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1
Twaddle, Michael. "Some Implications of Literacy in Uganda." History in Africa 38 (2011): 227–55. http://dx.doi.org/10.1353/hia.2011.0009.
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During the last fifty years, several debates have waxed and waned regarding the implications of literacy for African history. Among social scientists in general and social anthropologists in particular, Jack Goody and Ian Watt's survey of “The Consequences of Literacy” (1963) for hitherto preliterate or partially literate and now modernizing societies, drew attention to one suggested transformation: “The importance of writing lies in its creating a new medium of communication. (…) Its essential service is to objectify speech, to provide language with a material correlative, a set of visible signs. In this material form speech can be transmitted over space and preserved over time; what people say and think can be rescued from the transitoriness of oral communication.” The consequences, in Goody and Watt's view, were immensely important: “In oral societies the cultural tradition is transmitted almost entirely by face-to-face communication; and changes in its content are accompanied by the homeostatic process of forgetting or transforming those parts of the tradition that cease to be either necessary or relevant. Literate societies, on the other hand, cannot discard, absorb or transmute the past in the same way. Instead, their members are faced with permanently recorded versions of the past and its beliefs; and because the past is thus set apart from the present, historical enquiry becomes possible. This in turn encourages scepticism; and scepticism, not only about the legendary past, but about received ideas about the universe as a whole.”
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Okello Candiya Bongomin, George, Joseph Mpeera Ntayi, John C. Munene, and Isaac Nkote Nabeta. "Social capital: mediator of financial literacy and financial inclusion in rural Uganda." Review of International Business and Strategy 26, no. 2 (June 6, 2016): 291–312. http://dx.doi.org/10.1108/ribs-06-2014-0072.
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Purpose The purpose of this paper is to examine the mediating role of social capital in financial literacy and financial inclusion relationship in rural Uganda. The major aim is to establish the role of social capital in the relationship between financial literacy and financial inclusion. Design/methodology/approach The paper adopts and uses MedGraph programme (Excel version 3.0), Sobel and Kenny and Baron tests to test the mediation effect of social capital in the relationship between financial literacy and financial inclusion. Findings The results reveals that social capital is a significant mediator in the relationship between financial literacy and financial inclusion of rural poor in Uganda. Financial literacy did not have a direct effect on financial inclusion, but through full mediation of social capital. Existence of social capital into the relationship boosts the relationship between financial literacy and financial inclusion by 61.6 per cent among rural poor households in Uganda. Thus, the finding suggests that with the absence of social capital, financial literacy may fail to enhance the level of financial inclusion among rural poor households in Uganda. Research limitations/implications This study adopted only single research approach using a questionnaire. However, future research through interview may be of importance. Besides, for the purpose of triangulation, a study involving financial institutions’ staff may be viable. Moreover this study was limited by the fact that it was cross-sectional. Furthermore, a longitudinal study may be useful in future to investigate the mediating impact of social capital spanning over a long period of time. Practical implications Managers, policymakers and financial inclusion practitioners should advocate and embark on building social capital among rural communities, so as to improve on the level of financial inclusion. Originality/value While a large body of research has been carried out on financial literacy, this paper is the first to test the mediating role of social capital in the relationship between financial literacy and financial inclusion, especially in rural Uganda. This study generates evidence and contributes to the powerful influence of social capital in enhancing the level of financial inclusion based on financial literacy.
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Muyinda, Herbert, J. Seeley, H. Pickering, and T. Barton. "Social aspects of AIDS-related stigma in rural Uganda." Health & Place 3, no. 3 (September 1997): 143–47. http://dx.doi.org/10.1016/s1353-8292(97)00010-5.
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Korutaro Nkundabanyanga, Stephen, Denis Kasozi, Irene Nalukenge, and Venancio Tauringana. "Lending terms, financial literacy and formal credit accessibility." International Journal of Social Economics 41, no. 5 (May 6, 2014): 342–61. http://dx.doi.org/10.1108/ijse-03-2013-0075.
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Purpose – The purpose of this paper is to investigate the relationship between commercial bank lending terms, financial literacy and access to formal credit by small and medium enterprises (SMEs). Design/methodology/approach – In this cross-sectional study, the authors surveyed 384 business owners or managers of SMEs in Uganda. The authors applied confirmatory factor analysis to reduce the number of factors and identify the important elements that capture commercial lending terms, financial literacy and access to formal credit. The authors put forward and tested two hypotheses relating to the significance of the relationship between perceived commercial bank lending terms, financial literacy and access to formal credit using structural equation modelling with analysis of moment structures 18. Findings – The results suggest a positive and significant relationship between perceived commercial bank lending terms, financial literacy and access to formal credit. Moreover, the ANOVA results serendipitously show that access to formal credit varies with type of business and turnover. However, collateral and loan repayment periods are not observed variables for commercial bank lending terms. The most significant observed variable for commercial bank lending terms is interest rates. This, together with financial literacy, explains 31 per cent of the variances in access to formal credit by SMEs in Uganda. Research limitations/implications – The study is limited to the SME firms registered and operating in Kampala, Uganda and it is possible that the results are only applicable to these firms in Uganda. Nevertheless, the findings have implications to commercial banks wishing to improve the turnover of their micro-lending schemes. Practical implications – Efforts by the stakeholders to improve financial literacy of SMEs owners and managers must be matched with favourable interest rates if access to formal credit is to be enhanced. Social implications – The findings also have implications for governments aiming at improving access to finance to overcome income inequality problems, and also improve their growth. Originality/value – The results provide initial evidence of the aggregate explanatory power of interest rates and financial literacy for the criterion variable, access to formal credit by SMEs.
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Bongomin, George Okello Candiya, John C. Munene, Joseph Mpeera Ntayi, and Charles Akol Malinga. "Nexus between financial literacy and financial inclusion." International Journal of Bank Marketing 36, no. 7 (October 1, 2018): 1190–212. http://dx.doi.org/10.1108/ijbm-08-2017-0175.
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Purpose Premised on the argument that cognition structures the way how individuals think and make decisions, the purpose of this paper is to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Design/methodology/approach The study used cross-sectional research design and quantitative data were collected and analyzed using Statistical Package for Social Sciences. Baron and Kenny guidelines were adopted to test for existence of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Furthermore, ModGraph excel software was used to establish the magnitude of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Findings The results revealed that cognition significantly moderate the relationship between financial literacy and financial inclusion of the poor in rural Uganda. In addition, both cognition and financial literacy also have direct effects on financial inclusion of the poor in rural Uganda. Research limitations/implications The study adopted cross-sectional research design and data were collected by use of only questionnaires. Future studies through longitudinal research design may be employed. Besides, further studies using interviews may be adopted. Furthermore, this study collected data from only tier 3 financial institutions, thus, ignoring the other financial institutions. Future studies could focus on financial institutions under the other tiers. Practical implications The findings from the study enlightens policy-makers, managers of financial institutions, and financial inclusion advocates on the importance of cognition in enhancing financial literacy among the poor, especially in rural Uganda. Cognition combined with financial literacy helps the poor to make wise financial decisions and choices toward consuming financial services and products provided by formal financial institutions. This leads to increased scope of financial inclusion of the poor in rural Uganda. Therefore, advocates of financial literacy should assess community cultural cognition and utilize them to design and fashion effective financial literacy interventions that can promote financial inclusion. Originality/value The study uses Baron and Kenny and ModGraph excel software to test for the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. While several studies exist worldwide on financial inclusion, this study is the first to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural areas in a developing country context.
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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.
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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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Akello, Judith Abal, Evelyn Lutwama-Rukundo, and Peace Musiimenta. "Functional Adult Literacy." Adult Education Quarterly 67, no. 2 (January 11, 2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.
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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.
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Goldberg, Daniel S. "Justice, Health Literacy and Social Epidemiology." American Journal of Bioethics 7, no. 11 (November 22, 2007): 18–20. http://dx.doi.org/10.1080/15265160701638579.
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MPAATA, Eva, Ernest SAINA, and Naomi KOSKEI. "Social Influence and Saving Behavior among Micro and Small Enterprise Owners in Kampala, Uganda: A Moderated Mediation Model of Financial Literacy and Self-Control." Nile Journal of Business and Economics 7, no. 17 (April 30, 2021): 67–92. http://dx.doi.org/10.20321/nilejbe.v7i17.04.
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This research uses cross-sectional data from 430 micro and small enterprise owners in Kampala, Uganda, to examine the indirect effect of financial literacy on the relationship between social influence and savings behavior. In addition, the study examines the moderating effect of self-control on the relationship between financial literacy and savings behavior, in addition to its moderating role in the relationship between social influence and saving behavior. Finally, it studies the moderating effect of self on the indirect effect of financial literacy on the relationship between social influence and saving behavior. The study is motivated by social cognitive and social capital theories. For the analysis of data, Process Macro is used. Results show that social influence significantly predicts savings behavior, and financial literacy partially mediates by this relationship. Furthermore, self-control moderates the relationship between social influence and savings behavior and also the relationship between financial literacy and savings behavior. Lastly, self-control has a conditional impact on the indirect relationship between social influence and savings actions through financial literacy. Such results add new knowledge to literature and theory.
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Webb, Jennifer. "Social aspects of chronic transfusions: addressing social determinants of health, health literacy, and quality of life." Hematology 2020, no. 1 (December 4, 2020): 175–83. http://dx.doi.org/10.1182/hematology.2020000104.
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Abstract Chronic monthly transfusions are a lifesaving preventative therapy for many patients with sickle cell disease; however, the burden of this therapy for patients and families is high. In the United States, there is overlap in the population affected by sickle cell disease and those with the greatest burden of social needs. Hematology providers caring for patients with SCD have an opportunity to screen for and mitigate social determinants of health, especially in those receiving chronic transfusion therapy given the frequent interactions with the healthcare system and increased demand on already potentially limited resources. Given the complexity of the treatment and medication regimens, providers caring for patients receiving chronic transfusions should implement universal strategies to minimize the impact of low health literacy, as this therapy imposes a significant demand on the health literacy skills of a family. Despite the social and literacy burden of this intervention, it is reassuring that quality of life is preserved as patients with SCD on chronic transfusion therapy often report higher health related quality of life than their peers receiving other disease modifying therapies.
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Musalina, Musalina, La Tahang, and Erniwati Erniwati. "Kemampuan Literasi Teknologi Siswa Kelas X pada Program Keahlian Multimedia: Analysis & Deskripsi." Jurnal Penelitian Pendidikan Fisika 4, no. 1 (January 1, 2019): 1. http://dx.doi.org/10.36709/jipfi.v4i1.14137.
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This study aims to determine the results of students' technological literacy abilities on technical aspects, cognitive aspects and social aspects. The object in this study was class X students on a multimedia expertise program with 100 people. This research uses descriptive-quantitative research methods. The instrument used in this study was a student technology literacy questionnaire. The type of data obtained is quantitative data obtained from the student's technological literacy abilities questionnaire. Data analysis procedures in this study were: (1) calculating the total score from the questionnaire for each student; (2) determine the value of students' technology literacy abilities for each indicator; and (3) categorizing students' technology literacy abilities based on technical, cognitive and social aspects. The results of the technology literacy ability of the tenth grade students of the multimedia expertise program at SMKN 4 Kendari for each aspect, namely the technical aspects, 84.75% are in the good category in the cognitive aspect, 71.06% are in the quite good category. and in the social aspect, 86, 31% are in the very good category. Thus it can be concluded that students' technological literacy skills, especially in the cognitive aspects are still low and need to be improved so that in the future they can compete in technological development. Therefore, further researchers are advised to focus on cognitive aspects.
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Okello Candiya Bongomin, George, and John C. Munene. "Examining the role of institutional framework in promoting financial literacy by microfinance deposit-taking institutions in developing economies." Journal of Financial Regulation and Compliance 28, no. 1 (November 18, 2019): 16–38. http://dx.doi.org/10.1108/jfrc-12-2018-0158.
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Purpose This paper aims to examine the role of institutional framework of regulative, normative, and cultural-cognitive in promoting financial literacy by microfinance deposit-taking institutions in developing economies with a specific focus on rural Uganda. Design/methodology/approach Data were collected from a total sample of 400 respondents who are clients of promotion of rural initiatives development enterprises microfinance deposit-taking institution using a questionnaire and analysis of moment structures (AMOS) was adopted to analyze the data to examine the role of institutional framework of regulative, normative, and cultural-cognitive in promoting financial literacy by microfinance deposit-taking institutions in developing economies with a specific focus on rural Uganda. Findings The results indicated that institutional framework of regulative, normative, and cultural-cognitive significantly and positively promotes financial literacy by microfinance deposit-taking institutions in developing economies, especially in rural Uganda. The existence of institutional framework of regulative (codified rules and laws), normative (shared beliefs/values and norms), and cultural-cognitive (shared conception and interpretation) promotes financial literacy by microfinance deposit-taking institutions in rural Uganda. The structural equation model constructed by use of AMOS revealed that the institutional framework of regulative, normative, and cultural-cognitive explains 27 per cent of the variation on the role of microfinance deposit-taking institutions in promoting financial literacy in rural Uganda. Research limitations/implications This study was purely cross-sectional with data collected at a specific point in time. Therefore, future studies through longitudinal research design can be adopted to test for the hypotheses derived under this study. In addition, only quantitative data collected by use of a semi-structured questionnaire was used in this study. Further studies may consider the use of interviews to get in-depth responses from the respondents. Practical implications Advocates of financial literacy programs in developing economies should consider the existence of institutional framework of regulative, normative, and cultural-cognitive, which helps in promoting financial literacy by microfinance deposit-taking institutions. Indeed, the existence of state legislation to teach people about how to manage their money can promote financial literacy. Besides, normative behavior among individuals within a social setting can lead to increased likelihood that they will engage and participate in a particular financial literacy drive. Correspondingly, cognition, especially fluid intelligence that changes as people age may also help individuals to invoke several dimensions of cognitive skills to make informed financial decisions. Originality/value The current study adds to the existing body of knowledge by examining the role of institutional framework of regulative, normative, and cultural-cognitive in promoting financial literacy by microfinance deposit-taking institutions in developing economies. There is deficiency in the link between the institutional framework under the theory of institutions and financial literacy, especially in developing economies where there is great need for financial literacy among the poor.
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Okello Candiya Bongomin, George, Joseph Mpeera Ntayi, and Charles Akol Malinga. "Analyzing the relationship between financial literacy and financial inclusion by microfinance banks in developing countries: social network theoretical approach." International Journal of Sociology and Social Policy 40, no. 11/12 (June 24, 2020): 1257–77. http://dx.doi.org/10.1108/ijssp-12-2019-0262.
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PurposeThe main purpose of this study is to establish the mediating effect of social network in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries.Design/methodology/approachThe study adopted a cross-sectional research design and data were collected from the poor who resides in rural Uganda. Structural equation modelling (SEM) through analysis of moment structures (AMOS) was used to analyze the data. Bootstrap approach with 5,000 samples was run to establish the mediating effect of social network in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries.FindingsThe results showed that social network significantly and positively mediate the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries. In addition, financial literacy also has a direct significant and positive effect on financial inclusion. Overall, the findings suggest that the presence of social network fully mediate the effect of financial literacy on financial inclusion of the poor by microfinance banks in developing countries.Research limitations/implicationsThis study adopted a cross-sectional research design and data were collected using a semi-structured questionnaire. Future studies could adopt longitudinal research design to establish the dynamic characteristics of the samples under study over time. Besides, this study collected data from only poor households who were clients of microfinance banks located in rural Uganda. It ignored the other section of the population who were not the poor. Therefore, future studies could use the other section of the population who are clients of commercial banks.Practical implicationsThe advocates of financial literacy and managers of microfinance banks in developing countries should ensure using existing local structures such as community and village associations to conduct financial literacy training. The village associations help in mobilizing members who are close-knit based on the existing societal ties that can be used as a channel for disseminating vital financial literacy information. Indeed, financial literacy workshops, seminars, and business clinics can be easily conducted to individuals who are members of the village associations.Originality/valueThis paper integrates social network theory in the relationship between financial literacy and financial inclusion of the poor by microfinance banks in developing countries. Social network acts as a conduit through which financial knowledge and skills flow to increase the scope of financial inclusion of the poor in developing countries.
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Az-Zahra, Hafni Resa, Sarkadi Sarkadi, and Ishak Gary Bachtiar. "Students’ Social Literacy in their Daily Journal." Mimbar Sekolah Dasar 5, no. 3 (December 26, 2018): 162. http://dx.doi.org/10.17509/mimbar-sd.v5i3.12094.
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This study was aimed to determine the students’ social literacy in their daily journals at grade four of Al-Fauzien Islamic Elementary School in Indonesia. The ability of social literacy is the capacity of a person to be able to live and contribute to his or her community, which involved intellectual skills, social skills, cooperative skills, and attitudes and values. The student's daily journal is a collection of student writings whose contents expose students' skills in reflecting experiences, findings, critical thinking, connecting ideas, exploring and expressing their knowledge. The method used in this study is a qualitative method with qualitative content analysis techniques. The data of this study are the sentences taken from students 'daily journals, which were then reduced, coded based on students' social literacy aspects that appeared and analyzed, then triangulated. The results of the study revealed the ability of students’ social literacy as follows: intellectual skills 34.1%, social skills 12.6%, cooperation skills 14.7%, and social attitudes and values 38.5%.
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Rafid, Rahmad, and Farizal Khusnul Khotimah. "Interaction analysis on social-education of Indonesian school students: A literacy activity." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 269–80. http://dx.doi.org/10.35912/jshe.v1i4.527.
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Abstract Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.
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Kibakin, M. V. "CRITERIA ASPECTS OF SOCIAL DIAGNOSTICS OF FINANCIAL CULTURE OF THE POPULATION OF THE RUSSIAN FEDERATION." Innovatics and Expert Examination, no. 27 (2019): 136–43. http://dx.doi.org/10.35264/1996-2274-2019-2-136-143.
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The article describes the problems of choosing the criteria for success of the system of improving financial literacy of various target groups of residents of Russia. The problems of increasing their relevance in solving the problems of diagnosing individual and group levels of financial literacy, determining its competence, motivational and activity components are shown. The analysis of existing approaches to the use of various indicators and characteristics of financial literacy as the basis of financially literate behavior, as well as an important component of financial culture, is made. The possibility of using the risk criteria of financial behavior of citizens with insufficient financial literacy is indicated. The views on the use of sufficient and necessary criteria for determining the state and dynamics of financial literacy of the population in accordance with the needs of the market, the possibilities of information and communication banking technologies for providing financial services, as well as ensuring the protection of the rights and legitimate interests of the consumers of these services and the prevention of unfair financial practices. The article provides ways to visualize indicators of financial literacy, socio-cultural factors of its determination in order to saturate the state and municipal authorities with management information for the implementation of powers in the financial and economic sphere. The author includes in the article proposals for improving the system of increasing knowledge, skills and competencies among the population on financial issues, creating positive attitudes to actively use the possibilities of the modern financial market to preserve and enhance personal finances, as well as to effectively conduct business.
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Barsell, D. Jeremy, Robin S. Everhart, and Paul B. Perrin. "Refining the Factor Structure of the All Aspects of Health Literacy Scale." American Journal of Health Behavior 44, no. 2 (March 1, 2020): 118–28. http://dx.doi.org/10.5993/ajhb.44.2.1.
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Objective: Although the All Aspects of Health Literacy Scale (AAHLS) is a commonly used measure of health literacy, the psychometric evaluation approach employed in its original validation is questionable. In this study, we evaluated the psychometric properties and factor structure of the AAHLS using widely-accepted analytic methods. Methods: We collected data from 393 students from a Mid-Atlantic university. Participants completed the AAHLS in an online format. We conducted an exploratory factor analysis (EFA) to determine whether a different factor/subscale structure emerged in this sample than in the original validation sample. We ran follow-up confirmatory factor analyses (CFAs). Results: The EFA suggested an 11-item, 4-factor model. The CFA of the 4-factor model had adequate model fit but evidenced several low item loadings, suggesting that several items did not perform well. We tested a modified 8-item, 3-factor model that had good fit and high item loadings. Compared to the original factor structure, the functional health literacy subscale was removed. Conclusions: The newly proposed 3-factor/subscale model with 8 items captures communicative health literacy and 2 separate aspects of critical health literacy. Further replication in other diverse samples is warranted to investigate the psychometric properties of the AAHLS, although we recommend use of the revised version over the original.
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Głowacka, Ewa, Małgorzata Kisilowska, and Magdalena Paul. "Information Literacy of Polish Students in Social Sciences and Humanities." Zagadnienia Informacji Naukowej - Studia Informacyjne 56, no. 1(111) (September 1, 2018): 33–51. http://dx.doi.org/10.36702/zin.380.
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PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.
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Musisi, Badru, and Muhammad M. Kiggundu. "Educational Marginalization of Muslims In Uganda: Historical Perspective, Legal Implications & Challenges." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 1, no. 1 (May 18, 2018): 85–96. http://dx.doi.org/10.53449/ije.v1i1.39.
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Educational marginalization is the major factor for the social, cultural, economic, and political marginalization of any community in any country. Literacy and educational levels of Muslims in Uganda are far below that of their Christian counterparts. Muslims in Africa have been marginalized in formal education since the colonial days. Anecdotal evidence suggests a nearly ubiquitous gap in Muslim educational attainment across Uganda. While the magnitude of inequality in Muslim educational attainment in Uganda has been changing over time, limited scholarly attention has been given to this issue. Against this backdrop, this position paper analyses the historical and current perspective of educational marginalization of Muslims in Uganda, its legal implications & measures to mitigate this marginalization, and challenges to mitigating the marginalization. The paper advocates for the need to take affirmative action in favour of Muslims to address past and present educational injustices.
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Mihalis, Athanasios. "Καλλιέργεια πρακτικών ψηφιακού γραμματισμού: δημιουργική πρόκληση για το νέο σχολείο." Preschool and Primary Education 4, no. 1 (May 12, 2016): 165. http://dx.doi.org/10.12681/ppej.242.
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<p> </p><p><span> </span>This paper concerns digital literacy as a main dimension of social literacy in general, and especially as an important aspect of multimodal literacy. The main purpos-es of the paper (on a theoretical level) are the following: a) the definition of the nature and the main aspects and principles of digital literacy, which is regarded as not explicitly and sufficiently defined in an era of information and advanced technology; b) the presentation and analysis of students’ cognitive schemata (formal and content), which are a prerequisite for the cultivation of digital literacy practices, the social and linguistic aspects of digital literacy and the cultural dimension of this kind of literacy; c) the inves-tigation of ways to connect digital literacy and multimodality; d) the description of se-miotic resources and semiotic modes which are the main means for meaning making and meaning making transformation and redesigning, considered within the frame of social semiotic theory; e) finally, the discussion of some dimensions of critical digital literacy in </p><p>educational systems. Additionally, the main aims of the present paper, as a contribution to scientific research in the literacy field, are: a) to investigate the ways digital literacy practices are cultivated in Greek primary and secondary education through content analysis of the Greek language curricula and course books in secondary education and through the critical analysis of educational discourse; b) to present Greek language teachers’ attitudes towards the term and the aspects of multimodality and its location in the Greek educational system (the data about teachers’ attitudes are collected through interviews). The results of the research show that, in Greek education, digital literacy practices are considered to be an intentional process and a system of knowledge and skills (according the autonomous model of literacy) without being viewed in their social and ideological aspects within a communicative and cultural community. The considera-tion of semiotic resources and digital tools as isolated from their social context is in con-trast to language as semiotic mode, which is examined and studied in its social and cul-tural context. Also, language teachers are confused as far as the notion and the aspects of multimodality are concerned. Finally an example is provided of analysing a multimodal text positing an argument, so as to highlight the construction of meaning through a vari-ety of semiotic modes.Using this example, the content and practice of Greek language as an educational subject could be rejuvenated.</p>
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Kolesnichenko, Milana, and Olga Burova. "Social aspects of innovation management in digital sector." SHS Web of Conferences 116 (2021): 00045. http://dx.doi.org/10.1051/shsconf/202111600045.
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Innovation management in the digital sector requires taking into account the institutional, socio-structural and socio-cultural context. The article discusses the thesis about unevenness of digitalization in different spheres of society and for different social groups. The actual implementation and use of innovations in everyday life depends not only on development of infrastructure and digital literacy, but also on emerging social norms, including associated with peculiarities of culture of society, belonging to the “artificial” or “natural” type. Artificial intelligence and digital innovations affect the field of health, human corporeality, bioethics, biosociality, etc. There are new sociological approaches which make it possible to study the management of innovations, for example, atypical sociology, augmented reality, concept of posthumanism, etc. An information policy is needed that allows representatives of social groups to perceive innovations more adequately.
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Nord, Martin I. "Understanding Critical Information Literacy through Social Epistemology." Canadian Journal of Academic Librarianship 5 (July 25, 2019): 1–22. http://dx.doi.org/10.33137/cjal-rcbu.v5.28630.
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Critical theoretical approaches to information literacy are an important part of the growing LIS focus on the context of information. This concern for information’s social environment and the awareness of new models of interaction between learners and librarians open the possibility for using social epistemology to better understand information literacy.
The concept of social epistemology—the study of the ways in which an individual’s knowledge is shaped by their interactions with the world around them—has long been part of epistemology. However, LIS theorists Margaret Egan and Jesse Shera, who coined the term, intended it to address librarianship specifically. This paper argues that social epistemology is well positioned to strengthen the critical practice of information literacy, based both on the social epistemological characteristics of critical theory and the information literacy aspects of the social epistemology stream in the field of philosophy.
A review of the critical theoretical trend in LIS literature on information literacy reveals an already-present social epistemological foundation on which LIS research can build to expand the application of critical theory to information literacy. Placing this literature in conversation with itself illuminates the ways in which engagement with social epistemological concerns is already evolving. This paper then critiques the literature and highlights some concerns. Recognition of these weaknesses in otherwise valuable work alerts us to opportunities for improvement. This paper suggests that future progress will be tied to better understanding of the social context of knowledge.
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Makate, Marshall, and Clifton Makate. "Education and teenage childbirth in Uganda." International Journal of Social Economics 45, no. 5 (May 14, 2018): 746–64. http://dx.doi.org/10.1108/ijse-03-2017-0077.
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Purpose The role of increased schooling on teenage childbirth has been expansively studied especially in developed countries. However, caveats remain in the case of low-income countries especially Sub-Saharan Africa. The purpose of this paper is to ascertain the impact of increased schooling on the probability of first childbirth at 15 years or younger, 16-17, 18-19, and 20 years or older, in the important context of Uganda – a country with one of the highest adolescent fertility rates in Africa. Design/methodology/approach The empirical analysis uses recent data from the nationally representative Demographic and Health Survey for Uganda conducted in 2011. The authors then adopt a fuzzy regression discontinuity design, estimated using instrumental variables techniques that exploit the exogenous change in schooling impelled by the universal primary education policy enacted in 1997 in Uganda. The empirical approach compares the fertility outcomes for women born in 1984-1992 (i.e. exposed to the policy) to those born in 1973-1981 (i.e. non-exposed). Findings The authors find that a one-year increase in schooling lowers the probability of first childbirth at age the age of 15 years or younger, 16-17, 18-19, and 20 years or older by nearly 8.2, 9.2, 9.4, and 9.5 percentage points, respectively. Also, pathways through which education impacts teenage motherhood included information access through the media, increased literacy, prenatal care utilization, marital status, and unhealthy sexual behavior. Originality/value The paper uses nationally representative survey data to scrutinize the causal influence of schooling on the probability of first childbirth using the 1997 universal primary education in Uganda as a natural experiment to identify the impact of schooling. The study recommends that expanding primary schooling opportunities for girls may be an effective strategy toward accelerated reductions in teenage fertility in Uganda.
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Gudbjörnsdóttir, Gudny, and Sergio Morra. "Cultural Literacy: social and developmental aspects of experience and knowledge of Icelandic culture." Scandinavian Journal of Educational Research 42, no. 1 (March 1998): 65–79. http://dx.doi.org/10.1080/0031383980420104.
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Meinert, Lotte, and Susan Reynolds Whyte. "Social Sensations of Symptoms." Anthropology in Action 24, no. 1 (March 1, 2017): 20–26. http://dx.doi.org/10.3167/aia.2017.240104.
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AbstractThe interpretation of sensations and the recognition of symptoms of a sickness, as well as the movement to seek treatment, have long been recognised in medical anthropology as inherently social processes. Based on cases of HIV and trauma (PTSD) in Uganda, we show that even the first signs and sensations of sickness can be radically social. The sensing body can be a ‘social body’ – a family, a couple, a network – a unit that transcends the individual body. In this article, we focus on four aspects of the sociality of sensations and symptoms: mode of transmission, the shared experience of sensations/symptoms, differential recognition of symptoms, and the embodied sociality of treatment.
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Brandt, Deborah, and Katie Clinton. "Limits of the Local: Expanding Perspectives on Literacy as a Social Practice." Journal of Literacy Research 34, no. 3 (September 2002): 337–56. http://dx.doi.org/10.1207/s15548430jlr3403_4.
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This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practice model was formulated as a challenge to the “Great Divide” or “autonomous” models of literacy. We suggest that in rejecting a conception of literacy as a deterministic force, the revisionists critique veers too far in a reactive direction. By exaggerating the power of local contexts to define the meaning and forms that literacy takes and by under-theorizing the potentials of the technology of literacy, methodological bias and conceptual impasses are created. To open new directions for literacy research we suggest more attention be paid to the material dimensions of literacy. Drawing on the work of Bruno LaTour (1993, 1996), we seek to theorize the transcontextualized and transcontextualizing potentials of literacy = particularly its ability to travel, integrate, and endure. Finally, we propose a set of analytical constructs that treat literacy not solely as an outcome or accomplishment of local practices, but also as a participant in them. By restoring a “thing status” to literacy, we can attend to the role of literacy in human action. The logic of such a perspective suggests that understanding what literacy is doing with people in a setting is as important as understanding what people are doing with literacy in a setting.
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Sweetland, Annika Claire, Andrea Norcini Pala, Jennifer Mootz, Jennifer Chien-Wen Kao, Catherine Carlson, Maria A. Oquendo, Bryan Cheng, Gary Belkin, and Milton Wainberg. "Food insecurity, mental distress and suicidal ideation in rural Africa: Evidence from Nigeria, Uganda and Ghana." International Journal of Social Psychiatry 65, no. 1 (November 27, 2018): 20–27. http://dx.doi.org/10.1177/0020764018814274.
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Background: In sub-Saharan Africa, mental and substance-related disorders account for 19% of all years lived with disability, yet the intersection between poverty and mental distress is poorly understood since most psychiatric research is conducted in high-income countries. Aims: To examine the prevalence of and associations between food insecurity, mental distress and suicidal ideation in three rural village clusters in sub-Saharan Africa. Method: Cross-sectional multivariate analysis of sociodemographic variables associated with mental distress and suicidal ideation in three countries. The sample included 1,142 individuals from three rural village clusters in Nigeria ( n = 380), Uganda ( n = 380) and Ghana ( n = 382). Food insecurity was measured based on the number of months in the previous year that the respondent’s family reported being ‘unable to eat two square meals per day’. Mental distress was assessed using the Kessler non-specific psychological distress scale (K6) and suicidal ideation was measured using an item from PRIME-MD. Other sociodemographic variables included gender, age, literacy and occupation. Results: The prevalence of individuals with moderate or severe mental distress in Nigeria, Uganda and Ghana were higher than previously reported in the literature: 35.5%, 30.8% and 30.4%, respectively, and suicidal ideation rates were 29.7%, 21.3% and 10.9%. No differences were observed in mental distress between men and women in any of the sites. Being a farmer (vs student or other) was protective for mental distress in two sites (Uganda and Ghana) but no other social indicators, such as age, gender, literacy and food insecurity, were significantly associated with mental distress. Risk for suicidal ideation differed across sites: it was associated with food insecurity in Nigeria, female gender in Uganda, and older age in Uganda. Conclusions: Mental distress and suicidal ideation were highly prevalent in three settings of extreme poverty across all groups, in ways that were not always consistent with the global literature. These findings suggest that more research is needed in to better understand the social etiology of mental distress in sub-Saharan Africa.
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Mindra, Rachel, and Musa Moya. "Financial self-efficacy: a mediator in advancing financial inclusion." Equality, Diversity and Inclusion: An International Journal 36, no. 2 (March 13, 2017): 128–49. http://dx.doi.org/10.1108/edi-05-2016-0040.
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Purpose The purpose of this paper is to examine the mediating effect of financial self-efficacy (FSE) on the relationship between financial attitude, financial literacy and financial inclusion (FI) among individuals in Uganda. Design/methodology/approach Using a quantitative approach and cross-sectional research design, a sample of 400 individuals from urban Central and rural Northern Uganda was drawn. Using SPSS and AMOS™ 21, structural equation models and bootstrapping methods were used to establish the hypothesized relationships and mediation effects between financial attitude, financial literacy and FI. Findings The results suggested FSE as a mediator of the relationship between financial attitude, financial literacy and FI. Further, there was a significant and insignificant relationship between financial literacy, financial attitude and FI, respectively. Research limitations/implications The study was assessed using both potential and actual consumers of financial services collectively. However if separately assessed, possibly there would be a variation in perceptions or behavioural responses towards FI. Practical implications There is a need to develop and sustain high levels of financial confidence among individuals to enable them use formal financial services. Social implications Possession of financial knowledge, skills, an evaluative judgement with high levels of financial confidence enable individuals make financial decisions that improve their integration into the formal financial system and improved welfare. Originality/value The results contribute towards the limited empirical and theoretical evidence regarding the mediating role of FSE in explaining the financial behaviour.
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Perlman, Melvin L. "Family Law and Social Change Among the Toro of Uganda." Journal of African Law 29, no. 1 (1985): 82–93. http://dx.doi.org/10.1017/s0021855300005647.
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Jane Collier has stated that “the long preoccupation in legal studies with explaining the gap between law and behaviour has precluded the search for a more complex model of relations between law and society that accepts the gap as given”. The purpose of this paper is to further document the need for a more complex model of the relations between law and society. One question now gaining currency is: what is the relationship of law to social change? Some observers claim that “the question is no longer whether law is a significant vehicle of social change but ratherhowit so functions and what special problems arise”. Others regard law as a potential cause of social problems. A serious debate has thus emerged over whether law works at all to effect change and, if so, for whose benefit. This is a complex question. Legal impact studies for example, have revealed some unintended consequences of law-in-action. Moreover, it is often difficult to isolate the main effect of a legal policy, and in any case, social scientists and policymakers alike are interested in longer-range, indirect effects. It is useful, therefore, to distinguish between the direct and indirect aspects of the role of law. Given this complexity, we may usefully rephrase the question as follows: what conditions or factors affect the relationship between law and society, including social change?
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Zhong, Meliana. "AN IMPLICATION STUDY OF SOCIAL MEDIA LITERACY AT SCHOOL." WACANA: Jurnal Ilmiah Ilmu Komunikasi 19, no. 1 (June 29, 2020): 1. http://dx.doi.org/10.32509/wacana.v19i1.908.
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Internet has become a familiar instrument for the school aged children in Indonesia. The use of social media platforms – has changed the way of communication. In recent years, many students are drawn to social networking sites. This trend has caused the increasing reports of cyberbullying and potential cyber threats. The study took a qualitative approach and used the perimeter of the focus group discussion among 9-12 years old children in an international school in Jakarta. The thematic analysis grounded from observations, interviews and document reviews. The objective of the study is to seek the implication for schools to stand for a policy to promote constructive and safe school environment through social media literacy. It will deal with the aspects to empower students to understand that filtering and evaluating information are fundamental in daily internet browsing as well as understanding about cyberbullying and its consequences. The study concluded an implication towards the needs for schools to have a guideline for social media using among students. The guideline may serve as social media literacy to be implemented along with the digital literacy taught at schools, in expectance that students may become the responsible and ethical users of social media and technology.
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Anggraeni, Resti. "IMPROVEMENT OF DIGITAL LITERATION IN ASPECTS OF CREATIVITY THINKING PARTICIPANTS EDUCATION THROUGH PROJECT BASED LEARNING (PBL) IN SOCIAL STUDIES (A Class Action Research Study in SMPN 30 Bandung)." International Journal Pedagogy of Social Studies 4, no. 1 (November 20, 2019): 17–22. http://dx.doi.org/10.17509/ijposs.v4i1.15387.
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ABSTRACT This study aims to improve 21st century skills in digital literacy on the creativity aspects of students' thinking through project based learning. Creativity in thinking at this time is how to do combinations of various factors in human beings, the environment and the process of technological development that is rapidly changing so that it can produce new works that are useful or have social meaning. The method used is the classroom action research model of Kemmis and Taggart, the study was conducted on students of class VII-D of SMP Negeri 30 Bandung consisting of 32 students. Data collection techniques used are observation, interviews and documentation. The theory used is the theory of skills in processing information from several experts which are then modified by researchers according to the needs of the research. The increase in digital literacy in the aspects of students' creativity in thinking through project based learning in social studies learning, based on indicators of increasing digital literacy that each cycle has increased, from the category of enough with a percentage of 46.6% in the first cycle then in the second cycle increased to 81.6 % in good category and in the third cycle increased to 88%. Based on the presentation above, it can be concluded that there is an increase in digital literacy in the aspects of creativity of students' thinking through project-based learning in social studies learning. Keywords: Creativity, digital literacy, project based learning.
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Pugh, Stefan M. "L2 Literacy and Biliteracy: Linguistic Consequences." Annual Review of Applied Linguistics 12 (March 1991): 105–16. http://dx.doi.org/10.1017/s0267190500002178.
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Literacy studies can frequently be characterized as programmatic and/or evaluative: They focus on the need for literacy programs, on the social consequences of illiteracy, on ways in which the literacy level of a particular population group can be increased, or on the results of various programs already implemented. A glance at a bibliographic resource such as Hladczuk, et al. (1989) reveals that the majority of entries are devoted to “literacy campaigns” and “literacy programs,” “computers and literacy,” “functional literacy,” “history of literacy,” and “libraries and literacy.” Before the 1980s, questions of a linguistic nature were infrequently addressed because emphasis was traditionally placed on the psychological aspects of literacy (Bendor-Samuel 1984:5).
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Caicedo Barreto, Sandra Liliana. "Photography as a Visual Literacy Tool." Colombian Applied Linguistics Journal, no. 8 (June 2, 2016): 228. http://dx.doi.org/10.14483/22487085.10514.
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This article is an attempt to show some theoretical issues founded on how visual literacy processescome about through a photography project. The framework explained is based on Wendy Ewald’s literacythrough photography study (LTP), and on Freire’s reading conception which stare at literacy as a processfor social inclusion. Further a literature review, I provide some practical aspects based on a visual literacyexperience carried out in a private school in Bogotá. Likewise, I describe some key moments of the visualliteracy process that can be developed by an image’s viewer. All this process is based on the socio culturalperspective.
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Lukáč, Jozef, Lenka Danková, Slavomíra Stašková, Marek Meheš, and Zuzana Kudlová. "Exploring the Quality of Pupils’ Financial Literacy." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 175–88. http://dx.doi.org/10.2478/atd-2020-0029.
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AbstractIntroduction: Education is an important tool for improving many aspects of life, including socio-economic status or well-being. The paper is aimed at monitoring the financial literacy of pupils in Eastern Slovakia.Methods: The contribution will contain the results of the survey. We analyse in detail the theoretical definition of financial literacy, strategy and measures of the state administration bodies in the field of improving financial literacy of more than 2000 pupils.Results: The result of the research paper is an analysis of the achieved data and their characteristics.Discussion: This part of the research paper deals with the areas of financial literacy of pupils in Slovakia. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.Limitations: Participants of the electronic questionnaire participated in the answers according to the activities and projects prepared by a particular elementary school.Conclusion: Higher life expectancy, pension reforms, the availability of a more comprehensive range of financial products and services mean that the ability to make well-informed financial decisions is increasingly considered an important life skill. If a school fails at certain points during a child’s study, it is assumed that this will have a negative long-term impact on the child’s life in the future, as ending a school without sufficient qualifications can lead to difficulties in ensuring equal participation in the financial, civil and social aspects of modern society. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.
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Lukáč, Jozef, Lenka Danková, Slavomíra Stašková, Marek Meheš, and Zuzana Kudlová. "Exploring the Quality of Pupils’ Financial Literacy." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 175–88. http://dx.doi.org/10.2478/atd-2020-0029.
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Abstract Introduction: Education is an important tool for improving many aspects of life, including socio-economic status or well-being. The paper is aimed at monitoring the financial literacy of pupils in Eastern Slovakia. Methods: The contribution will contain the results of the survey. We analyse in detail the theoretical definition of financial literacy, strategy and measures of the state administration bodies in the field of improving financial literacy of more than 2000 pupils. Results: The result of the research paper is an analysis of the achieved data and their characteristics. Discussion: This part of the research paper deals with the areas of financial literacy of pupils in Slovakia. Education is an important tool for improving many aspects of life, including socio-economic status or well-being. Limitations: Participants of the electronic questionnaire participated in the answers according to the activities and projects prepared by a particular elementary school. Conclusion: Higher life expectancy, pension reforms, the availability of a more comprehensive range of financial products and services mean that the ability to make well-informed financial decisions is increasingly considered an important life skill. If a school fails at certain points during a child’s study, it is assumed that this will have a negative long-term impact on the child’s life in the future, as ending a school without sufficient qualifications can lead to difficulties in ensuring equal participation in the financial, civil and social aspects of modern society. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.
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Sahidillah, Muhammad Wildan, and Prarasto Miftahurrisqi. "Whatsapp sebagai Media Literasi Digital Siswa." Jurnal VARIDIKA 1, no. 1 (September 25, 2019): 52–57. http://dx.doi.org/10.23917/varidika.v1i1.8904.
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Whatsapp is as one of the most influential social media and widely used by people in Indonesia. Students in Indonesia in the digital era are now using gadgets in their daily activities both at school and outside of school. However, most of these students use social media applications, especially Whatsapp, only for social media, whereas in the application, there are benefits that can improve digital literacy skills. The purpose of this research is to find out: 1) the use of whatsapp as the digital literacy media of students and 2) the digital literacy skills of students in terms of language skills. The method used in this study is to refer, note, and study the literature. This research is a qualitative descriptive study. The results of this study are, 1) the level of digital literacy of students with whatsapp social media is still lacking and 2) improvement of students’ digital literacy ability in terms of aspects of language ability, namely, listening, speaking, reading, watching, writing, and writing.
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Wibowo, Ari, and Basri Basri. "Literasi dan Harmonisasi Sosial: Desain Literasi Digital Berbasis Kearifan Lokal pada Masyarakat Pedesaan." NALAR: Jurnal Peradaban dan Pemikiran Islam 4, no. 2 (December 31, 2020): 106–21. http://dx.doi.org/10.23971/njppi.v4i2.2490.
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This study aims to develop a digital literacy design based on local wisdom so that it can support social harmony in rural communities in Bangka Regency. The development of this literacy design is motivated by the high accessibility of rural communities to the use of the internet and social media, but it is not accompanied by good digital literacy skills. This study uses the Research and Development (R&D) method by adapting the Thiagarajan development cycle model which consists of four 4-D stages (define, design, develop, and disseminate). At the define stage, observations and interviews were carried out on several informants, the result was that five findings were analyzed and identified for the next stage. In the design stage, eight digital literacy components were obtained which were adapted from the Digital Literacy Across the Curriculum and adapted the Wilbur Schramm matrix format for media development, the result was that there were nine media formats that were relevant to use for local wisdom- based digital literacy. At the development stage, a small-scale test was carried out on 15 respondents, the percentage of the practicality of the media was on average 85.5%, meaning that the media was very practical to use, while in the large-scale test on 30 respondents, an average of 93.7% was obtained, the percentage of practicality the highest is in the aspects of interest and material literacy. Specifically for the development of the material aspects, there are 6 themes that are prioritized to support social harmonization in rural communities in Bangka Regency, including; 1) religious moderation, 2) tolerance, 3) prevention of hoaxes (fake news); 4) hate speech; 5) racial issues, and 6) prevention of the doctrine of religious radicalism.Keywords : Digital Literacy, Social Harmony, Local Wisdom, Rural Community
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Mayasari, Fitria, Jupendri Jupendri, Jayus Jayus, and Desliana Dwita. "PENDIDIKAN LITERASI MEDIA UNTUK GURU-GURU SMK MUHAMMADIYAh 2 PEKANBARU." Jurnal Pengabdian UntukMu NegeRI 2, no. 1 (June 7, 2018): 56–61. http://dx.doi.org/10.37859/jpumri.v2i1.610.
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The rapid development of television stations in Indonesia has influenced various aspects of people's lives such as among school students like in SMK Muhammadiyah 2 Pekanbaru. Various aspects influenced include social, cultural, religious, health and service quality. Social reality or the negative impact of the presence of mass media especially television does get the attention of parents and teachers. Media literacy education is one of the efforts to develop skills in selecting and watching critically the programs presented by the media. Media education or media literacy is an activity that can help people to have the competence, ability, or skill needed to not reactive in a negative sense, but proactive in understanding the messages conveyed by the media. Educators are the right audience for media literacy education. In an effort to provide understanding to school students in choosing, understanding and sorting media messages, especially television media. For that done community service activities in the form of Media Literacy Education For Teachers in SMK Muhammadiyah 2 Pekanbaru. The results of this activity, teachers in SMK Muhammadiyah 2 become more familiar about media literacy, and able to provide direction and understanding of the contents of the media so that learners become critical and creative.
Keywords: media literacy, teachers, SMK Muhammadiyah 2
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Neuman, Susan B., Donna Celano, and Robyn Fischer. "The Children's Literature Hour: A Social-Constructivist Approach to Family Literacy." Journal of Literacy Research 28, no. 4 (December 1996): 499–523. http://dx.doi.org/10.1080/10862969609547938.
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Pursued from a social-constructivist perspective, this study reports the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program. The purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children. We engaged a total of 18 adolescent mothers in 1-hour discussion sessions of multicultural children's literature books. Analysis of the conversations indicated that literacy was seen as important because it served as a tool to address economic and social concerns. Parents' goals for themselves focused on independence, being a role model to their children, and self-respect. For their children, they wished to convey a sense of cultural pride, independence from peer pressure, and a “gift of childhood.” The social aspects of the discussions seemed to strengthen and expand the possibilities for meaningful interaction between parents, creating a space for discourses which included their shared realities. It is suggested that family literacy programs should build on these issues and be context specific, working collaboratively with participants to create new visions that challenge the status quo.
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Ajuwon, Grace A., Nancy Kamau, Alison Kinyengyere, and Masimba Muziringa. "Consumer Health Information Literacy Promotion Program in Public and Community Libraries in Africa: Experience from Kenya, Nigeria, Uganda, and Zimbabwe." Journal of Consumer Health on the Internet 21, no. 4 (October 2, 2017): 350–68. http://dx.doi.org/10.1080/15398285.2017.1376180.
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Whitehead, Margaret E., Elizabeth J. Durden-Myers, and Niek Pot. "The Value of Fostering Physical Literacy." Journal of Teaching in Physical Education 37, no. 3 (July 1, 2018): 252–61. http://dx.doi.org/10.1123/jtpe.2018-0139.
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This article considers the value of physical literacy. Unequivocal support for aspects of the concept can be found in philosophy, neuroscience, social justice, the nature of human development, psychology, and sociocultural studies. These areas of support will be outlined and then related to the practical value of physical literacy in the school context. This article will close with a discussion centered on claims that physical literacy is an end in itself rather than predominantly a means to other ends. It is the aim of this article to communicate the unique value of fostering physical literacy within the school context, including the support and relationship to other interrelated disciplines.
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Tomasi, Mutya. "Perspective of Financial Literacy on Agribusiness Performance in Uganda; A Close Look at Farmers’ Attitude and Social Media Platforms." Saudi Journal of Business and Management Studies 05, no. 01 (January 15, 2020): 74–83. http://dx.doi.org/10.36348/sjbms.2020.v05i01.010.
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Abima, Bonface, Benard Engotoit, G. Mayoka Kituyi, Robert Kyeyune, and Michael Koyola. "Relevant local content, social influence, digital literacy, and attitude toward the use of digital technologies by women in Uganda." Gender, Technology and Development 25, no. 1 (January 2, 2021): 87–111. http://dx.doi.org/10.1080/09718524.2020.1830337.
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Matteson, Miriam L. "The Whole Student: Cognition, Emotion, and Information Literacy." College & Research Libraries 75, no. 6 (November 1, 2014): 862–77. http://dx.doi.org/10.5860/crl.75.6.862.
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Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.
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Chaney, Carolyn. "Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class." Applied Psycholinguistics 15, no. 3 (July 1994): 371–94. http://dx.doi.org/10.1017/s0142716400004501.
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ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.
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H, Indu, Seetha Lakshmi T, and Hashini Boaby K. "DEVELOPING ECOLOGICAL LITERACY AMONG CHILDREN." Kongunadu Research Journal 4, no. 1 (June 30, 2017): 10–11. http://dx.doi.org/10.26524/krj164.
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Today mankind faces numerous problems related to physical, emotional and social aspects. One of the major causes is moving away from our mother nature. We face deforestation, climatic changes, biodiversity, environmental degradation, inequitable access to natural resources and the movement of hazardous materials in different parts of the world and many other issues. Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be an ecoliterate means understanding the ecosystem and using this knowledge for creating sustainable human community. In simple terms, ecoliteracy is being aware of this beautiful, bountiful and mysterious environment. This sense of loving nature has to start from the childhood stage. The children should be reconnected to the natural environment and many activities can be designed with this view. This paper deals with the various ways of developing ecological literacy among children.
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Roth, Wolff-Michael, and Stuart Lee. "Scientific literacy as collective praxis." Public Understanding of Science 11, no. 1 (January 2002): 33–56. http://dx.doi.org/10.1088/0963-6625/11/1/302.
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In this article, we conceive of scientific literacy as a property of collective activity rather than individual minds. We think of knowing and learning science as situated in and distributed across social and material aspects of a setting. To support the proposed conception, we provide several detailed cases from our three-year multi-site ethnographic study of science in one community, featuring different types of citizens who walk a creek, interact during an environment-oriented open-house event, discuss water problems, collect data, and have different conceptions of human-environment relations. The case studies show that collectively, much more advanced forms of scientific literacy are produced than any individual (including scientists) could produce. Creating opportunities for scientific literacy to emerge from collective activity, irrespective of whether one or more participants know some basic scientific facts, presents challenges to science educators very different from teaching basic facts and skills to individuals.
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Bongomin, George Okello Candiya, Joseph Mpeera Ntayi, and John C. Munene. "Institutional framing and financial inclusion." International Journal of Social Economics 44, no. 12 (December 4, 2017): 1727–44. http://dx.doi.org/10.1108/ijse-02-2015-0032.
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Purpose The purpose of this paper is to establish the mediating effect of financial literacy in the relationship between institutional framing and financial inclusion among poor households in Uganda with a specific focus on Mokono district. Design/methodology/approach The study adopted a cross-sectional design. Data were analyzed using structural equation modeling (SEM), which adopted Analysis of Moment Structures to test for mediating effect of financial literacy in the relationship between institutional framing and financial inclusion. Findings The results revealed that financial literacy had a partial mediating effect in the relationship between institutional framing and financial inclusion. Furthermore, the results indicated that while institutional framing has a direct effect on financial inclusion, it also exerts an indirect effect through financial literacy. This supports the argument that institutional framing that structure the way how poor households interpret, evaluate, comprehend and make sound financial decisions and choices, is enhanced by knowledge and skills acquired through financial literacy by poor households. Research limitations/implications This study has been limited by adopting only cross-sectional design and quantitative research approach, therefore ignoring longitudinal design and qualitative research approach. Besides, the study uses SEM bootstrap approach and ignores MedGraph method, which is also recommended for testing mediation. Practical implications Since the results suggest that institutional framing of poor households are partially enhanced by financial literacy to increase financial inclusion, policy makers, practitioners and managers of financial institutions should ensure extending financial literacy programs closer to the poor in order to expand the scope of financial inclusion beyond the current sphere. Indeed, financial literacy programs will boost cognitive abilities of poor households resulting into better financial decisions and choices and, hence increase in demand and consumption of financial services. Originality/value The study significantly generates empirical evidence by testing the mediating role of financial literacy in the relationship between institutional framing and financial inclusion using SEM bootstrap approach. The study portrays the influential partial effect of financial literacy in enhancing institutional frames of poor households in order to cause improvement in financial inclusion. Indeed, financial literacy programs that entail acquisition of financial knowledge and skills boost cognitive abilities of poor households to easily interpret, evaluate, comprehend meanings, and take correct decisions and actions on financial matters. The mediating effect of financial literacy in the relationship between institutional framing and financial inclusion seems to be lacking in literature and theory. Thus, the paper is the first to relate the influential partial effect of financial literacy in the relationship between institutional framing and financial inclusion among poor households, especially in a developing country context.
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Epstein, Dmitry, and Kelly Quinn. "Markers of Online Privacy Marginalization: Empirical Examination of Socioeconomic Disparities in Social Media Privacy Attitudes, Literacy, and Behavior." Social Media + Society 6, no. 2 (April 2020): 205630512091685. http://dx.doi.org/10.1177/2056305120916853.
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This study explores how traditional socioeconomic markers of the digital divide interact with new markers of marginalization when it comes to online privacy protecting behaviors. To do this, we analyze data from a representative sample of social media users in the United States. Using hierarchical linear regression, we explore the relationships between established components of the digital divide, antecedents of privacy concerns, privacy-protecting behaviors, and privacy literacy. Our analysis highlights privacy literacy as a potentially understudied dimension of the digital divide and unpacks how traditional markers of marginalization explain distinct dimensions of privacy-protecting behaviors. Moreover, our findings suggest that the privacy literacy divide can amplify aspects of the second- and third-level digital divides, when translated into privacy-protecting behaviors.
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Neag, Anamaria. "The unlikely advocates of media literacy education: Jean-Jacques Rousseau and John Stuart Mill Anamaria Neag." Central European Journal of Communication 9, no. 1 (May 11, 2016): 103–12. http://dx.doi.org/10.19195/1899-5101.9.1(16).7.
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Media literacy is defined as a set of competencies that helps people critically analyze, understand and create media messages. Teaching children to become media literate emerged as a new field of education in the second half of the 20th century. While the pioneering work of Dewey, Freinet, Gerbner, Hall and Whannel as cited by Cappello et al., 2011 was infl uential in the development of media literacy, this article argues for the importance of positioning media literacy in a broader theoretical context. Th erefore, the article presents an analysis of media literacy education by relying on two of the founders of modern social thought: Rousseau and Mill. The article demonstrates how Rousseau’s treatise is as timely as ever when it comes to understanding the educational aims of media literacy. Similarly, Mill’s approach helps us in understanding the importance of media literacy education not only in school curricula, but also in many other aspects of social life.