary canon has emerged that explores the storms as an opportunity to rethink Puerto Rico’s future. The aftermath of the hurricanes impacted cultural production two-fold; by forcing writers to engage with climate change, while also rethinking the colonial relationship that Puerto Rico has with the United States. Looking specifically at selections from English- and Spanish-language comic anthologies Ricanstruction (2018), Puerto Rico Strong (2018) and Nublado: Escombros de María (2018) as well as single-author graphic novels like María and Temporada (2019), I explore how authors used Hurricane María as a catalyst to reimagine and recreate a more autonomous future for the island through decolonial imaginaries, a notion laid out by Emma Pérez. Despite their different approaches to Puerto Rico’s future, the comics’ commonality lies in counter-narratives that espouse community values, indigeneity, innovation, and reclamation of nature as a means to confront hardship. Together they produce alternative modalities for transcending the vulnerabilities of debilitating disasters brought on by climate change. They offer a return to pre-colonial values combined with new technologies to empower the island to break from the United States and withstand future storms.

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Dissertations / Theses on the topic "Literacy – Puerto Rico"

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Saez, Vega Ruth Jeannette. "The Literacy of Puerto Rican Children in a Whole Language Kindergarten: An Ethnographic Case Study." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565571.

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Alvarez, Enid. "Information Sources That Influence the Financial Literacy of Puerto Rican College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7269.

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Researchers agree that Puerto Ricans lack basic financial knowledge that would allow them to participate in the financial system actively. However, the literature did not provide any data about the knowledge transmission practices that Puerto Ricans use to gather and transmit financial knowledge. As a result, there was a limited understanding of the social learning processes used by Puerto Rican college students to make financial decisions. Using consumer socialization and family financial socialization models as the theoretical framework, the purpose of this quantitative, nonexperimental study was to identify the information sources that Puerto Ricans use to gather financial knowledge. A sample of 198 Puerto Rican college students answered a portion of the College Student Financial Literacy Survey. The research questions examined the preference of 4 financial information sources, their level of influence, and the impact of exposure frequency of these socialization agents. Descriptive statistics showed that participants preferred to gather financial knowledge from parents. A combination of one-way ANOVA and RMANOVA confirmed that parents also had the highest level of influence. The results of a multiple linear regression test suggested that the frequency of exposure did not predict the financial knowledge of students in the sample. The outcomes of this study may be helpful in optimizing the communication vehicles used to transmit financial knowledge to the public. Researchers, educators, and policymakers may also use this study as foundation for the development of effective financial education strategies that will promote positive social change in Puerto Rico.

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Dominguez, Noraida. "Online Learning Communities: Enhancing the Acquisition of Information Skills by Undergraduate Students of the University of Puerto Rico at Carolina." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/350.

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Despite the efforts that have been made to develop the information skills of undergraduate students, there are still limitations that one shot sessions of face-to-face library instruction or online tutorials present when they are the only options used to develop specific information skills in students. The purpose of this study was to investigate if the design and implementation of online learning communities are effective in supporting students while they are developing specific information skills. To prove this effectiveness, the use of online learning communities was compared to two other options of delivering instruction: online tutorials and one shot sessions of face-to-face instruction. Participants in this study were undergraduate students registered in four sections of an English course. The first group was the control group; they received one session of library face-to-face instruction. The second group participated through the online learning community. The third group completed four online tutorials, and the fourth group completed four online tutorials and participated through the online learning community. Data was gathered through two sources: (1) a pre-test and a post-test administered to all four groups, and (2) focus groups performed on all groups except the control group. After running ANOVA on the pre-test scores and not finding significant differences, ANOVA was run again on the post-test scores. The results from the post-test revealed that there was significant statistical difference among the four groups. The follow-up Tukey test revealed that the scores from the online learning community group significantly differed from the other groups, proving it to be the most effective treatment. On the other hand, the online tutorial group did not perform in a better way than the other groups, but when the online tutorial was combined with the online learning community treatment, the group performed significantly better than when the online tutorial was the treatment alone. When analyzing the results from the focus groups, the results indicated that the students that participated through the online learning community were more satisfied with the experience, than the participants in the other two groups. Lastly, the researcher made recommendations to enhance the development of specific information skills.

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Andrades-Garay, Carmen T. "Effects of methods of teaching computerized family budgeting to literate and non-literate women in Puerto Rico /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076414649.

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Books on the topic "Literacy – Puerto Rico"

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Muckley, Robert L., and Adela Martínez-Santiago. Stories from Puerto Rico =: Historias de Puerto Rico. Lincolnwood, Ill., U.S.A: Passport Books, 1999.

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2

Arrillaga, Carlos Gaztambide. Antología de la obra literaria y científica de la familia García de Quevedo de Puerto Rico: Versos, prosa, arte, filosofía, ciencia y periodismo. [Hato Rey, P.R: Ramallo Bros., 1985.

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Carmelo, Rosario Natal, and Grupo de Estudios sobre la Biografía, eds. La biografía en Puerto Rico: Ensayos sobre historia, teoría, praxis, metodología. San Juan, P.R: Ediciones Puerto, 2010.

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4

Congreso sobre la Historia, Teoría y Praxis de la Biografía en Puerto Rico (1st 2010 San Juan, P.R.). La biografía en Puerto Rico: Ensayos sobre historia, teoría, praxis, metodología. San Juan, P.R: Ediciones Puerto, 2010.

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5

Las vanguardias literarias en el Caribe: Cuba, Puerto Rico y República Dominicana : bibliografía y antología crítica. Madrid: Iberoamericana, 2010.

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6

Bobo's magic wishes: A story from Puerto Rico (Invitations to literacy). Houghton Mifflin, 1999.

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7

Muckley, Robert L., and Adela Martinez-Santiago. Stories from Puerto Rico. McGraw-Hill, 1999.

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8

Cofer, Judith Ortiz. El Deli Latino. University of Georgia Press, 2006.

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9

Caronan, Faye. Revising the Colonialism-as-Romance Metaphor. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039256.003.0003.

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This chapter examines how Esmeralda Santiago's América's Dream and Jessica Hagedorn's Dogeaters represent the rape of Puerto Rico and the Philippines through scattered references to United States bases, commodities, movie stars, and news. Although literary representations of rape in a colonial context often represented only the fear of foreign intrusion and the reality of conquest and colonialism, the chapter argues that Santiago and Hagedorn rewrite this narrative to capture the complexity of neocolonialism in Puerto Rico and the Philippines and to capture how global power has been rearticulated in the neocolonial era. Their novels also challenge the gendered assumption at the heart of this metaphor: women are the property of men.

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Book chapters on the topic "Literacy – Puerto Rico"

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Medina, Carmen Liliana, and Sandra L. Soto-Santiago. "Critical Literacy in Puerto Rico." In The Handbook of Critical Literacies, 203–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023425-23.

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Oloff, Kerstin. "Alimentary Gothic: Horror, Puerto Rico and the World-Food-System." In Literary and Cultural Production, World-Ecology, and the Global Food System, 193–214. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76155-4_9.

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"Literacy, Class, and Sexuality in the Debate on Women’s Suffrage in Puerto Rico During the 1920s." In Puerto Rican Women's History: New Perspectives, 153–80. Routledge, 2015. http://dx.doi.org/10.4324/9781315701356-14.

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Smith, Howard L., and Kalpana Mukunda Iyengar. "My Friends and Family." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 316–29. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch017.

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This chapter documents an activity during a Family Literacy Night in Latino community of the Southwest. All of the families participating were of Spanish-speaking (i.e., México, El Salvador, Puerto Rico). From a socio-cultural perspective, three points became clear through the interaction: (1) as parents and children collaborated around short texts, they were able to share their individual schema as well as their social, cultural, and linguistic capitals in conversation and in writing Spanish and English; (2) parents naturally assumed the role of mentor throughout the writing sessions; (3) when afforded topic choice and scaffolding for cultural adhesion, students generate texts that reflect their personal perspectives and lived experiences. Thematic analysis of the data revealed that the ELL writers signaled their quotidian concerns and challenges as the reasons for wanting a s/hero. The results argue that, for increased writing in English, educators are well advised to frame school tasks within their students' cultures.

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Plough, Alonzo L. "Chapter 9 Spotlight: A Just Recovery for Puerto Rico." In Culture of Health in Practice, 171–72. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071400.003.0014.

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Just two months after Hurricane Maria hit Puerto Rico in September 2017, Elizabeth Yeampierre returned to the home of her ancestors. “I went with a really heavy heart,” she said of her return to Puerto Rico. “My heart literally hurt.” The devastation was excruciating to see—neighborhoods completely destroyed, the grief of widespread death, the struggle to clear the wreckage and rebuild without electricity, food, running water, or supplies. “It was like a chapter out of Octavia Butler’s...

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Ramos, E. Carmen. "Between Civilization and Barbarism." In Picturing Cuba, 30–50. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9781683400905.003.0003.

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Art historian and curator E. Carmen Ramos focuses on the pioneering but problematic work of the nineteenth-century Spanish painter and caricaturist, Víctor Patricio de Landaluze, who spent much of his adult life in colonial Cuba. Despite his opposition to Cuba’s independence from Spain, Landaluze was one of the leading practitioners of costumbrismo (genre painting, or the literary and artistic representation of local customs) on the island, portraying human “types” such as Creole landowners, slaves, former slaves, mulatas, and guajiros (peasants). By the end of the nineteenth century, Landaluze had documented many aspects of Afro-Cuban daily life—including religion, music, and dance—all while, according to Ramos’s analysis, perpetuating the racial stereotypes of African savagery that was common in other former slave societies such as Brazil, the United States, and Puerto Rico. A close look at one of Landaluze’s most famous paintings, Corte de caña (Cutting Sugar Cane, 1874), reveals the racial anxieties among the peninsular Spanish, as well as some members of the Creole elite, provoked by the slaves’ emancipation and the war of national liberation in Cuba.

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Conference papers on the topic "Literacy – Puerto Rico"

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Bravo-Rivera, Christian, Manuel Díaz-Ríos, Ariadna Aldarondo-Hernández, Bermary Santos-Vera, Liorimar Ramos-Medina, María Inés De Jesús-Burgos, Héctor Bravo-Rivera, et al. "NeuroBoricuas: a novel approach for incorporating neuroscience education in schools of Puerto Rico." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8223.

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Puerto Rico is in dire need of transforming its education system to counter the current economic recession and ensure a future with talented Puerto Ricans at the forefront of scientific research and technology development. Here we present a group of neuroscientists and educators, the NeuroBoricuas, committed to revolutionize the scientific culture of Puerto Rico by incorporating neuroscience research training and inquiry-based activities in public and private schools. We carry out our vision through diverse methods, such as community outreach activities, where we promote neuroscience literacy using diverse learning activities. In parallel, we are designing a neuroscience course and textbook with educators to be implemented in schools. We also established neuroscience laboratories in K-12 schools and trained science teachers to manage such laboratories, using equipment from the company “Backyard Brains”. These laboratory experiences are integrated into the academic curriculum in high schools and the equipment is also available for students interested in designing their independent research projects. Lastly, we are expanding a network of committed scientists who partner with educators to help nurture future neuroscientists early in their academic endeavors. Here, we describe our trajectory and our approach to transform scientific education in Puerto Rico.

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