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Journal articles on the topic 'Literacy teaching processes'
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Karen F. Thomas, Mary Alice Barksda. "METACOGNITIVE PROCESSES: TEACHING STRATEGIES IN LITERACY EDUCATION COURSES." Reading Psychology 21, no. 1 (January 2000): 67–84. http://dx.doi.org/10.1080/027027100278356.
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Herrera Fernández, Valeria. "Literacy Teaching and Bilingualism in Visual Learning Processes. Contributions from Deaf Epistemologies." Educación y Educadores 17, no. 1 (April 1, 2014): 135–48. http://dx.doi.org/10.5294/edu.2014.17.1.7.
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Muthivhi, Azwihangwisi Edward. "Cultural-historical basis of literacy practices in TshiVenda-speaking South Africa’s primary classrooms." Outlines. Critical Practice Studies 15, no. 3 (December 31, 2014): 79–96. http://dx.doi.org/10.7146/ocps.v15i3.19862.
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The study examines literacy practices within TshiVenda-speaking Grade One classroom in rural South African primary schooling to uncover the evolving cultural-historical processes of classroom teaching and learning that regulate children’s learning and development, including reading acquisition.An experienced TshiVenda Grade One teacher was observed and subsequently interviewed on her approach to teaching reading.The analysis reveals complex multi-layered instructional practices which the teacher embodies and enacts in the ‘here and now’ of her schooling and literacy instruction; oscillating between two contradictory, historically-embedded approaches to literacy instruction.
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Christie, Michael J. "Literacy, Genocide and the Media." Aboriginal Child at School 22, no. 2 (August 1994): 44–47. http://dx.doi.org/10.1017/s0310582200006143.
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The structures of a traditional school curriculum, timetable, and teaching practices can, by their very nature, be destructive of Aboriginal identity and traditional Aboriginal education, even when, on the surface, the content of the school curriculum is Aboriginal. This article explores the idea that the processes of reading and writing and making books, movies and videos can also be very destructive of Aboriginal identity when these things are controlled by the imagination of white educators and media makers.
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Christie, Michael J. "Literacy, Genocide and the Media." Australian Journal of Indigenous Education 17, no. 5 (November 1989): 27–32. http://dx.doi.org/10.1017/s0310582200007100.
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The structures of a traditional school curriculum, time-table, and teaching practices can, by their very nature, be destructive of Aboriginal identity and traditional Aboriginal education, even when, on the surface, the content of the school curriculum is Aboriginal. This article explores the idea that the processes of reading and writing and making books, movies and videos can also be very destructive of Aboriginal identity when these things are controlled by the imagination of white educators and media makers.
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Witek, Donna, and Teresa Grettano. "Teaching metaliteracy: a new paradigm in action." Reference Services Review 42, no. 2 (June 3, 2014): 188–208. http://dx.doi.org/10.1108/rsr-07-2013-0035.
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Purpose – The purpose of this paper is to offer a model of information literacy instruction that utilizes social media to teach metaliteracy as the foundation for information literacy today and articulate the effects of social media on students’ information-seeking behaviors and processes and complete the goals articulated in part one of this study (Witek and Grettano, 2012). Design/methodology/approach – The study was conducted in conjunction with the course rhetoric and social media, co-designed and co-taught by the authors. Data sources consisted of student work and methodologies including textual and rhetorical analysis and observation. Findings are analyzed and presented through the lens of the Association of College and Research Libraries Standards (2000) and Mackey and Jacobson’s (2011) metaliteracy framework. Findings – The study identified four effects of social media use on students’ information literacy practices and behaviors: information now comes to users; information recall and attribution are now social; evaluation is now social; and information is now open. Data illustrate metaliteracy in practice and tie examples of this to the authors’ pedagogical decisions. Research limitations/implications – Article offers a model for teaching information literacy in the context of participatory information environments which can be adapted by other practitioners. Authors concede that the small sample size, limited by course enrollment, limits the generalizability of the study findings to student populations as a whole. Originality/value – Valuable to information literacy instructors and researchers because it offers the first formal application of concepts theorized in Mackey and Jacobson’s (2011) metaliteracy framework to information literacy instruction.
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Adegbola, Funmi F., and Foluso F. Adeleke. "Literacy Curriculum Development for Basic Science and Management Science in Secondary Schools in Nigeria." European Journal of Education and Pedagogy 4, no. 1 (January 9, 2023): 15–20. http://dx.doi.org/10.24018/ejedu.2023.4.1.529.
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Curriculum development is an essential part of activities carried out for students in school, which cannot be overlooked. It is carried out to help students to cope with discoveries and other definite activities in their lives. Literacy curriculum development is all about acquiring skills, applied, practiced and socially situated for learning and teaching processes. The purpose of the study is to examine the concept of literacy curriculum development, the factors guiding literacy curriculum development and the importance of literacy curriculum development to education. Specifically, the study reviews studies that impact teaching and learning in schools, and the factors influencing literacy curriculum development. This study is significant because literacy curriculum development would influence qualitative standards in education in the country. It would also improve the confidence of students and teachers of Basic Science and Management Science. The conclusion drawn for the paper is that literacy in curriculum development should be seen as a major step, which would provide solution to educational problems by incorporating the new developments in the society. It would also contribute greatly to the effectiveness of teaching and learning in the classroom.
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Anggaira, Aria Septi, Suhono Suhono, Yeasy Agustina Sari, Nurul Aryanti, and Aldi Permana Putra. "Interactive English Teaching Materials Based on Digital Literacy of Millennial Muslims." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5969–78. http://dx.doi.org/10.35445/alishlah.v14i4.2156.
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Research that compiles interactive textbooks based on digital literacy for high school is still limited, especially based on Islamic literacy for Madrasah Aliyah Students. This research is the initial stage of a research development with 4D Models (Define, Design, Develop, and Disseminate) which aims to discover and analyze the needs of interactive teaching materials based on digital literacy of millennial Muslims in English subjects at Madrasah Aliyah. The subjects of this study were students of Islamic senior high schools (MAN) in Lampung Province, Islamic senior high school (MAN) 1 Kota Metro, Islamic senior high school (MAN) 1 Bandar Lampung, and Islamic senior high school (MAN) 1 Pringsewu. The number of respondents was 97 students. The research data were obtained through a questionnaire consisting of 16 questions which is the development of four indicators., namely: students' needs for content/topics based on digital literacy of millennial Muslims, student needs related to four language skills (listening, speaking, reading, and writing) that are Islamic and digitally taught, students' needs for Islamic learning activities/processes, and students' needs for learning evaluation. The results obtained an average of 80.9%. Thus, interactive teaching material based on the digital literacy of millennial Muslims is needed in English Learning at Madrasah AliyahInteractive Teaching Material, Digital Literacy Millennial Muslim Generation)
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Nuzzaci, Antonella. "The “Technological Good” in the Multiliteracies Processes of Teachers and Students." International Journal of Digital Literacy and Digital Competence 3, no. 3 (July 2012): 12–26. http://dx.doi.org/10.4018/jdldc.2012070102.
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This article focuses on the importance of media literacy and digital skills play in strengthening the cultural profiles of the population. In particular, it considers the “technological good” as an element that is part of a symbolic system of culture that can create new forms of “thin inequality.” In this sense, the contribution examines the relationship between new forms of literacy and media skills in an attempt to explore how technologies are transforming the traditional literacy of teachers and students, as well as of the rest of the population, and how this will lead to new ways of thinking, acting and being the teaching and learning. The heritage technological, individual, and social, reshapes the culture and its size, inducing the education, at all levels, to building curricular activities most appropriate to the needs of a knowledge society and the profile of the literate of the 20th century.
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Ulfa, Maria, Ahmad Lubab, and Yuni Arrifadah. "Melatih Literasi Matematis Siswa dengan Metode Naive Geometry." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 26, 2017): 81–92. http://dx.doi.org/10.15642/jrpm.2017.2.1.81-92.
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The aim of this research is to measure mathematical literacy skills of a student after mathematics learning processes using naive geometry method on the quadratic equation. This research is using quantitative methods. This research was implemented at SMP Ulul Albab. The mathematical literacy skills obtained from observation and mathematics literacy tests which refer to the mathematics literacy indicator. The tests were given after a teaching and learning process using naive geometry while observation was done during the learning process. The results show that 22.73% students have high mathematical literacy skill, 68.18% students have intermediate mathematical literacy, and 9.09% students who have low math skills literacy.
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NEDDAR, BEL A. "OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE." International Journal for 21st Century Education 3, Special (June 30, 2016): 131. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5712.
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The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.
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López-Romero, Laura, and María de la Cinta Aguaded-Gómez. "Teaching Media Literacy in Colleges of Education and Communication." Comunicar 22, no. 44 (January 1, 2015): 187–95. http://dx.doi.org/10.3916/c44-2015-20.
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This work is part of an R&D project involving thirteen Spanish universities in which needs and wants in the field of media education in higher education are studied in the areas of Communication (Communication Studies, Journalism and Advertising) and Education (Teaching, Pedagogy, Psychology and Social Education). The objective of this study focuses on analysing the college textbooks directly related to Media Education most used in Education and Communication,. The report has been developed based on six educational competence dimensions: language, technology, interaction processes, production and distribution processes, ideology and values and aesthetics. Using each of these parameters the scope of the analysis and the scope of the expression were taken into account, based on guidelines set by Ferrés and Piscitelli in their well-known proposal of indicators for defining new media competence and which is structured around two areas of work: the production of own messages and interaction with others. The results were obtained by applying a quantitative methodology through a content analysis of semantic fields. The main conclusions point to a greater presence of the «Ideology and Values» dimension, and almost non-existent representation of the «Aesthetics» indicator.El presente trabajo forma parte de un proyecto I+D integrado por trece universidades españolas en el que se estudian las necesidades y carencias en materia de educación mediática en el ámbito de la enseñanza superior, tanto en las áreas de Comunicación (Comunicación Audiovisual, Periodismo y Publicidad) como de Educación (Magisterio, Pedagogía, Psicopedagogía y Educación Social). Esta investigación centra su objeto de estudio en el análisis de los manuales universitarios más utilizados en Educación y Comunicación, en asignaturas directamente relacionadas con la educación mediática. Este informe se ha desarrollado en base a seis dimensiones competenciales mediáticas: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores y estética. De cada uno de estos parámetros se ha tenido en cuenta el ámbito del análisis y de la expresión, partiendo de las pautas señaladas por Ferrés y Piscitelli en su conocida propuesta articulada de indicadores para definir la nueva competencia mediática, que se ha estructurado en torno a dos ámbitos de trabajo: el de la producción de mensajes propios y el de la interacción con otros ajenos. Los resultados han sido obtenidos mediante la aplicación de una metodología cuantitativa, a través de un análisis de contenido por campos semánticos. Las principales conclusiones extraídas apuntan hacia una mayor presencia de la dimensión Ideología y Valores, y una casi inexistente representación de la dimensión Estética.
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Botelho, Maria Jose, Julie Kerekes, Eunice Eunhee Jang, and Shelley Stagg Peterson. "Assessing Multiliteracies: Mismatches and Opportunities." Language and Literacy 16, no. 1 (May 23, 2014): 1. http://dx.doi.org/10.20360/g21g6w.
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While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment. In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.
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Fountzoulas, Giorgos K., Maria I. Koutsouba, and Evgenia Nikolaki. "Critical Literacy and the Multiliteracies of Dance: A First Approach." Journal of Educational and Social Research 8, no. 3 (September 1, 2018): 69–78. http://dx.doi.org/10.2478/jesr-2018-0032.
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Abstract Greek traditional dance’s transition from its “first” to the “second” existence took place in the context of the urbanization as this took place in Greece. This transition was accompanied, among others, with its teaching into a classroom that had to follow the principles governing every educational process. In this new context, the dance teaching is subject to literacy processes, which, in this case, are related to a literacy of dance and therefore of culture, that is to a dance and cultural literacy. The aim of this study is to look at dance as an educational subject that can lead to critical literacy through dance’s multiliteracies as a synthesis of dance, movement, cultural and art literacy, with specific reference to Greek traditional dance. For this, literature-based research methodology is adopted that includes analysis and evaluation of relevant published literature. The literature review showed that Greek traditional dance, in the modern education framework, can be perceived in the light of critical literacy based on its multiliteracies, which are related to the concepts of movement, dance, art and cultural literacy.
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Smirnov, Eugeny I., Sergey A. Tikhomirov, and Vera S. Abaturova. "The phenomenon of complex knowledge in teaching mathematics as a factor of mathematical literacy forming of school students." Perspectives of Science and Education 54, no. 6 (December 31, 2021): 285–99. http://dx.doi.org/10.32744/pse.2021.6.19.
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Introduction. Mathematics teaching based on the development of complex knowledge generalized constructs (for example, modern achievements in science) becomes an effective direction for the formation of school student’s mathematical literacy with a significant applied and mathematical-informational potential of personal development. The purpose of the study: to develop a technology for student’s mathematical literacy formation during the development of complex mathematical knowledge and in the context of universal educational actions actualization by means of mathematical and computer modeling. Materials and methods. The research materials are based on the historiogenesis and actualization of mastering processes of complex mathematical knowledge by students as an effective mechanism for personal development. A synergetic approach, digitalization tools and visual modeling methods are being implemented to adapt the mastering processes of complex knowledge to school mathematics with the effect of student’s mathematical literacy forming. The choice and justification of methods for personal experience founding create the effect of core actualization of universal educational actions, manifest themselves in the processes of students ' activities individualization. The results of the study. For the first time, a technology for student’s mathematical literacy formation based on the symbiosis of mathematical and computer modeling in mathematics development of complex knowledge has been developed. The founding clusters and research and adaptation technology of hierarchies of complex multi-level knowledge (including modern achievements in science) to school mathematics are constructed. The stages and means of visual modeling and personal experience founding with the effect of student’s mathematical literacy forming in a rich information and educational environment are clarified. Conclusion. Educational practices have shown the high efficiency of this method to school student’s mathematical literacy forming in the process of modern achievements mastering in science. Such didactic solutions and practices are characterized by the ability to fully meet the needs of each school student in self-education and self-actualization when complex knowledge constructs mastering and set the value imperative of personal development, including mathematical literacy.
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Sylvia, J. J. "An Affirmative Approach to Teaching Critical Data Studies." Journalism and Media 2, no. 4 (October 21, 2021): 641–56. http://dx.doi.org/10.3390/journalmedia2040038.
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This article proposes an affirmative theoretical framework for teaching students about social media, algorithms, and critical data studies and offers a concrete example of an assignment that can be used to help students better understand how social media sites impact our processes of subjectivation, or how we are created as subjects. This pedagogical approach is situated within larger conversations about how to best approach media literacy, digital literacy, and other emerging 21st century literacies. Drawing upon a pedagogical action research methodology, this article analyzes student projects and reflections to determine how one can actively participate in one’s own processes of subjectivation as they relate to social media, as well as what factors facilitate or limit this ability. I argue that a deeper understanding of how platforms and algorithms function increases one’s ability to intervene in their own processes of subjectivation. Further, I analyze student projects to demonstrate how the assignment helped students better conceptualize the ways that their data were being captured and then used by Facebook. This analysis showed that the inherent for-profit nature of the Facebook platform limits the possibility of intervention ability by design. These results suggest that new approaches to social media platforms, such as those that are non-profit or for the public good, might open further opportunities for more creative interventions. These experimentations at both the level of the user and the platform align well with an affirmative critical theory approach of experimentation and counter-actualization.
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Perfetti, Charles A., Julie van Dyke, and Lesley Hart. "The psycholinguistics of basic literacy." Annual Review of Applied Linguistics 21 (January 2001): 127–49. http://dx.doi.org/10.1017/s0267190501000083.
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We review major issues in research on reading, including theories of word reading, cross-writing system comparisons, comprehension, reading difficulties, learning how to read, and cognitive neuroscience studies of reading. Each of these topics has psycholinguistic components that reflect the language foundations of reading. These foundations lie in two facts: (1) a writing system connects to a linguistic system at one or more levels, meaning that word reading is partially a psycholinguistic process; and (2): reading comprehension shares processes (e.g., parsing) with general language comprehension. One trend of recent research is the development of models of word identification that rely on single rather than dual mechanisms and their extension to explain reading difficulties. Another is the conclusion that phonology plays a role in reading that cuts across writing systems. Reading comprehension research continues to reflect two different traditions, sentence parsing and text comprehension. Both show increasing influence of general cognitive explanations, as opposed to strictly linguistic explanations, for comprehension phenomena. Studies of brain activation bring converging evidence on reading processes and provide neuroanatomical correlates of reading problems. In one area, the acquisition and teaching of reading, advances come from increasing consolidation and practical use of previous research gains.
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Tafazoli, Dara, Mª Elena Gómez Parra, and Cristina A. Huertas Abril. "Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 716. http://dx.doi.org/10.17507/tpls.0709.02.
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With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.
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Cook, Dani Brecher, and Kevin Michael Klipfel. "How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 34. http://dx.doi.org/10.5860/rusq.55n1.34.
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Effective pedagogy requires understanding how students learn and tailoring our instruction accordingly. One key element of student-centered pedagogy involves understanding the cognitive psychological processes according to which students learn, and to structure our teaching with these processes in mind. This paper fills in a gap in the current literature, by applying empirically grounded lessons drawn from the cognitive science of learning, and discussing specific applications of these lessons for information literacy instruction. The paper outlines a framework for information literacy instruction, grounded in the educational and cognitive psychology literature, for facilitating student retention and transfer of information literacy skills, two classic measures of student learning. Five specific principles and several strategies for promoting retention and transfer within information literacy instruction are outlined. This article is an expansion of a presentation given at LOEX in May 2014.
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, and Barbara Jones. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (August 1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.
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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
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Alencar, Cláudio, Lídia Araújo Silva Bento, and Denise Ferreira Mendonça dos Anjos. "Contribuição das Metodologias Ativas para as Práticas do Letramento no Ensino-Aprendizagem na Educação Infantil / Contribution of Active Methodologies to Literacy Practices in Teaching-Learning in Early Childhood Education." ID on line. Revista de psicologia 16, no. 60 (May 30, 2022): 809–24. http://dx.doi.org/10.14295/idonline.v16i60.3462.
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Resumo: O objetivo deste estudo é compreender sobre a importância das Metodologias Ativas para as práticas do letramento no ensino-aprendizagem dos estudantes na educação infantil. O professor dentro da sala de aula precisa criar uma ação educacional, através do letramento para desenvolver os estudantes com o uso das práticas pedagógicas e as metodologias de ensino, elaborando um plano amplo que torne o indivíduo capaz de interpretar de forma deliberada diversas situações textuais e compreenda os contextos ali ensinados, compreendendo mais ainda sobre os contextos e da vida cotidiana. Através disso, a metodologia deste trabalho irá decorrer através de estudo bibliográfico, a partir de livros, artigos e revistas sobre a temática de letramento e das metodologias ativas, buscando e analisando sua importância para o ensino e aprendizagem nas séries iniciais. Além de, identificar a contribuição nas dimensões da sala de aula; incentivando os professores na melhoria de seus processos de ensino, através do letramento, nas diversas disciplinas; e, compreender os desafios do educador no ensino-aprendizagem atualmente.Palavras-chave: Metodologias Ativas; Letramento; Educação Infantil.Abstract: The objective of this study is to understand the importance of Active Methodologies for literacy practices in the teaching and learning of students in early childhood education. The teacher within the classroom needs to create an educational action, through literacy to develop students with the use of pedagogical practices and teaching methodologies, developing a broad plan that makes the individual capable of deliberately interpreting different situations. texts and understand the contexts taught there, understanding even more about the contexts and everyday life. Through this, the methodology of this work will take place through a bibliographic study, from books, articles and magazines on the subject of literacy and active methodologies, seeking and analyzing its importance for teaching and learning in the early grades. In addition to identifying the contribution in the dimensions of the classroom; encouraging teachers to improve their teaching processes, through literacy, in the various disciplines; and, to understand the challenges of the educator in the teaching-learning nowadays.Keywords: Active Methodologies; literacy; Child education.
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Schachter, Elli, and Inbar Galili-Schachter. "Identity Literacy: Reading and Teaching Texts as Resources for Identity Formation." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (May 2012): 1–37. http://dx.doi.org/10.1177/016146811211400506.
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Background/Context Literacy has been traditionally posited as a primary educational goal. The concept is now understood in the literature as extending way beyond the mere technicalities of proficiency in reading and writing, encompassing a broad range of skills and practices related to comprehension, communication, and the ability to use texts in multiple settings. Cultural literacy and critical literacy are two conceptual models frequently used to understand the essence of literacy and why it is a worthy educational goal. Each model prescribes different curricular goals and preferred teaching practice in educational settings spanning all disciplines and age groups. In this article, we suggest a third conceptual model, identity literacy, based in developmental psychology's concept of identity. We define identity literacy as readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system—that system within which they define themselves and their relation to the world. Setting identity literacy as a goal of teaching frames the practice of teaching texts differently than the other models. Focus of Study The concept emerged from a qualitative study focusing on high school teachers who primarily teach texts in the classroom. The study examined their goals and justifications for their chosen practices of teaching texts and examined these in light of extant literature regarding literacy, and the literature on identity development. Setting and Participants Twelve expert teachers of the curricular subject of Jewish thought taught in the Israeli nonreligious school sector served as the empirical foundation for developing the concept. Research Design Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Teachers were interviewed twice: once regarding their life story, reasons for becoming a teacher, and general goals in teaching, and once after they were observed teaching, regarding their reflections on the practices they employed in teaching texts. Common themes were identified using techniques based in grounded theory analysis. Findings/Results Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught. Conclusions/Recommendations The concept of identity literacy is suggested as an alternative conceptual lens with which to frame the purpose and practice of teaching texts in the classroom that may be relevant to teachers in a broad range of school disciplines.
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Grigoriev, A. V., I. N. Dobrotina, and I. V. Osipova. "The Results of the Regional and Final Stages of the All-Russian Olympiad of Schoolchildren in the Russian Language in 2019." Russian language at school 81, no. 1 (January 22, 2020): 30–35. http://dx.doi.org/10.30515/0131-6141-2020-81-1-30-35.
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The article describes main directions in the selection of test materials for the All-Russian Olympiad (hereinafter Olympiad) for schoolchildren in the Russian language, as well as forms of their presentation. An analysis of some tests in the regional and final stages of the Olympiad was carried out. It is shown that the process of selecting test materials for the Olympiad is influenced by such problems of teaching the Russian language at school as formation of normative literacy skills, ability to work with various types of linguistic dictionaries and reference books, ability to evaluate the processes occurring in the modern Russian literary language.
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Cruz-Ferreira, Madalena. "First language acquisition and teaching." AILA Review 24 (December 21, 2011): 78–87. http://dx.doi.org/10.1075/aila.24.06cru.
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“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.
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Gadanidis, George, Ricardo Scucuglia Rodrigues da Silva, Janette Hughes, Steven Floyd, and Immaculate Namukasa. "Computational Literacy & Mathematics Education." Revista Internacional de Pesquisa em Educação Matemática 12, no. 4 (November 19, 2022): 1–23. http://dx.doi.org/10.37001/ripem.v12i4.3144.
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Computer programming has permeated many fields as a tool to model phenomena and processes and to make new discoveries. Curricula in many jurisdictions have been revised to use computer languages across K-12, and in some cases in mathematics education. The literature suggests that while digital media in mathematics education can be used as tools that serve our purposes, they also serve to reorganize knowledge. This paper investigates the interactions among computer programming and mathematics teaching and learning. Our data sources are a) Ontario curriculum documents, b) resources developed by our team in Ontario and in Brazil, and c) our research in Ontario and Brazil. diSessa’s idea of computational literacy serves as a theoretical framework and as an analytical lens for conceptualizing how the integration of computer programming may alter the structure and experience of school mathematics.
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Santana, Wilder Kleber Fernandes de, Richardson Lemos de Oliveira, Itaécio Felipe, Lidiane Dias Reis, Alessandra Ferreira dos Santos, Monique machado Corrêa, Luciana Quagliane Ribeiro, et al. "On Primary Health Care and Teaching literacy: Science and Education Professionals in Training." International Journal of Advanced Engineering Research and Science 9, no. 11 (2022): 080–85. http://dx.doi.org/10.22161/ijaers.911.11.
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This research aimed to discuss, scientifically, about Primary Health Care and Teaching Literacy, reflecting on science and education professionals in training, both initial and continued. Not only from biopolitical perspective lenses (FOUCAULT, 2002), our analyses gain corporality when we resort to the need that these health professionals (doctors, nurses, physiotherapists, health agents, speech therapists, etc.) and education (teachers, pedagogues, psychopedagogues) are in constant training processes. We understand that there is a need for training for these professionals, and the ideal is that there are restructurings and resignifications through literacy techniques tied to new educational technologies. Thus, the objective of our work is to discuss how training and training processes for health and education professionals are essential to improve the execution of their practices, in addition to contributing to the refiguration of training materials from ministries (Health [HS] and Education [MEC]). Therefore, we present strategies to enhance the practice of these professionals aiming for excellence in the spheres of work.
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Legvart, Polonca, Metka Kordigel Aberšek, and Maja Kerneža. "DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS." Journal of Baltic Science Education 21, no. 5 (October 25, 2022): 836–48. http://dx.doi.org/10.33225/jbse/22.21.836.
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Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. Keywords: basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach
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Petrucco, Corrado, and Massimo Ferrante. "Complementary Information Literacy Training Practices in University Teaching and Academic Libraries." International Journal of Digital Literacy and Digital Competence 9, no. 3 (July 2018): 27–38. http://dx.doi.org/10.4018/ijdldc.2018070103.
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Students now have information processing behaviors characterized by rapid shifts in attention, less reflection and failure to deploy metacognitive processes, preferring activities that bring immediate rewards for their information needs, even if the quality of the information they obtain is low. Consequently, they run into significant difficulties in the selection and critical evaluation of the information they find during university learning activities. This article presents two information literacy training initiatives addressing these issues at the University of Padova (Italy): one in a course in educational technologies offered as part of a second-cycle degree program, and the other in two of the university library system's training facilities. The training workshops sought to be complementary, covering both the search engine and the library OPAC approach to information seeking.
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Hikida, Michiko, Katharine Chamberlain, Susan Tily, Anne Daly-Lesch, Jayce R. Warner, and Diane L. Schallert. "Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks." Journal of Literacy Research 51, no. 2 (February 27, 2019): 177–95. http://dx.doi.org/10.1177/1086296x19833297.
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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.
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Hughes, Janette, and Laura Morrison. "Teaching Critical Visual Literacies through #Selfies." Jeunesse: Young People, Texts, Cultures 10, no. 2 (December 2018): 9–41. http://dx.doi.org/10.3138/jeunesse.10.2.9.
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This qualitative, ethnographic case study investigated the use of selfies in the development of middle school students’ critical visual literacy skills in the digital age. The data collected included the students’ selfies and the video/ photo recordings of the students during their selfie creation and analysis processes. Data was coded thematically (Charmaz) and analyzed using critical visual methods discussed in Rose’s An Introduction to the Interpretation of Visual Materials and also using visual narrative analysis (Riessman), with a focus on creative production, community sharing, and critical deconstruction. Findings from the study indicate that a lesson on selfies can encourage reflection, critical thinking, and effective communication—twenty-first-century skills and competencies.
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Stefanova, Svetlana, Jelena Bobkina, and Francisco Javier Sánchez-Verdejo Pérez. "The Effectiveness of Teaching Critical Thinking Skills through Literature in EFL Context: A Case Study in Spain." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 252. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.252.
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The present study investigates the effectiveness of teaching critical thinking skills through literary texts in the EFL classroom, based on the combination of reader-centered critical reading and critical literacy pedagogy. Our proposal seeks to address both language teaching and literacy education from a transnational perspective by dealing with critical thinking skills as a set of processes whose main aspects include the interpretation of the world, self-reflection, intercultural awareness, critical awareness, problem-solving, and language use. For the purpose of this study, a series of activities based on Caryl Phillips’s novel The Lost Child (2015) have been designed, following the four curricular components of Multiliteracies pedagogy (Kalantzis & Cope, 2000). Conducted in an EFL classroom in Spain, the study aims to validate the model of teaching critical skills built on working with current social issues, such as immigration, discrimination, and bullying. To evaluate the effectiveness of the model, teacher assessment and self-assessment questionnaires have been completed by the teacher and the students, respectively. A close analysis of the results reveals that both students and their teacher perceive the model as highly effective, in particular, in terms of self-reflection. Additionally, intrinsically motivating activities and frequent opportunities to discuss literary texts and relate them to current issues have proved to be highly beneficial for the students, providing them with a broader perspective that helps them interpret real-world problems properly. The assessment grid has proved effective, although for a wider application of the grid, the descriptors might have to be adapted to the students’ age.
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Käck, Elin. "Läsa utan raderna." Tidskrift för litteraturvetenskap 47, no. 1 (January 1, 2017): 46–57. http://dx.doi.org/10.54797/tfl.v47i1.8437.
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Reading Without Lines. Transformations of Literary Texts in Textbooks
While textbooks and teaching materials within the high-school subject of Swedish have been the focus of several studies, the transformations that literary works undergo as they are incorporated into teaching materials warrant further consideration.
Research has shown that the subject of Swedish in schools has been subject to fragmentation as its scope has expanded. Such fragmentation has also been shown to affect the way learning materials such as textbooks and anthologies present literary works to pupils. This article considers the textual transformations that literary texts undergo in their transition from originals to textbook material, with a particular emphasis on processes such as remediation, fragmentation, exclusion and hybridization. What kind of text are pupils in schools actually reading when they open their textbooks? What is the relationship between the original literary work and the excerpt commonly found in textbooks and anthologies? While empirical studies of classroom situations have yielded considerable insight into learning processes, as well as literacy and reading, this study focuses on the text itself by describing and theorizing the implications of textual transformations for the study of literature.
Through an analysis of literary works from three different schoolbooks in the subject of Swedish for year 7, 8, and 9, the article illustrates and problematizes various aspects of textual transformations as it relates to the curriculum, Lgr 11.
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Buisán, Carmen, Isabel Rios, and Liliana Tolchinsky. "The contribution of teaching practices and pupils’ initial knowledge to literacy learning." Swiss Journal of Educational Research 33, no. 1 (October 4, 2018): 47–68. http://dx.doi.org/10.24452/sjer.33.1.4849.
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The learning of written language results from a shared contribution of the literacy knowledge pupils bring and the pedagogical instruction they receive. The aims of the present study were (1) to assess children’s emerging literacy knowledge, in terms of both notational and textual aspects, at the beginning of the third year of preschool education; (2) to obtain a detailed picture of teaching practices in initial instruction of written language in nine regions of Spain; and (3) to determine the relationship between these two factors and learning outcomes at the end of the first year of primary education. In spite of having identified three clearly different profiles of teaching practices, results indicate that children’s performance in written language was more strongly associated with their initial literacy level of knowledge than with what the teacher did.A detailed observation of classroom interactions in the context of specific tasks not only enabled us to look more closely at different learning trajectories but also revealed several socio-affective and attitudinal aspects that appear to explain the differences in learning processes.
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Cunningham, Anne E., Jamie Zibulsky, Keith E. Stanovich, and Paula J. Stanovich. "How Teachers Would Spend Their Time Teaching Language Arts." Journal of Learning Disabilities 42, no. 5 (June 12, 2009): 418–30. http://dx.doi.org/10.1177/0022219409339063.
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As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers’ implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers’ implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed.
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Jufri, A. Wahab, Agus Ramdani, Jamaluddin Jamaluddin, and Afriana Azizah. "Development of Scientific Literacy and Pedagogical Content Knowledge (PCK) of Prospective Science Teachers through Lesson Study-Based Courses." Jurnal Penelitian Pendidikan IPA 5, no. 2 (May 21, 2019): 179. http://dx.doi.org/10.29303/jppipa.v5i2.235.
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Lesson Study has been adopted as an effort to improve the quality of education in many countries. Scientific literacy and pedagogical content knowledge (PCK) are two indicators of quality education which most agree are important considerations for science teachers This research has been undertaken by following a lesson study-based action research intervention. The objectives were to analyze its effects on development of prospective science teacher (PST) scientific literacy and PCK indicators. Research subjects were 32 fourth semester PSTs enrolled in Strategies for Teaching Biology course. The research was conducted in three cycles with a plan-do-see phase in each cycle. The data were obtained from PSTs’ tasks and analyzed by comparing the mean score gained for two indicators of scientific literacy and three indicators of students’ PCK. Results of this study indicates that the mean scores gained in each indicator of scientific literacy and PCK were higher in the third and second cycles of lesson study when compared to the first cycle. Therefore it can be concluded that implementing lesson study based action research brought about improvement the PSTs’ scientific literacy and PCK, as well as the quality of teaching and learning processes. Key words: lesson study, scientific literacy, pedagogical content knowledge
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Turner, Kristen H., and Elvira K. Katic. "The Influence of Technological Literacy on Students' Writing." Journal of Educational Computing Research 41, no. 3 (October 2009): 253–70. http://dx.doi.org/10.2190/ec.41.3.a.
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Many forms of technological communication exist in non-linear environments and there is potential for new approaches to learning and teaching which may more closely approximate naturalistic and authentic approaches to learning. The following study examined the ways in which high school students were influenced by technology as they wrote and how different aspects of emergent technological literacies were appropriated into their writing processes. We found that the complexity of technological affordances largely informed the students' non-linear writing processes and that they exhibited fluency with non-linear frameworks. The students' use of technology no longer seemed an issue of translation. Rather, writing occurred in, around, and with this non-linear framework. It is likely that the more students use such non-linear frameworks, the more their fluency will continue to increase, and the more they will look to accomplish other writing tasks by using this “new” literacy that they have mastered.
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Rifai, Irfan, and Fadillah Sandy. "Faith, Love, and Literacy Practices: The Teaching and Learning of Qur’an and Arabic Language of Multicultural Muslims in a Single Sex Class." International Journal of Education, Language, and Religion 1, no. 1 (November 6, 2019): 32. http://dx.doi.org/10.35308/ijelr.v1i1.1769.
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This article reports the literacy teaching and learning of a boys-only weekend class in a mosque of a midwestern city, United States. As part of the Muslim’s community who regularly attended the weekend class that studied Qur’an and Arabic, I interviewed the participants (teacher, principal, students, and parents), observed their class interactions, took notes during and after the interactions, and gathered some artifacts that portrayed the interactions and the teaching and learning processes. Coming from various cultural background, the students and teacher demonstrated shared motivation, yet divergent interpretations on the objective and the teaching learning interactions. Taking the perspectives of ethnography of communication (Hymes, 1964; Cameron, 2001), I found that the literacy practices in this community was motivated by the love and piety of God, strong ties to their cultural background, and the perpetuation of both faith and cultural identity.
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Dunkley, Daniel. "Language Socialization and Language Teaching: An interview with Patricia (Patsy) Duff." Language Teacher 37, no. 3 (May 1, 2013): 30. http://dx.doi.org/10.37546/jalttlt37.3-5.
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Sociolinguistics has grown in importance in recent years, and we have become aware of the role of language not just as a means of communication, but also as a creator of social identity. Additionally, in our current globalized world, contact between users of different languages has increased, especially in countries with large immigrant populations. This interview with Dr. Patricia Duff explores the major issues in Language Socialization. Dr. Duff is currently Co-director of the Centre for Research in Chinese Language and Literacy Education at the University of British Columbia, Canada, where she is Professor of Language and Literacy Education. Her primary research activities concern the processes and outcomes of (second) language learning and language socialization in secondary school and university classroom contexts (foreign/second language, bilingual/immersion, mainstream content courses), as well as in workplaces and communities more generally.
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Clavijo-Olarte, Amparo. "Research tendencies in the teaching of English as a foreign language." Colombian Applied Linguistics Journal 17, no. 1 (May 25, 2015): 5. http://dx.doi.org/10.14483/22487085.9006.
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An analysis of the thematic tendencies in the 41 research articles published in the issues of the Colombian Applied Linguistics Journal during the last three years, 2013-2015, indicates that authors have focused their attention primarily on five topics. These themes can be grouped as a) Trends and Approaches to teaching English as a foreign language, with the highest number of articles, followed by b) language learners´ processes and outcomes, c) teacher education for both preservice and inservice teachers, d) critical literacy and literacy involving social development, and d) uses of Spanish as expression of popular culture and English as a sociolinguistic phenomenon in San Andres. The variety of research reflected in these five thematic groups certainly contributes to addressing the two target disciplines our journal is interested in: Applied Linguistics and English Language Education in the context of Colombia and Latin America.
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Tekbiyik, Ahmet. "THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 237–53. http://dx.doi.org/10.33225/jbse/15.14.237.
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This research examines the influence of Jigsaw, which is a collaborative learning (CL) method, on students’ views and decision-making processes concerning the use of nuclear energy. The research included 60 fourth-year undergraduate students attending the science teacher training program of a university in Turkey in the 2013–2014 academic year. In the research, firstly an attempt was made to provide students with scientific literacy on the subject through Jigsaw method. Then the groups formed for the Jigsaw method created argumentative texts in which they expressed their views. In the end, the students developed positive attitudes and supported the establishment of nuclear power plants in Turkey. They had negative views about the use of nuclear energy before teaching. Their views turned to positive after teaching to a great extent. It was seen that gaining enough knowledge to do logical reasoning through teaching was influential on their capability to reach positive decisions. Furthermore, it was revealed that decision-making processes are affected by variables such as scientific literacy, awareness, and suggestions for reducing risks. Key words: collaborative learning, Jigsaw, nuclear energy, socio-scientific issues.
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Ilhami, Aldeva, Diniya Diniya, Susilawati Susilawati, and Rian Vebrianto. "Digital Literacy of Pre-Service Science Teachers as Reflection of Readiness Toward Online Learning in New Normal Era." THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING 4, no. 2 (December 31, 2021): 207. http://dx.doi.org/10.21043/thabiea.v4i2.9988.
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ThThe Covid-19 outbreak affects education sector thus the teaching is undertaken remotely. Teachers and students use digital platforms to continue the teaching–learning processes. The present study was carried out to determine the digital literacy of pre-service science teachers at UIN Sultan Syarif Kasim Riau, Universitas Muhamadiyah Riau and Universitas Negeri Padang. Conducted through a formulated survey involving 115 science education students among those universities, the data were collected through digital literacy questionnaire adapted from ‘DigComp21 the digital competence framework for citizens”. The data analysis used descriptive and inferential statistics through SPPS 23 for windows application. Based on results obtained in this line of research, it showed that the digital literacy of pre-service science teachers was in the medium category with a score of 61.8%, and therefore, it indicated that there was no significant effect based on educational institution factors. The majority of students have low skills to create digital contents.
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Kepule, Iveta. "Learning the Song Lyrics Through the Movement in Music Teaching for the Pupils aged 6-7." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 457. http://dx.doi.org/10.17770/sie2013vol1.576.
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Good reading literacy is one of the basic social and economic requirements for the society of the 21st century. Not all pupils have sufficient reading literacy starting the first grade. Poor reading literacy does not allow the pupils to synthesize melody with the lyrics successfully ; pupils concentrate on reading the lyrics but not on the reproduction of sound and melody in specific rhythm and pitch. The aim of the research is to develop specific methodological techniques for learning the song lyrics through the movement, in order to improve the singing skills of the pupils during the integrated process of music teaching, taking into consideration the modern social processes. The methods of the research: the article reflected the analysis of scientific literature, the opinions are based on the use of the author teaching experience. The article provides a standpoint and practical experience for learning the song lyrics in combination with movements, gestures and mimics.
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McIntosh, Jonathan. "‘Seeing the bigger picture’: Experiential learning, applied ethnomusicology and the use of gamelan music in adult literacy education." International Journal of Music Education 31, no. 1 (June 22, 2012): 15–25. http://dx.doi.org/10.1177/0255761411433718.
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Highlighting the application of ethnomusicology beyond the traditional boundaries of the academy, this article investigates the use of music in adult literacy education. In 2005, as part of the Literacy and Equality in Irish Society (LEIS) project, adult literacy tutors working in Northern Ireland, United Kingdom (UK), were invited to enrol in short, professional-development courses that required their participation in a Balinese gamelan ensemble – an orchestra comprised mainly of metallophones, drums and gongs. During each course, tutors were encouraged to reflect upon their learning processes to help them become more empathetic with some of the difficulties faced by adult literacy students. By focusing on the tutors’ experiences of learning gamelan music, this article provides insights into how participants used these development courses as a means to critically reflect upon issues of approach to teaching adult literacy education.
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Huang, Ruhua, Baiyang Li, and Lihong Zhou. "Information literacy instruction in Chinese universities: MOOCs versus the traditional approach." Library Hi Tech 34, no. 2 (June 20, 2016): 286–300. http://dx.doi.org/10.1108/lht-02-2016-0013.
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Purpose – The purpose of this paper is to discuss a teaching project and a series of systematic efforts to promote an information literacy instruction (ILI) module and transform it into a successful and well-established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed description and discussion on these transformation processes, but also a comparative analysis of two very different teaching approaches. Design/methodology/approach – This paper focuses on the ILI module in Wuhan University with a top-ranked Library and Information School in China. As a result, this module has been treated as a case study to investigate the transformation processes from a traditional module to MOOCs. Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process analysis and data analysis on the ILI MOOCs. Findings – It has become evident that ILI is widely considered to be extremely important, not only for university students, but also for a large number of post-college professionals in various industries. Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved the quality of ILI. Practical implications – If a module is delivered to a large number of students, MOOCs are effective and convenient. To ensure a successful ILI course, this study describes a detailed procedure for transforming a traditional course to a ubiquitous, high-quality and interactive one. Originality/value – This paper represents early attempts to develop MOOCs on ILI in China. In addition, experience and insight from this study are of interest to university educators and policy makers with implications beyond the Chinese educational system.
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Bozan, Mehmet, and Hüseyin Anılan. "Teaching Literacy in First-Grade of Primary School During COVID-19 Pandemic." Mimbar Sekolah Dasar 9, no. 1 (January 17, 2022): 24–42. http://dx.doi.org/10.53400/mimbar-sd.v9i1.38914.
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Along with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of "the teaching process, the stakeholders, and the factors that make the teaching process difficult". The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious.
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Soutthaboualy, Thongkhane, Pinanta Chatwattana, and Pallop Piriyasurawong. "The Blended Instruction on Cloud via an Interactive Augmented Reality Technology Model to Enhance Digital Literacy." Higher Education Studies 11, no. 3 (August 23, 2021): 144. http://dx.doi.org/10.5539/hes.v11n3p144.
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The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an interactive augmented reality technology model, and 4) Study the suitability assessment of the blended instruction on the cloud via an interactive augmented reality technology model. The proposed model develops digital literacy skills, one of the most important skills for learners in the 21st century that contributes to the learning society in the digital world. The samples group used in the study were nine experts in higher education. Then analyzing the data obtained from the assessment, using mathematic mean and standard deviation. Results of the assessment found the following. 1) The developed teaching and learning model consisted of four components: inputs, blended instruction on cloud processes, outcomes, and feedback. 2) The blended instruction on the cloud processes consists of 3 steps: the preparation, teaching and learning, presentation and summary of the learning results. 3) The assessment of the suitability of the developed teaching and learning model was at the highest appropriate. 4) The suitability assessment in the developed teaching and learning model was at the highest appropriate.
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Maitaouthong, Therdsak, Kulthida Tuamsuk, and Yupin Techamanee. "Development of the instructional model by integrating information literacy in the class learning and teaching processes." Education for Information 28, no. 2-4 (December 16, 2011): 137–50. http://dx.doi.org/10.3233/efi-2010-0897.
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Habet Farhat, Roland. "The Impact of a Balanced Literacy Program on the Gradual Release of the Instructor’s Accountability." International Journal of Childhood Education 2, no. 4 (December 25, 2021): 32–41. http://dx.doi.org/10.33422/ijce.v2i4.127.
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Under no circumstances can anyone argue with the eminent saying, “A child who reads will be an adult who thinks.” Literacy does matter. It’s never a privilege; it is a right. Every child has the right to understand the significance of being educated as it needs hard work as well as persistence to pay off. Therefore, literacy is crucial to any progress and advancement. The purpose of this study is to show how young learners can, eventually, sustain, tolerate, and then master balanced and effective literacy independently. Instructors can gradually release their responsibility in order to set their learners free to learn autonomously. To reach this level, several steps and phases will be highlighted as well as taken into consideration. This research paper presents literacy aspects to be studied within appropriate settings and learning environments; suitable curricula, and applicable time and framework. The study engaged mixed methods (qualitative and quantitative approaches) and analytical methods where surveys, observations, facts, and many measurements are markedly deliberated by the researcher through interviews held by an amount number of teachers and a questionnaire that was distributed online. The researcher, then, received and analyzed all the answers delivered. The results reveal that a balanced and effective literacy program has a positive impact on learners to work and learn independently. Learners will also be able to use different strands in contexts across the curriculum especially when it is held professionally, proactively, and under regular observations. finally, the study approves the gradual release of the instructor’s responsibility while delivering teaching methods and giving the learners the opportunity to be independent.
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Miller, Meg. "Mapbox.js: an engaging open-source web mapping tool for teaching data visualization theory." Bulletin - Association of Canadian Map Libraries and Archives (ACMLA), no. 165 (August 4, 2020): 32–37. http://dx.doi.org/10.15353/acmla.n165.1903.
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This review provides an overview of web mapping tools and discusses why and how Mapbox.jshas been an effective tool in the delivery of one-shot instructional sessions on data literacy andvisualization theory in an academic library context.
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Torres-Madroñero, Esperanza Milena, Maria C. Torres-Madroñero, and Luz Dary Ruiz Botero. "Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes." Future Internet 12, no. 12 (December 18, 2020): 232. http://dx.doi.org/10.3390/fi12120232.
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The transformations in educational environments due to the immersion of information and communication technologies (ICT) make it necessary to analyze the limits and possibilities of the assessment of the virtual training process. This paper presents an analysis of the meanings of ICT-mediated assessment, establishing what kinds of knowledge are suitable for this type of evaluation, and the challenges and possibilities of virtual tools. For this, we present a systematic review of ICT-mediated evaluation and assessment according to the educational paradigms and their implementation. We highlight that contemporary pedagogical models and their implementation in ICT mediation tools show a trend towards quantitative and summative valuation. The commonly used learning management systems (LMS) include several types of questions oriented to quantitative evaluation, with multiple-choice being the most common. However, new technological approaches like gamification, virtual reality and mobile learning open new assessment possibilities. The ICT educational platforms and new technologies demand new skills for all educational actors, such as digital literacy.