Relevant bibliographies by topics / Traditional Literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Traditional Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Traditional Literacy"

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Dyck, V. Arnie, James P. Black, and Shirley L. Fenton. "Beyond traditional computer literacy." ACM SIGCSE Bulletin 19, no. 1 (February 1987): 508–12. http://dx.doi.org/10.1145/31726.31814.

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

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Based on an analysis of historical materials written in Literary Sinitic and vernacular Vietnamese (Chữ Nôm), this article examines the contexts of Buddhist knowledge and Buddhist literacy practices in premodern Vietnam. I argue that Buddhist monks were key agents in a complex system of literacy practices that mimic the conceptual form of the mandala. They taught Literary Sinitic (and sinographic characters) as well as vernacular Vietnamese (Chữ Nôm), translated texts from the Buddhist canon into Vietnamese, composed Buddhist works, made handwritten books, carved woodblocks, and published woodblock texts. Meanwhile, the Buddhist temple in traditional culture was a marvelous place not only for self-cultivation, but also to educate Buddhist novices and lay people, and to expand the Buddhist order. The Buddhist temple was a multifunctional space, existing as a hall of reverence, a place of Buddhist worship, and a temple to the forefathers, as well as a center of translation, a Buddhist school, printshop, publisher, archive, library and bookshop. There were, furthermore, complex mandalas of Buddhist temples in traditional Vietnamese society, since virtually every village contained a Buddhist temple. Thus, the network of literacy practices of a given temple directly affected the cultural life of the community of the village in which it was located, including its religious beliefs, economy, and especially its literate education. The structure of these interactions form a complex mandala of Buddhist literacy practices in Vietnamese traditional culture.
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Danabekov, Ozodbek Imomali Ogli. "Abdulla Avloni's Manuscript Methods Of Using Non-Traditional Methods." American Journal of Social Science and Education Innovations 03, no. 03 (March 25, 2021): 178–83. http://dx.doi.org/10.37547/tajssei/volume03issue03-24.

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Moses, Lindsey, and Stephanie Reid. "Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing." Language and Literacy 23, no. 1 (February 22, 2021): 1–24. http://dx.doi.org/10.20360/langandlit29502.

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This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ negotiation of positive identities. We conducted an analysis of two bilingual case studies to examine the ways in which the shift from traditional literacy skills/practices to multimodal formats provided opportunities for students who were traditionally marginalized to renegotiate identities as experts and authors.
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Jordan, Desha M., Jeana S. Bush, Dennis R. Ownby, Jennifer L. Waller, and Martha S. Tingen. "The impact of traditional literacy and education on health literacy in adolescents with asthma." Journal of Asthma 56, no. 8 (September 5, 2018): 882–90. http://dx.doi.org/10.1080/02770903.2018.1494191.

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Cullen, Theresa A., and Inger C. Cobb. "Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis." TechTrends 55, no. 6 (November 2011): 25–32. http://dx.doi.org/10.1007/s11528-011-0538-0.

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Dąbrowska, Izabela. "Diverse nature of literacy: The sociocultural perspective." Lublin Studies in Modern Languages and Literature 43, no. 3 (November 14, 2019): 33. http://dx.doi.org/10.17951/lsmll.2019.43.3.33-43.

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<p>Considering the pace of the contemporary changes in the world, largely due to global trends and rapid development of media technology, it is commonly accepted that literacy cannot connote reading and writing any more as it did until several years ago. Much broader conceptualisations of what literary practices stand for are needed as people actually use literacy in diverse contexts and for different purposes. These are offered by sociocultural theories and approaches, which, despite being dissimilar with one another, do not undermine the traditional views on literacy and its practices but forward new<br />complex and inclusive ways of understanding the phenomenon</p>
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Kuglitsch, Rebecca Zuege. "An interlocking and interdependent ecology." Reference Services Review 46, no. 2 (June 11, 2018): 294–302. http://dx.doi.org/10.1108/rsr-02-2018-0022.

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Purpose This study aims to explore the potential areas of overlap and reinforcement between critical science literacy and information literacy. As an awareness of the limitations of traditional definitions of scientific literacy and traditional science instruction has grown, there is an opportunity to apply a critical lens to science and IL. Design/methodology/approach The paper examines the literature of critical scientific literacy and connects it to information literacy practices. Findings There is considerable room for librarians to foster and support critical scientific literacy in parallel with information literacy. Both literacies align significantly. Practical implications IL for students in the sciences can and should take a more critical approach to instruction to support scientific literacy as well as ILI. Originality/value Traditional science literacy has had relatively limited impact perhaps, but critical science literacy offers a way to construct science literacy as a meaningful engagement; combining it with critical approaches to information literacy offers the opportunity to reinforce both skills.
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Veryeri Alaca, Ilgım. "Honing emergent literacy via food." Libri et liberi 8, no. 2 (December 4, 2019): 343–57. http://dx.doi.org/10.21066/carcl.libri.8.2.6.

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This study explores the honing of children’s emerging literacy skills through the use of food that is inspired by children’s books. Besides digital and printed books, edible texts have the potential to aid language acquisition and literary appreciation. When edible materials and children’s books are synthesised into a new form to facilitate edible readings, the combination may inspire more families to engage in everyday literacy activities with their children. Using historical examples of edible reading that support emergent literacy, this work investigates how children have fed on edible materialities that appeal to their senses on multiple levels. As well as traditional methods, this study looks at innovative methods of food printing and production such as 2D and 3D printing technologies and how these may be integrated into edible texts through prototypes presented by the author.
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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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Dissertations / Theses on the topic "Traditional Literacy"

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McCauley, Yvette Joyce. "Adult Literacy Program Evaluation for First Year Traditional College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1974.

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First year traditional college students required to register in a sequence of remedial courses prior to enrollment in credit-bearing courses often get discouraged by the financial burden and time commitments of this additional work and, subsequently, decide to drop out. The purpose of this qualitative program evaluation was to examine the effectiveness of the remedial adult literacy program being used at a 4-year urban college in the northeast and assess the curriculum alignment with the Council for Higher Education Accreditation (CHEA) standards. Knowles theory of andragogy, which suggests that adults are self-directed and expect to take responsibility for their own decisions, was the conceptual framework for this study. Research questions addressed participants' perceptions of the current adult literacy program. All 60 students enrolled in the adult literacy program completed open-ended questionnaires and participated in focus group interviews. Two faculty and 3 administrators responsible for the adult literacy program completed questionnaires and participated in individual interviews. Thematic coding and member checks allowed for data triangulation to analyze the findings. Three themes emerged to improve the quality and effectiveness of the current program: reform of instructional program, technology intervention, and enhancing student learning through assessment. Staff members did not think curriculum aligned with CHEA standards. The majority of students and staff preferred a media versus text-based curriculum. Social change is promoted by continued program evaluation and integrating technology in adult literacy programs to improve student achievement and self-efficacy, prompting greater college completion and workforce preparation.
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Taylor, James Young. "Environmental Literacy Development| A Comparison between Online and Traditional Campus Courses." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665401.

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As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

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Baker, Jason. "Improving Chronic Constipation Health Literacy Proficiency: Animation Versus Traditional Written Pamphlets." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5448.

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The U.S. health care system is evolving from medical centric to patient centered, augmenting the importance for patients to comprehend and process medical information. The Department of Education indicated that 77 million Americans have a basic or below basic health literacy proficiency and 12% register as health literacy proficient. Animation is a time-tested device for improving health by enhancing comprehension. Chronic constipation (CC) complexity entails physiological, anatomical, and environmental mechanisms. Using the cognitive theory of multimedia learning and dual-channel auditory and visual processing, the primary research question addressed whether an animated educational video improved health literacy for CC more than a traditional written educational pamphlet. A secondary dataset of 100 CC subjects from the University of Michigan was collected using a cross-sectional study design with a convenience sampling strategy of CC patients who underwent anorectal functional testing. Dependent variables were CC Pretest Quiz and CC Posttest Quiz scores, and independent variables included CC education intervention, demographics, health literacy proficiency, and environmental learning variables. Descriptive and analytical statistical methods were employed for data summarization and comparison. The animated educational video had minimal impact (p = 0.20) on improving health literacy; however, pretest scores (p -?¤ 0.001), age (p = 0.03) and highest level of education achievement (p = 0.03) influenced the largest variance between quiz scores. Enhancing health literacy influences social change by empowering individuals with CC to improve quality of life metrics, increase work productivity, and decrease health care utilization costs.
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Cooper, Julie A. "Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.

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This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.
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North-Coleman, Cheryl M. "From easy rider to easy writer an examination of non-traditional writers and their road to literacy /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 248 p, 2009. http://proquest.umi.com/pqdweb?did=1654500721&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Davidson, Sara Florence. "(E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/743.

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It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for many Aboriginal students. Of particular concern is the area of print literacy, as achievement in this area has been linked to academic success. This is an area where Aboriginal students in British Columbia score well below their non-Aboriginal counterparts on tests such as the Foundation Skills Assessment. By reviewing traditional Aboriginal ways of transmitting knowledge, it is possible to understand the reason why contemporary Euro-Canadian teaching practices may be inappropriate for Aboriginal students. Drawing on Delpit’s ‘codes of power’ and educational interpretations of Bakhtin’s literary theory, I explore the notion that it is possible for Aboriginal students to be academically successful within the Euro-Canadian system while retaining their traditional Aboriginal identity and ways of knowing. Findings from this exploratory case study, which occurred at a secondary school in a remote Aboriginal community in northern British Columbia, are shared. Interviews with six Aboriginal adolescent students and three non-Aboriginal teachers, as well as personal reflections are also considered. By reexamining the assumptions and beliefs about contemporary Euro-Canadian teaching practices and seeking to learn more about traditional Aboriginal teaching practices, it is anticipated that educators can integrate the strengths of both approaches into their teaching. It is believed that this will enhance success for Aboriginal students in both Aboriginal and Euro-Canadian contexts.
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Tolley, Rebecca. "Review of Encyclopedia of National Dress : Traditional Clothing Around the World." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5648.

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Densborn, Linda, and Erika Sehlstedt. "Vad gör vi med texter? : Textarbete i en årskurs 3." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4755.

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 Enligt styrdokumenten skall elever rustas inför dagens samhällsliv, fortsatta studier och kommande arbetsliv vilket förutsätter att eleverna kan möta och förstå texter av olika slag. För att klara de nationella proven i åk 3 krävs att eleverna behärskar olika texttyper och vi vill med denna studie se hur arbetet med olika texter i en åk 3 ser ut samt vilka relationer mellan klassrummets textarbete och styrdokumentens intentioner vi kan utlä-sa. Vi är även intresserade av om undervisningen kring texter är inspirerad av literacy-forskning eller en mer traditionell syn på läs- och skrivinlärning. Vi tänker oss att denna studie kan leda till att verksamma lärare och lärarstudenter får upp ögonen för hur arbe-tet med olika texter kan se ut för att uppnå styrdokumentens intentioner. Vi har i studien använt oss av en empirisk kvalitativ observationsstudie för att få ett så trovärdigt resul-tat som möjligt. Resultatet visade att eleverna mestadels arbetade med texter av berät-tande karaktär och att undervisningen framför allt speglar en traditionell färdighetssyn där mycket fokus ligger på grammatik, form och struktur utan något större samman-hang.
As the policy documents reads students must be prepared for today´s society, further studies and future working which implies that students can understand and encounter different types of texts. To cope the National Tests in third grade the students must mas-ter different types of texts and with this study we want to study the work with texts in a third grade classroom, and also how the relation between classroom activities and policy documents may be understood. We are also interested in different Theories of reading and writing, and thus if text activities are inspired by literacy research or a more tradi-tional skill discourse. We imagine that this study can conduce to the active teachers and student teachers can take notice of the importance of early introduction of different types of texts for the students. In this study we have used an empirical qualitative obser-vational study to get a so credible result as possible. The result showed that most of the texts that the students worked with were of narrative character and that the education was based primarily on a traditional skill discourse whit focus on grammar, form and structure without any larger context.
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Washington, Lukishia Denise. "Perceptions of Community College Students and Instructors on Traditional and Technology-Based Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6871.

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The college under study only requires instructors to use traditional resources to teach literacy content leading to a variation in the use of technology within literacy courses. In this college, technology is not being integrated well, too little or inconsistent exposure to technology depending on the instructor. The purpose of this study was to investigate the attitudes of faculty toward integration of technology into classroom instruction and students' perceptions of technology as a part of their learning. Dewey's theory of educative experience was the conceptual framework used in this study. Data collection for this qualitative study was based on semistructured interviews from 6 students and 6 instructors from the community college under study. Data were analyzed, transcribed, and coded resulting in 3 major themes (technology integration, barriers, and traditional learning) and 5 sub-themes (trends in higher education, continuing learner, unlimited access, limited access and support and technology adoption and its potential). The findings revealed that instructors were primarily at ease with technology but limited in the integration of technology through Blackboard Learn. A professional development on Blackboard Learn was created. With this project and its overall results, stakeholders can decide the next action to take so that the college can meet the needs of its instructors and students. This project offered implications for a positive social change by extending an opportunity for instructors to learn a new Blackboard feature for managing and implementing technology into instructional practices. The professional development session allowed instructors to learn to integrate technology in their classrooms.
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Bowcutt, Allyson A. "DISCOVERING THE E-RELATIONSHIP BETWEEN BABIES AND EARLY E-LITERACY: A CASE STUDY ON THE RESPONSES OF BABIES AGED 0-12 MONTHS TO TRADITIONAL TEXTS AND ELECTRONIC READERS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375178446.

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Books on the topic "Traditional Literacy"

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Disanayaka, J. B. Studies in Sinhala literacy: Traditional knowledge as reflected in folklore. Colombo: National Association for Total Education, Sri Lanka, 1990.

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International Association of School Librarianship. Conference. Literacy: Traditional, cultural, technological : selected papers from the 23rd annual conference International Association of School Librarianship. Kalamazoo, MI: International Association of School Librarianship, 1995.

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Wells, M. Cyrene. Literacies lost: When students move from a progressive middle school to a traditional high school. New York: Teachers College Press, Teachers College, Columbia University, 1996.

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Contextualizing Israel's sacred writings: Ancient literacy, orality, and literary production. Atlanta: SBL Press, 2015.

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Jackson-Laufer, Guida M. Traditional epics: A literary companion. New York: Oxford University Press, 1995.

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Williams, J. E. Caerwyn. The Irish literary tradition. Cardiff: University of Wales Press, 1992.

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Pilgrimage and literary tradition. New York: Cambridge University Press, 2005.

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K, Ford Patrick, ed. The Irish literary tradition. Cardiff: Univ.Wales P., 1992.

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Lloyd, King. Towards a Caribbean literary tradition. St. Augustine [Trinidad and Tobago]: L. King, 1990.

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John, Montague, and Kennelly Brendan, eds. Myth, history, and literary tradition. [Dundalk]: Dundalk Arts Publications, 1989.

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Book chapters on the topic "Traditional Literacy"

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Dellinger, Matthew, and Jonathan Dellinger. "Use of Traditional and Culturally Appropriate Modalities." In Environmental Health Literacy, 231–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94108-0_9.

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Robins, Steven. "6. Cultural brokers and bricoleurs of modern and traditional literacies." In Studies in Written Language and Literacy, 123. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/swll.4.10rob.

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Pae, Hye K. "Linguistic Evidence for Script Relativity." In Literacy Studies, 147–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_8.

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Abstract Using the universal grammar of reading and the system accommodation hypothesis (Perfetti, 2003) as theoretical frameworks, this chapter reviews a wide range of linguistic evidence that supports script relativity. Universality and specificity found according to script features are discussed with respect to the operating principle (alphabet vs. logography), psycholinguistic gran size (phoneme vs. syllable), graph configuration (linearity vs. block), symbolic representation (arbitrariness vs. iconic quality), graph complexity (traditional characters vs. simplified characters), and multi-script representation (phonogram Kana vs. Ideogram Kanji). Linguistic skills associated with reading in terms of orthography, phonology, morphology as well as cross-linguistic and cross-scriptal transfer are reviewed. Next, based on the reviewed literature, each criterion for causality from script to cognition through reading as a multifaceted cognitive activity is checked. Although the existing literature did not aim to directly test script relativity, research findings collectively suggest script effects on readers’ thought and cognition.
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Froelich, Amy G. "Methods from Item Response Theory: Going Beyond Traditional Validity and Reliability in Standardizing Assessments." In Quality Research in Literacy and Science Education, 287–301. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8427-0_14.

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Eppley, Karen. "My Roots Dip Deep: Literacy Practices as Mirrors of Traditional, Modern, and Postmodern Ruralities." In Rethinking Rural Literacies, 75–92. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275493_5.

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Maine, Fiona, and Maria Vrikki. "An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning." In Dialogue for Intercultural Understanding, 1–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_1.

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AbstractThis book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people’s cultural literacy and what it means to be European in the twenty-first century, prioritizing intercultural dialogue and mutual understanding. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. This chapter sets the context for the book by introducing the DIALLS project (Dialogue and Argumentation for cultural Literacy Learning in Schools) and its core aims and themes. It sets the tone of interdisciplinarity and its importance for an educational future where issues of living together, social responsibility and sustainable development transcend traditional categories of learning. DIALLS is seen as an opportunity for a synthesis of thinking, but our book allows each author to explore the goals of the project from their own interdisciplinary angle.
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"The Traditional View of Science." In Towards Scientific Literacy, 41–65. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087905071_004.

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"Literacy, Family and Technical Education." In Education in Traditional China, 431–541. BRILL, 2000. http://dx.doi.org/10.1163/9789004389557_006.

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"Teaching and preserving Yup’ik traditional literacy." In Indigenous Literacies in the Americas, 19–44. De Gruyter Mouton, 1997. http://dx.doi.org/10.1515/9783110814798.19.

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Mills, Janet, and Gary E. McPherson. "Musical literacy: Reading traditional clef notation." In The Child as Musician, 177–91. Oxford University Press, 2015. http://dx.doi.org/10.1093/acprof:oso/9780198744443.003.0009.

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Conference papers on the topic "Traditional Literacy"

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Dyck, V. Arnie, James P. Black, and Shirley L. Fenton. "Beyond traditional computer literacy." In the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31814.

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Aprinastuti, Christiyanti. "Developing Mathematical Literacy by Implementing Traditional Games." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.081.

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Rusnaini, Rusnaini, and Erna Yuliandari. "Non-Traditional Security: Civic Literacy Reinforcement and Community Engagement." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.19.

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Stoianoff, Natalie, Tereza Trencheva, and Carla Basili. "INFORMATION LITERACY AND MULTICULTURAL INCLUSION OF TRADITIONAL KNOWLEDGE: ETHICAL AND LEGAL PERSPECTIVES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1337.

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Yu, Xia. "The Impact of Traditional Approach to Chinese Literacy Education on English Language Teaching." In 2018 International Conference on Education, Economics and Social Science (ICEESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceess-18.2018.28.

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A. Marold, Kathryn, and Janos Fustos. "Hybrid Delivery of Computer Literacy Requirements for Undergraduate Business Schools: A New Model." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2422.

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The paper presents a revised model for handling the computer literacy and information systems requirements for undergraduates. The model was proposed for School of Business students at the Metropolitan State College of Denver. Through a combination of entrance screenings, self-paced Web Based Training courses on the campus network, and traditional classroom Introduction to Computers courses, a more efficient model for computer literacy was established. Then a hybrid model to deliver the introductory information systems class was proposed - to save scarce faculty and campus resources, yet preserve the traditional classroom instruction that some students need. The proposed hybrid model takes into consideration the higher level of computer literacy of many modern students, and takes advantage of the newest methods of interactive Web based training that make self-paced courses a practical means of learning.
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Pérez-Pereiro, Alberto, and Jorge López Cortina. "Cham Language Literacy in Cambodia: From the Margins Towards the Mainstream." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-3.

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The Cham language has been written since at least the 4th Century. As such it is the oldest attested language of all of the Austronesian languages. This literary heritage was transmitted using locally modified forms of Indian scripts which were also used to write Sanskrit. With the loss of Cham territories to the Vietnamese, many Cham became displaced and the literary culture was disrupted. In addition, the adoption of Islam by the majority of Cham led many of those who continued to write to do so in variations of the Arabic script. However, the literary potential of the language in Cambodia has not been fully realized in either script – with village scholars using it almost exclusively for religious tracts and for very limited local audiences. In 2011, the United States Embassy initiated a program to encourage the protection of Cham culture and heritage. This Cham Heritage Expansion Program ran from 2011 to 2017 and resulted in the operation of 13 schools in which over 2,500 students of different ages were taught the traditional Cham script. This effort was accompanied by the development of a now significant number of local Cham intellectuals throughout the country who are dedicating themselves to the expansion of the use of Cham as a written language in all aspects of daily life. This presentation documents the way in which interest in this long-neglected writing system was rekindled, and the new avenues for personal and communitarian expression that are being opened by the propagation of Cham literacy. It also presents current developments in the formalization of Cham language education in the country, including the possibilities of bringing the language into the school system.
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Kuruczleki, Éva. "Overcoming methodological issues in measuring financial literacy of companies, a proposed measurement model." In The Challenges of Analyzing Social and Economic Processes in the 21st Century. Szeged: Szegedi Tudományegyetem Gazdaságtudományi Kar, 2020. http://dx.doi.org/10.14232/casep21c.16.

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In the past decade, individual and company financial literacy measurement methods went through substantial changes. To investigate factors contributing to financial literacy of both individuals and firms, scholars needed to reach out for new measurement methods other than the traditional knowledge tests widely used previously. This paper provides a synthesis of the most recent studies concerning both individual and company financial literacy regarding the dimensions of financial literacy and methods available for measuring and modelling financial literacy. The results highlight new emerging trends in the assessment: qualitative methods (e. g. interviews and case studies), for getting insight into very special segments of financial literacy, and more elaborate and complex models, such as OLS regression, bivariate and multivariate logit and probit models, which provide effective ways to get a deeper understanding of the interaction of factors forming and determining financial literacy both at the individual at company level. However, even though the toolkit of measuring financial literacy is getting richer and richer, the connection between the individual and firm-level models seem to be nonexistent. This paper proposes a measurement model with the help of which company financial literacy can be measured through the assessment of individuals and their relationship contributing to firm-level financial decisions.
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Marghitu, Daniela, Chris Harmon, and Kai Chang. "Developing a universally accessible web portal for traditional and distance learning versions of a computer literacy course." In the 43rd annual southeast regional conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1167350.1167434.

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Sumarwati, Sukarno, and Atikah Anindyarini. "The Effect of Educative Comics on Traditional Ecological Knowledge Literacy about Corn Food Security in Elementary School." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453773.

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