Journal articles: 'Traditional Literacy'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

<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>

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

12

Roberts, Lisa R., and Barbara A. Anderson. "Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants." International Journal of Childbirth 7, no. 2 (2017): 67–76. http://dx.doi.org/10.1891/2156-5287.7.2.67.

Full text

Abstract:

Guatemalan maternal and infant mortality rates remain high, particularly among indigenous populations. In remote areas, traditional birth attendants (TBAs), without formal midwifery education, are frequently the only maternal care providers. We conducted a mixed methods study to evaluate knowledge, skills, and attitudes of 26 TBAs in western Guatemala. The purposes of this study were to evaluate the efficacy of a community-based midwifery training program and to determine how the knowledge, skills, and attitudes of TBAs influence the care provided to indigenous mothers and infants. Themes from 5 key informant interviews included survival of mother and baby, facilitating referrals, and community pressure not to refer. We offered a 2-week simulation-based training designed for low resource settings. Participants completed pre- and posttests and demonstrated midwifery skills. Knowledge scores and objectively measured skills improved significantly. Attitude outcomes included increased endorsement regarding importance of pre- and postnatal visits, recognizing risk/complications, and partnering with medical providers. Potential effects discussed include safe TBA practice, training value, and intent to disseminate learnings in their communities.

APA, Harvard, Vancouver, ISO, and other styles

13

SMITH, JACKIE A., and HELEN ZSOHAR. "TEACHING HEALTH LITERACY IN THE UNDERGRADUATE CURRICULUM:Beyond Traditional Methods." Nursing Education Perspectives 32, no. 1 (January 2011): 48–50. http://dx.doi.org/10.5480/1536-5026-32.1.48.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Keane, Therese, William F. Keane, and Aaron S. Blicblau. "Beyond traditional literacy: Learning and transformative practices using ICT." Education and Information Technologies 21, no. 4 (September 16, 2014): 769–81. http://dx.doi.org/10.1007/s10639-014-9353-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Cole, Laura. "BiblioTech: Closing the Gap between Traditional and Digital Literacy." Public Library Quarterly 36, no. 3 (July 3, 2017): 244–58. http://dx.doi.org/10.1080/01616846.2017.1339547.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Yang, Shizhou. "Left Foot on Traditional Literacy, and Right, on Transliteracy." International Journal of Virtual and Personal Learning Environments 8, no. 2 (July 2018): 1–9. http://dx.doi.org/10.4018/ijvple.2018070101.

Full text

Abstract:

Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.

APA, Harvard, Vancouver, ISO, and other styles

17

于, 洋. "Study on Chinese Citizens’ Literacy of Excellent Traditional Culture." Advances in Social Sciences 05, no. 02 (2016): 228–35. http://dx.doi.org/10.12677/ass.2016.52033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Jordan, D., J. Bush, D. Ownby, J. Waller, and M. Tingen. "OR044 The impact of traditional literacy and education on health literacy in adolescents with asthma." Annals of Allergy, Asthma & Immunology 119, no. 5 (November 2017): S6. http://dx.doi.org/10.1016/j.anai.2017.08.044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

De Jans, Steffi, Liselot Hudders, and Veroline Cauberghe. "Advertising literacy training." European Journal of Marketing 51, no. 11/12 (November 14, 2017): 2156–74. http://dx.doi.org/10.1108/ejm-08-2016-0472.

Full text

Abstract:

Purpose This paper aims to examine the immediate and delayed effects of advertising literacy training on children’s cognitive advertising literacy for an embedded advertising format, product placement and, subsequently, its persuasive effects. In addition, this study explored whether this effect is moderated by children’s general advertising liking. The study also investigated whether the effects of training were dependent on children’s ages. Design/methodology/approach The present study is conducted using a three (training session: control condition vs advertising literacy training with immediate ad exposure vs advertising literacy training with ad exposure after one week) by two (age: 7-8 years vs 10-11 years) between-subjects experimental design. Findings The results of the experimental study showed that advertising literacy training increases children’s cognitive advertising literacy for product placement for both younger and older children and both immediately and delayed (measured after one week). In addition, cognitive advertising literacy had an influence on the effectiveness of product placement (i.e. purchase request) when children’s general ad liking was low, though not when it was high. No moderating effects of age were found. Practical implications This study shows that advertising literacy training sessions can improve children’s cognitive advertising literacy for non-traditional, embedded advertising formats. Originality/value This study is one of the first to examine and confirm the immediate and delayed effects of advertising literacy training sessions on children’s cognitive advertising literacy for non-traditional advertising formats.

APA, Harvard, Vancouver, ISO, and other styles

20

Paskelian, Ohaness, Kevin Jones, Stephen Bell, and Robert Kao. "Financial Literacy and Behavioral Biases among Traditional Age College Students." Accounting and Finance Research 8, no. 1 (December 5, 2018): 30. http://dx.doi.org/10.5430/afr.v8n1p30.

Full text

Abstract:

Financial literacy and planning are crucial for everyone. This is especially true for college students who as the decisions they make in this stage of their lives can haunt them throughout their income earning years and beyond. In this paper, we examine several financial literacy issues facing college students. We identify college students’ perceptions about their own financial situation, assess student financial literacy knowledge, as well as evaluate their awareness about the status of their savings and retirement positions. We find that basic financial literacy is not the only factor in making sound financial decisions. Our results show the majority of the college students surveyed are financially literate and have the ability to make informed decisions about their personal finances in the short-run. While our respondents appear confident in making short-run financial decisions, their behavior tends to suggest that their confidence is somewhat misguided. In addition, a large number of the students surveyed feel they do not have the requisite knowledge to make wise retirement planning choices. Furthermore, several respondents report a distrust of retirement plans offer by private companies, which may lead to suboptimal retirement savings.

APA, Harvard, Vancouver, ISO, and other styles

21

Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 37–47. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25969.

Full text

Abstract:

The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.

APA, Harvard, Vancouver, ISO, and other styles

22

Yue, Hui. "The Combination of Literacy and Reading —one of the experience in the traditional Chinese literacy education." Han-Character and Classical written language Education 30 (January 30, 2013): 119–30. http://dx.doi.org/10.15670/hace.2013.30.1.119.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Vlieghe, Joris. "Traditional and digital literacy. The literacy hypothesis, technologies of reading and writing, and the ‘grammatized’ body." Ethics and Education 10, no. 2 (May 4, 2015): 209–26. http://dx.doi.org/10.1080/17449642.2015.1039288.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

25

Margino, Megan. "Revitalizing Traditional Information Literacy Instruction: Exploring Games in Academic Libraries." Public Services Quarterly 9, no. 4 (October 2013): 333–41. http://dx.doi.org/10.1080/15228959.2013.842417.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Ruddell, Martha Rapp. "LITERACY ASSESSMENT IN MIDDLE LEVEL GRADES: ALTERNATIVES TO TRADITIONAL PRACTICES." Reading & Writing Quarterly 11, no. 2 (April 1995): 187–200. http://dx.doi.org/10.1080/1057356950110207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Judson, Eugene. "Improving technology literacy: does it open doors to traditional content?" Educational Technology Research and Development 58, no. 3 (August 29, 2009): 271–84. http://dx.doi.org/10.1007/s11423-009-9135-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Gurbuz, Tarkan, Soner Yildirim, and M. Yasar Ozden. "Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study." Journal of Educational Technology Systems 29, no. 3 (March 2001): 259–69. http://dx.doi.org/10.2190/ckt8-cbff-h17e-227y.

Full text

Abstract:

This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.

APA, Harvard, Vancouver, ISO, and other styles

29

Klecun, Ela. "Digital Literacy for Health." International Journal of Digital Literacy and Digital Competence 1, no. 3 (July 2010): 48–57. http://dx.doi.org/10.4018/jdldc.2010070105.

Full text

Abstract:

This paper outlines and challenges expectations and promises regarding the potential of the internet and Web 2.0 for empowering patients and citizens. It focuses on literacies required to make a meaningful (to the individual) use of these technologies for health and health care related purposes. The author briefly discusses how these should be taught and concludes that these literacies, including digital literacy and health literacy, are complex and challenging to many while the empowering claims are over-stated. Traditional sources of information and advice will remain essential to maintaining quality of health care.

APA, Harvard, Vancouver, ISO, and other styles

30

Anderson, Abigail. "On Screen: Writing, Images and What It Means to Be a Reader." LEARNing Landscapes 3, no. 1 (March 1, 2009): 157–69. http://dx.doi.org/10.36510/learnland.v3i1.323.

Full text

Abstract:

The majority of English Language Arts curricula in North America, if not worldwide, draw on traditional literary texts as their core content. By contrast, the confluence of image and written word on contemporary texts—including the literary—and the impact this evolution has on our comprehension of the changing face of literacy is one of the most compelling issues in contemporary pedagogy. It seems clear that the rise of the new media and its range of textual genres challenge prevailing views about what it means to be a reader and how reading is taught in our schools. Since word and image demand different reading paths and strategies, how can teachers begin to re-vision their pedagogical practices while taking an active role in addressing the literacy needs of their elementary and secondary students?

APA, Harvard, Vancouver, ISO, and other styles

31

Dwika Herdiawan, Rama. "Teaching a Second or Foreign Language Based on Literacy Notions." Wiralodra English Journal 1, no. 1 (September 8, 2017): 1–6. http://dx.doi.org/10.31943/wej.v1i1.10.

Full text

Abstract:

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.

APA, Harvard, Vancouver, ISO, and other styles

32

Grefen, Paul. "Digital Literacy and Electronic Business." Encyclopedia 1, no. 3 (September 7, 2021): 934–41. http://dx.doi.org/10.3390/encyclopedia1030071.

Full text

Abstract:

Digital literacy is a term that traditionally describes the extent to which a person is able to use interactive digital devices for living and working, such as computers and smartphones, as well as services delivered through these devices. The advent of the digital society at large and electronic business, specifically in the past decades, has broadened the use of digital devices beyond the isolated uses of working and simple communication; this advent has created digital ecosystems in which workers and consumers are embedded to various degrees, such as social media platforms or integrated shopping and media platforms. This embedding implies that a traditional, narrow notion of digital literacy needs to be extended and made more precise. For this purpose, we use the related notions of digital dexterity, digital proficiency and digital awareness. The term digital dexterity describes the extent to which an individual can handle or operate digital devices or services from a physical perspective. The term digital proficiency describes the extent to which an individual can use digital means to effectively and efficiently facilitate their living and working. The term digital awareness describes the extent to which individuals can understand what their position in digital ecosystems is, including the opportunities and threats of participating in these ecosystems. Digital literacy in the modern, broad interpretation is then the combination of digital dexterity, digital proficiency and digital awareness.

APA, Harvard, Vancouver, ISO, and other styles

33

Johnson, Marcus W. "Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 24–41. http://dx.doi.org/10.46303/jcve.2020.11.

Full text

Abstract:

Critical scholars contend it must be the duty of those who are marginalized to create pedagogy that will empower themselves. As such, researchers continue to explore ways and means by which Black male students can engage with and enact literacy. While a significant amount of research has been conducted on hip-hop pedagogies and literacy, there lacks examination into how the specific element of battle rap functions as a location to cultivate the critical consciousness of students. This research seeks to highlight how the genre of battle rap can be a pedagogical tool of literary expression, while simultaneously shedding traditional standards of instruction which have constrained learning opportunities, particularly for Black male students. Critical literacy as a theoretical framework and critical discourse analysis (CDA) as a methodology are employed to advance battle rap as an effective instructional tool. Ultimately, this study seeks to privilege the educational experiences of Black male students and complex our interpretations of how language, literacy, and culture intersect and can be exercised in US classrooms.

APA, Harvard, Vancouver, ISO, and other styles

34

Låg, Torstein. "Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions." Nordic Journal of Information Literacy in Higher Education 8, no. 1 (December 22, 2016): 45–50. http://dx.doi.org/10.15845/noril.v8i1.260.

Full text

Abstract:

Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC) teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC) model. The aim of this paper is to evaluate the FC model's relative impact on (1) student perceptions of usefulness and quality, and (2) student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65), were compared to those from FC model (N = 78). Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them.Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

APA, Harvard, Vancouver, ISO, and other styles

35

van Deursen, A. J. A. M., and J. A. G. M. van Dijk. "Modeling Traditional Literacy, Internet Skills and Internet Usage: An Empirical Study." Interacting with Computers 28, no. 1 (July 16, 2014): 13–26. http://dx.doi.org/10.1093/iwc/iwu027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

CACHELIN, ADRIENNE, RUSSELL NORVELL, and ANN DARLING. "Language Fouls in Teaching Ecology: Why Traditional Metaphors Undermine Conservation Literacy." Conservation Biology 24, no. 3 (March 15, 2010): 669–74. http://dx.doi.org/10.1111/j.1523-1739.2010.01481.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

梁, 星. "The Demographic Characteristic Study on Chinese Citizens’ Excellent Traditional Culture Literacy." Modern Anthropology 04, no. 02 (2016): 7–13. http://dx.doi.org/10.12677/ma.2016.42002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Newbold, W. Webster. "Traditional, Practical, Entertaining: Two Early English Letter Writing Manuals." Rhetorica 26, no. 3 (2008): 267–300. http://dx.doi.org/10.1525/rh.2008.26.3.267.

Full text

Abstract:

Abstract Two noteworthy and successful vernacular rhetoric manuals printed in sixteenth-century England are actually writing manuals, books on how to compose letters: William Fulwood's The Enimie of Idlenesse (1568), and Angel Day's The English Secretorie (1586). Both works reflected and sought to influence literacy habits in the book-reading public, and reveal a wider range of cultural engagement than has previously been thought. In particular, three aspects are likely to have stirred reader interest: a connection for vernacular learners with both the humanist and dictaminal epistolary traditions that formed the core of prestige education; a focus on practical letter exchanges that carry familial and social significance; and a large collection of model letters, in which readers would have found exemplary discourse coupled with proto-fictional and amatory elements that could be enjoyed as entertainment. Understanding the varied appeals of these two books helps us fill out the larger picture relating to how vernacular literacy was valued, developed, and applied.

APA, Harvard, Vancouver, ISO, and other styles

40

Dunbar, Laura, and Shelly Cooper. "Speaking the Same Language: How the Kodály Method Promotes Disciplinary Literacy." General Music Today 34, no. 1 (March 4, 2020): 14–20. http://dx.doi.org/10.1177/1048371320909804.

Full text

Abstract:

Educators are consistently asked to show their students’ literacy levels; however, the traditional definition of literacy is typically limited to a strict interpretation of reading and writing using text rather than notation. Disciplinary literacy expands the definition of literacy, allowing music educators to teach disciplinary-specific symbology. This article describes how the Kodály concept helps students process sound into symbol, which provides students with specific literacy strategies to convert sound into developmentally appropriate visual representations.

APA, Harvard, Vancouver, ISO, and other styles

41

Mackey, Thomas P., and Trudi E. Jacobson. "Reframing Information Literacy as a Metaliteracy." College & Research Libraries 72, no. 1 (January 1, 2011): 62–78. http://dx.doi.org/10.5860/crl-76r1.

Full text

Abstract:

Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy. Metaliteracy is an overarching and self-referential framework that integrates emerging technologies and unifies multiple literacy types. This redefinition of information literacy expands the scope of generally understood information competencies and places a particular emphasis on producing and sharing information in participatory digital environments.

APA, Harvard, Vancouver, ISO, and other styles

42

Bent-Cunningham, Claudine, and Daniel Allida. "Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (April 16, 2021): 7–16. http://dx.doi.org/10.46606/eajess2021v02i02.0071.

Full text

Abstract:

Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who came from low-income homes and who were predominantly boys who had learning difficulties. It was concluded that more technological resources were needed in Non- traditional schools. The Alternative Pathways to Secondary Education (APSE) program has a high accountability measure which helped to improve students’ performance in Literacy. The researcher recommends increased personnel in guidance departments to stem behavioral issues, policy development for increased technological integration in schools, and more accountability measures for students.

APA, Harvard, Vancouver, ISO, and other styles

43

Nikitina, Larisa B. "Transformations of Literacy in Internet Communication." Review of Omsk State Pedagogical University. Humanitarian research, no. 30 (2021): 81–86. http://dx.doi.org/10.36809/2309-9380-2021-30-81-86.

Full text

Abstract:

The article considers the influence of computer literacy on linguistic literacy. The article describes the typical transformations of literacy for Internet communication, identifies their causes, the attitude of Internet communicants to language norms and deviations from the traditional rules of writing. Using the results of a survey of Philology students, violations of language norms in Internet-mediated dialogues are evaluated from a linguodidactic point of view.

APA, Harvard, Vancouver, ISO, and other styles

44

Toncic, Jason. "Students’ discursive moves in two distinct literacy modes: Comparing approaches in a grade 10 English classroom." E-Learning and Digital Media 17, no. 6 (July 30, 2020): 482–504. http://dx.doi.org/10.1177/2042753020946284.

Full text

Abstract:

This exploratory sociolinguistic study examined D/discourses and writing modes in a Grade 10 English literature classroom wherein students answered literature-based questions by means of both traditional and new literacies approaches. Studies conducted at the intersection of classroom instruction and online affinity spaces are still surprisingly under-reported in the academic literature; thus, the purpose of this small study was to contribute to new literacies studies research within classroom contexts by examining what happened when students responded to teacher-given prompts in two distinct modes: a traditional, essay-style response and a live, backchannel chat. This study compared the language use and some of the discursive moves that students made when composing written answers via both modes in order to provide insights for educators who may seek to use new literacies in their classrooms. Findings add to the discussion about what I see as the self-limiting aspects of traditional essayist-literacy (i.e. Academic English) favored by schools and the benefits of socially constructed literacy events facilitated by classroom-based online affinity spaces. Interestingly, findings suggest that this is not an either-or dichotomy, but that students in this study seemed to co-construct their literary analysis in the liminal space between Academic English and online chat discourse.

APA, Harvard, Vancouver, ISO, and other styles

45

Amin, Hira. "British Muslims Navigating between Individualism and Traditional Authority." Religions 10, no. 6 (May 30, 2019): 354. http://dx.doi.org/10.3390/rel10060354.

Full text

Abstract:

According to some sociologists, one of the hallmarks of modernity is the end of ‘pre-determined’ identities and its replacement with bricolage projects in which people literally create ‘do-it-yourself’ identities. This has also significantly impacted the religious sphere, where it has been argued that traditional authorities are constantly undermined by individualistic cultures, print media, rising literacy rates and, more recently, the internet. Through analysing online discussions, this article explores how some young, devout British Muslims navigate between individualism and their own personal understanding of Islam on the one hand and following traditional religious authority figures on the other. This article argues that British Muslims who are consciously trying to practise their faith are neither following traditional religious authoritative figures or institutions blindly nor fully rationalising and individualising their faith. Rather, they are involved in a complex process of choosing and self-restricting themselves to certain scholars that they believe are representative of Islam and thereafter critically engaging with the scholar and his or her verdicts by adding in their own opinions, experiences and even Islamic textual evidence. While this illustrates how religious authority is transforming in the age of new media, the persistent engagement with scholars also indicates how they still play a significant role in the shaping of Islam in Britain.

APA, Harvard, Vancouver, ISO, and other styles

46

Fauzi, Fitriya, Darius Antoni, and Emi Suwarni. "Women entrepreneurship in the developing country: The effects of financial and digital literacy on SMEs’ growth." Journal of Governance and Regulation 9, no. 4 (2020): 106–15. http://dx.doi.org/10.22495/jgrv9i4art9.

Full text

Abstract:

This study aims to investigate the effects of financial and digital literacy on growth of small and medium enterprises (SMEs) managed by women in Indonesia. Data were collected through questionnaires of women entrepreneurs in Palembang, Indonesia. For the purpose of comparison, data of men entrepreneurs were also collected. The variables employed are latent variables such as financial literacy, digital literacy, SME’s growth which are derived from a series of questions to indicate each variable. A total of 240 women and 240 men were analyzed using structural equation modelling (SEM). The results reveal that both financial and digital literacy had positive and significant effects on return on assets. On the other hand, only digital literacy had positive and significant effects on growth. The findings further evidence that women had a lower level of digital knowledge compared to men. Furthermore, the results show that in the short term, financial literacy and digital literacy are important to understand and implement. But in the long run, digital literacy plays an important role because it impacts business growth. This is in line with an increasingly fierce market competition where the market is also shifting from traditional markets to modern markets. Not only the market, but consumers are also shifting from traditional consumers to digital consumers.

APA, Harvard, Vancouver, ISO, and other styles

47

McGlynn-Stewart, Monica, Leah Brathwaite, Lisa Hobman, Nicola Maguire, and Emma Mogyorodi. "Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play." Language and Literacy 20, no. 4 (January 7, 2019): 40–54. http://dx.doi.org/10.20360/langandlit29439.

Full text

Abstract:

This 2-year research study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support literacy learning. Through multimodal slideshows the children explored identities such as reporter, teacher, and architect during self-initiated role-play. The slideshows they created demonstrated multimodal productions that were longer, more complex, and more varied than their literacy production with traditional literacy tools and practices. Rather than supplanting traditional kindergarten meaning-making practices such as role-play, children folded digital affordances into their play in ways that expanded the range of identities they explored and the tools and practices with which they explored them.

APA, Harvard, Vancouver, ISO, and other styles

48

Roberts, Lisa R., and Barbara A. Anderson. "Enhancing Traditional Birth Attendant Training in Guatemala." International Journal of Childbirth 11, no. 1 (February 18, 2021): 27–36. http://dx.doi.org/10.1891/ijcbirth-d-20-00028.

Full text

Abstract:

BACKGROUNDThis article describes the follow-up study to Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants, published in the International Journal of Childbirth in 2017. This current study had two purposes: (a) to implement and evaluate the use of enhanced training modalities (active-learning strategies and use of technology in a remote area), and (b) to pilot training-of-trainer (ToT) methods. The current study builds upon the previous study in which we conducted and evaluated a simulation-based training among low-literacy Guatemala traditional birth attendants (TBAs).MATERIALS AND METHODSIn the current study, we conducted a focus group with experienced TBAs (n = 8) to elicit concepts and issues important to address in the training. The 60-hour training designed for low-resource settings, was enhanced with active-learning strategies, technology, and ToT modules. We assessed pre–posttest knowledge and attitudes by paper-pencil format, and pre–post skills by demonstration using simulation.RESULTSTraining participants (N = 31) included the eight experienced TBAs from the focus group. Knowledge, skills, and attitudes all improved, with statistical significance achieved in many parameters. Evaluation of the training was positive and enhancement strategies were noted as particularly helpful. Two participants participated in the additional ToT modules and are now collaborating to provide short educational programs to other TBAs in their regions.CONCLUSIONTraining enhancement strategies have the potential to increase safe practice among TBAs where skilled birth attendants are lacking. Adding ToT modules enhances sustainability and exemplifies the importance of locally prepared trainers in a time when global interaction is severely limited.

APA, Harvard, Vancouver, ISO, and other styles

49

Qomaro, Galuh Widitya, and Aldila Septiana. "TINJAUAN LITERASI KEUANGAN BAGI SANTRI PONDOK PESANTREN MADURA: STUDI KASUS PONDOK PESANTREN SYAICHONA KHOLIL KABUPATEN BANGKALAN." JES (Jurnal Ekonomi Syariah) 2, no. 1 (September 4, 2017): 39–49. http://dx.doi.org/10.30736/jes.v2i1.26.

Full text

Abstract:

Need priority scale arrangement is done to avoid the behavior of irrational consumption. It also must pay attention to the financial capabilities to avoid greater expenditure than income. Therefore, to make the right economic decisions in consuming and avoid luxurious lifestyle, it is necessary for us understanding financial literacy. Financial Literacy is knowledge to manage finance. One of the intelligences that must be possessed by modern men is financial intelligence, namely the intelligence in managing personal assets, especially in managing personal financial assets. The object of research in this paper is students at traditional Muslim School at traditional Muslim at school of Syaichona Kholil Bangkalan District, where students at traditional Muslim School are students who live far apart from parents equipped with knowledge in managing finances and allowance. Are the students at traditional Muslim School able to coordinate his finances in traditional Muslim School? Based on the result of the research, it can be described as follows: the concept of someone's financial literacy can be seen from the his/her cognitive process or knowledge which he has in managing finance, and his/her attitudes toward personal finance that will affect his financial behavior or decision in managing finance. From the existing theory, it is adapted based on basic knowledge as well as financial attitudes for teenagers with age of 13-18 years. A review of financial literacy for students at traditional Muslim School of Syaichona Kholil Bangkalan District is appraised by simplicity and mutual sharing among fellow who is able to maintain an individual life as a social creature in the environmental diversity of the community. This sense of solidarity and kinship is needed to bring students at traditional Muslim School into real life after they no longer live in traditional Muslim School of Syaichona Kholil Bangkalan Regency

APA, Harvard, Vancouver, ISO, and other styles

50

Hijjas, Mulaika. "Not just fryers of bananas and sweet potatoes: Literate and literary women in the nineteenth-century Malay world." Journal of Southeast Asian Studies 41, no. 1 (December 21, 2009): 153–72. http://dx.doi.org/10.1017/s0022463409990294.

Full text

Abstract:

I argue that women's literacy was more common than is usually supposed and that women engaged extensively with written literature, both as readers and writers. I also discuss the role of traditional Islamic education in transmitting literacy among girls. The article is based on the examination of a group of narrative poems written by women at the court of Penyengat.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Traditional Literacy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles