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Artículos de revistas sobre el tema "Literacy learning"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Walker, Anne B. "Giving Literacy, Learning Literacy." Reading Teacher 69, no. 3 (2015): 299–306. http://dx.doi.org/10.1002/trtr.1394.

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Zollman, Alan. "Learning for STEM Literacy: STEM Literacy for Learning." School Science and Mathematics 112, no. 1 (2012): 12–19. http://dx.doi.org/10.1111/j.1949-8594.2012.00101.x.

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3

Eaude, Tony. "Learning social literacy." International Journal of Children's Spirituality 26, no. 4 (2021): 251–53. http://dx.doi.org/10.1080/1364436x.2021.2013413.

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4

Winn, Judith A., and Amy Otis-Wilborn. "Monitoring Literacy Learning." TEACHING Exceptional Children 32, no. 1 (1999): 40–47. http://dx.doi.org/10.1177/004005999903200106.

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Brownell, Mary, Mary Theresa Kiely, Diane Haager, et al. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.

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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC t

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6

Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN." Jurnal Guru Kita PGSD 7, no. 4 (2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

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Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Chi

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Apriliya, Seni, and Erwin Rahayu Saputra. "Pelatihan Pembelajaran Apresiasi Sastra Berorientasi Afirmasi Literasi Diri Bagi Guru SD di Tasikmalaya." Publikasi Pendidikan 13, no. 1 (2023): 38. http://dx.doi.org/10.26858/publikan.v13i1.27061.

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The concept of self-literacy can be interpreted as self-literacy. This understanding of self-literacy needs to be cultivated at the right time, especially at the elementary school level. For this reason, this training activity aims to make teachers in Tasikmalaya understand self-literacy and can implement the P-IKADKA model as a learning model for literary appreciation in the classroom oriented to self-literacy affirmations. The achievement of these goals is carried out through training activities with lecture methods, discussions, and guided exercises. The results of the training show that te

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Ochoa, Gabriel García, Sarah McDonald, and Nicholas Monk. "Adapting Open-space Learning Techniques to Teach Cultural Literacy." Open Cultural Studies 2, no. 1 (2018): 510–19. http://dx.doi.org/10.1515/culture-2018-0046.

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Abstract There is a growing body of work on the theory of cultural literacy, but little has been written on how to teach cultural literacy in higher education contexts. This article discusses the use of Open-space Learning (OSL) techniques as valuable tools for teaching cultural literacy. Cultural literacy and OSL are two different areas of study, but there is common ground between them, and cultural literacy can draw great benefit from the cross-pollination of ideas with OSL. The paper focuses on practice-based models used in OSL that have been adapted to teach cultural literacy. The aim of t

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Apriyani, Tristanti. "PEMBELAJARAN SASTRA POPULER BERBASIS WATTPAD SEBAGAI UPAYA PENINGKATAN KEMAMPUAN LITERASI BACA TULIS." SUAR BETANG 15, no. 1 (2020): 107–16. http://dx.doi.org/10.26499/surbet.v15i1.152.

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Student literacy ability of Indonesian Literature Study Program in Ahmad Dahlan University still lacks attention and handling. This resulted in a low ability of students in literacy literacy skills. While literacy skills can help students to develop critical thinking, divergent thinking, and positive thinking in solving problems. As scholars, prospective scientists and agents of change, students are required to master literacy skills and critical thinking in facing the 21st century's fierce competition. Literacy ability in question here is literacy in the broad sense of being aware of technolo

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Triwidayati, Katarina Retno. "LITERARY TEXT CONVERSION AS A FORM OF WRITING LITERACY ACTIVITIES." International Journal of Humanity Studies (IJHS) 2, no. 2 (2019): 196–203. http://dx.doi.org/10.24071/ijhs.v2i2.1801.

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The survey of literacy rate held by the international institution has placed Indonesia in the last position compared to other countries surveyed. This shows how low the countrys reading and writing culture. On the other hand, the Indonesian language becomes the subject that is positioned as the medium to communicate diverse concepts of knowledge. Therefore, the Indonesian language is used as the instrument to gain knowledge or, to put it simply, topics discussed in Indonesian language learning involve other subjects. In addition, text-based learning is an important thing in the implementation

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11

Adam, Samsudin Hi, Silvani Umar Ali, Hujaefa Hi Muahmmad, Fachria Marasabessy, and Lilin Kartina Soleha. "The Practice of Local Wisdom-Based Literary Literacy in Language and Literature Learning at Junior High School of Ternate City." English Education and Literature Journal (E-Jou) 4, no. 02 (2024): 107–19. http://dx.doi.org/10.53863/ejou.v4i02.1129.

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Literature has a very strategic role in teaching cultural values to students since it contains values reflecting people's lives. However, along with the development of the globalization era, local culture has begun to disappear due to changes in people's lifestyles. Therefore, literary literacy based on local wisdom needs to be introduced to the younger generation as educational medium to build society with character. This study aims to explore the practice of local wisdom-based literary literacy in language and literature learning at Junior High School level in Ternate City. The study uses qu

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12

Fradana, Ahmad Nurefendi, Nyoman Suwarta, and Rimajon Sotlikova. "Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption." Journal of Language and Literature Studies 5, no. 1 (2025): 216–25. https://doi.org/10.36312/jolls.v5i1.2635.

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The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in

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13

Brumfit, Christopher, David R. Olson, Nancy Torrance, and Angela Hildyard. "Literacy, Language and Learning." British Journal of Educational Studies 34, no. 2 (1986): 207. http://dx.doi.org/10.2307/3121333.

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14

Elkin, Susan. "Learning to love literacy!" Child Care 5, no. 6 (2008): 20–21. http://dx.doi.org/10.12968/chca.2008.5.6.37473.

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15

Richardson, Paul. "Literacy, Learning and Teaching." Educational Review 50, no. 2 (1998): 115–34. http://dx.doi.org/10.1080/0013191980500204.

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16

Smyth, A. "Building literacy for learning." Language Matters 33, no. 1 (2002): 49–69. http://dx.doi.org/10.1080/10228190208566179.

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17

Behrman, Edward H. "Community‐based literacy learning." Reading 36, no. 1 (2002): 26–32. http://dx.doi.org/10.1111/1467-9345.00181.

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18

DeHart, Jason D. "Simulations, Literacy, and Learning." Journal of Adolescent & Adult Literacy 60, no. 4 (2016): 485–87. http://dx.doi.org/10.1002/jaal.610.

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Tett, Lyn. "Learning, literacy, and identity." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 27–36. http://dx.doi.org/10.1002/ace.176.

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Nainggolan, Vitri Anugrah, Risya Pramana Situmorang, and Susanti Pudji Hastuti. "Learning Bryophyta: Improving students’ scientific literacy through problem-based learning." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (2021): 71–82. http://dx.doi.org/10.22219/jpbi.v7i1.15220.

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Regarding 21st-century learning, scientific literacy is an important competency which must be owned by students. Nevertheless, scientific literacy of Indonesian students has been recognized in low level. This study aimed to describe students’ scientific literacy in Bryophyta topic using problem-based learning. This Classroom Action Research (CAR) used the Kemis & Mc.Taggart research design. This study involved 30 students of X graders in Kristen Satya Wacana Senior High School. Students' scientific literacy was measured using a test which comprised of 15 MCQs and 5 essay questions. The dat

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21

Halimah, Halimah, Sumiyadi Sumiyadi, and Vismaia Damaianti. "CREATING NARRATIVES AND REVISION CIRCLE: LITERACY DIMENSION LEARNING STRATEGIES USING DIDACTIC VALUES OF M.KASIM’S FUNNY SHORT STORIES." Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (2019): 283–93. http://dx.doi.org/10.17509/bs_jpbsp.v18i2.15516.

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Creating narratives and revision circle are the collaboration of two learning strategies of literacy dimensions. In literacy learning, students can develop a narration as a skill in literacy, particularly basic literacy in form of reading and writing. The present research aims at describing 2 strategies of literacy dimension learning through the analysis of didactic values from funny short stories written by M. Kasim. The funny short stories provided a variety of specific didactic values. As one of the literature learning materials, the didactic values were in line with the national education

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Farida K., Anna, Ade Tutty R Rosa, Muhammad Andriana Gaffar, and Rianti Cahyani. "The Implementation of Balanced Literacy Approach To Early Childhood Education Units As An Effort To Strengthen Learning: A Phenomenological Study After The Covid-19 Pandemic In Indonesia." International Journal of Educational Research & Social Sciences 3, no. 5 (2022): 2097–101. http://dx.doi.org/10.51601/ijersc.v3i5.510.

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Research by Indonesian Ministry of Education, Culture, Research, Technology in 2020-2021 found a significant decrease of learning outcomes in the first grade of elementary school students as a result of the Covid-19 pandemic. The Early Childhood Education as the foundation phase plays a crucial role in the learning recovery, especially literacy. This study explores and analyzes the experiences of Early Childhood Education (PAUD) teachers in applying balanced literacy approach as an effort to strengthen learning. This research refers to the literary processing theory by Clay (Ronning, 2020: 17)

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23

Azmi, Anisa Luthifa, Wardono Wardono, and Adi Nur Cahyono. "Mathematics literacy on creative problem solving with realistic mathematics education approach assisted by e-learning schoology." Unnes Journal of Mathematics Education 7, no. 3 (2018): 188–94. http://dx.doi.org/10.15294/ujme.v7i3.24472.

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This research was conducted to find out the influence of Creative Problem Solving (CPS) model of learning with RME approach with the help of Schoology to increase junior high school studentsâ€™ mathematic literacy and studentsâ€™ learning output. This research used design true experimental design pretest-posttest control group design. This research used qualitative research method which involved control group and experiment group. The sampling technique used was random sampling. Experiment class was given a treatment in the form of Creative Problem Solving-RME learning. Meanwhile, control grou

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24

DeFord, Diane, Karen Heid, Nancy James, Rebecca Harper, S. Rebecca Leigh, and Tasha Tropp Laman. "Professional Book Reviews: Learning Art, Learning Literacy." Language Arts 92, no. 2 (2014): 144–49. http://dx.doi.org/10.58680/la201426141.

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In an era of high-stakes testing, accountability, narrow definitions of literacy, and deeply cut arts budgets, these books help us, as teachers, to engage children in meaning making in its broadest sense, and show us what is possible when we create curriculum where the arts are integral to learning in general and literacy in particular.

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Saputra, Dudu Suhandi, Devi Afriyuni Yonanda, Yuyu Yuliati, and Yuyun Dwi Haryanti. "THE EFFECTIVENESS OF DIGITAL TEACHING MATERIALS TO IMPROVE LITERARY LITERACY SKILLS IN PRIMARY SCHOOLS." Jurnal Cakrawala Pendas 10, no. 3 (2024): 671–79. http://dx.doi.org/10.31949/jcp.v10i3.10384.

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This research is motivated by the challenge of improving the literary literacy skills of elementary school students, which are often considered boring using conventional learning methods. The purpose of this study was to analyze the effectiveness of digital teaching materials in improving literary literacy skills, as well as the interests and motivations of 5th grade elementary school students in Majalengka Regency, West Java.. The research method used was quasi-experimental with a pre-test and post-test design in two groups: the Experimental Group which used digital teaching materials and the

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26

Maharani Eka Luckyta Sari and Abdurrahman. "Online Learning System of Learning Mathematics at SMAN 1 Kampar Kiri Hilir: Learning Difficulties Analysis Study." Mathematics Research and Education Journal 6, no. 1 (2022): 31–40. http://dx.doi.org/10.25299/mrej.2022.vol6(1).8209.

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This study aims to determine the factors behind the literacy difficulties of undergraduate mathematics in online literacy at SMAN 1 Kampar Kiri Hilir. The subjects in this study were class XI wisdom students at SMAN 1 Kampar Kiri Hilir for the academic year 2021/2022 and class XI wisdom students with a population of 68 ulama consisting of 15 male and 53 female scholars. This form of exploration is descriptive qualitative. The data collection method in this study was carried out using a check system, videlicet, by distributing online questionnaires through Google Forms which were transferred vi

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Samsiyah, Nur, V. Teguh Suharto, and Endang Sri Maruti. "LITERACY LITERATURE LEARNING WITH LET’S READ APPLICATIONS IN THE PANDEMIC ERA." Jurnal Handayani 11, no. 1 (2020): 57. http://dx.doi.org/10.24114/jh.v11i1.18666.

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Abstract: One of them is literacy learning by using Android-based Let's Read to answer the challenges of the growing industrial era. In the midst of the rise of students using Android as a medium of communication, teachers need to change learning in and outside the classroom into interesting learning by utilizing computer media, mobile phones as literary literacymaterial. So that literary literacy is not monotonous, it must be in the library by choosing books in turns or by listening to the teacher's story on the page as a habit that only contains short stories in the book . By using the Let's

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Ayu, Aprianti, Suriansyah Ahmad, and Rifani Syaifuddin Agus. "The Correlation Between Environment-Based Curriculum and Teacher Pedagogical Competence with Learning Quality through Literacy Learning at State Junior High Schools in East Banjarmasin District." International Journal of Social Science And Human Research 05, no. 12 (2022): 5275–79. https://doi.org/10.5281/zenodo.7388764.

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This study aims to analyze the direct and indirect correlation between environment-based curriculum, teacher pedagogical competence and learning quality through literacy learning. This research used a correlational study with a quantitative approach. Two hundred and eighteen junior high school teachers at adiwiyata schools were involved as population of this study. The researchers used proportional random technique and obtained as many as 141 people. The data collection was carried out using instruments consisting of an environment-based curriculum (17 items), teacher pedagogic competence (21

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Arofah, Irvana, Besse Arnawisuda Ningsi, and Andi Sessu. "The Influence Of Learning Media And Learning Models On Learning Outcomes Through Mathematics Literacy Ability." International Journal of Business, Law, and Education 4, no. 2 (2023): 1466–74. http://dx.doi.org/10.56442/ijble.v4i2.340.

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Learning outcomes are a measure of the success of the learning process. There are many factors involved in measuring learning outcomes. Learning media, learning models, and students' mathematical literacy abilities are important factors or variables in the learning process to achieve the best learning outcomes. This study aims to look at the direct and indirect effects of these three variables on learning outcomes with mathematical literacy skills as a mediating variable. This research was conducted on 122 students of the Mathematics Study Program at Pamulang University. The research method us

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Brock, Cynthia H., Lynda R. Wiest, and Laurie (Darian) Thrailkill. "Learning Quantitative Literacy: A Sixth‐Grade Disciplinary Literacy Unit." Reading Teacher 74, no. 6 (2021): 733–46. http://dx.doi.org/10.1002/trtr.2008.

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Hanke, Veronica. "Learning about literacy: Children's versions of the Literacy Hour." Journal of Research in Reading 23, no. 3 (2000): 287–98. http://dx.doi.org/10.1111/1467-9817.00123.

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Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.

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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct language

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Park, Hyojin, and Sung Hee Park. "Differences of elementary school students' learning presence and learning flow according to clusters of digital literacy." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (2023): 55–66. http://dx.doi.org/10.22251/jlcci.2023.23.1.55.

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Objectives The purposes of this study were to examine natural groupings of digital literacy, and to verify whether there is any difference in learning presence and learning flow according to the types of digital literacy clusters. Methods For this purpose, a survey was conducted with 492 elementary school students in the metropolitan area. Cluster analysis using the sub-scales of digital literacy was conducted. Then, the differences in learning presence and learning flow among the digital literacy clusters were analyzed using MANOVA. Results As for the clusters according to digital

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Lee, Yeonjeong. "A Study on Literacy Issues at Home and Abroad and Their Response and Support Cases." Korean Association for Literacy 15, no. 2 (2024): 319–43. http://dx.doi.org/10.37736/kjlr.2024.04.15.2.11.

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In this study, we attempted to obtain implications for pending literacy issues by examining issues related to literacy in the United States, Japan, Germany, France, Canada, and Korea, as well as national policy support and countermeasures. As the pandemic progressed, the gap in public education grew, and concerns over the decline in basic education began to grow. In the United States, we are preparing an intensive support strategy for immigrants with limited English use. In Japan, we are striving for policies such as individual and cooperative learning, the use of big data, the development of

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Doyle, Howard. "Multi-Competence, ELF, Learning and Literacy: A Reconsideration." International Journal of Social Science and Humanity 5, no. 10 (2015): 887–91. http://dx.doi.org/10.7763/ijssh.2015.v5.574.

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Buwa, Dr Suman. "Literacy for Healthy Life Through Life Long Learning." Indian Journal of Applied Research 3, no. 10 (2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/143.

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Brandt, Deborah. "Changing Literacy." Teachers College Record: The Voice of Scholarship in Education 105, no. 2 (2003): 245–60. http://dx.doi.org/10.1177/016146810310500202.

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Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a

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Apriliana, Anggi, Tatat Hartati, Dadang Sunendar, and Rahman. "Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy." Jurnal Ilmiah Sekolah Dasar 6, no. 4 (2022): 592–602. http://dx.doi.org/10.23887/jisd.v6i4.49994.

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The main problem in student's literacy skills in the early grades has not been implemented holistically. In addition, the teacher has not used the right model in literacy learning in the early grades. The main objective of this research was to analyses the process of learning literacy in elementary school. This study used a survey method involving 48 principals and 148 elementary school teachers. Interviews were used as an instrument to describe literacy learning in early grades of elementary schools. Information obtained from the field is tabulated and presented. This research showed that the

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Faradila, Anisa, Aulya Nanda Prafitasari, and Amaliyah Farida. "Integrated Paired Literacy Model Problem-Based Learning to Improve Biology Learning Outcomes." Bioeduca : Journal of Biology Education 5, no. 2 (2023): 43–52. http://dx.doi.org/10.21580/bioeduca.v5i2.17310.

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The application of PBL learning can improve students' literacy skills because the learning activities require students to actively engage in literacy to find solutions to a given problem. Literacy skills are very important for students to have in learning biology; through these skills, students can improve their learning outcomes. Health literacy skills to support student learning outcomes are supported by the application of paired literacy techniques. Through the Classroom Action Research (CAR) method with a cyclical research model over 5 weeks, it is expected to be able to improve the learni

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Meeks, Amanda. "Learning to look critically: teaching and learning visual literacy in art and design librarianship." Art Libraries Journal 42, no. 2 (2017): 89–94. http://dx.doi.org/10.1017/alj.2017.9.

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Teaching and learning visual literacy within art and design librarianship presents several unique challenges. Librarians are better equipped than ever to meet these challenges with the help of ACRL Visual Literacy Competency Standards and the ACRL Framework for Information Literacy in Higher Education, which provides an exciting opportunity to situate visual literacy within the contextual definition of information literacy for art and design students. In mapping these two documents together the author found several ways to address the more critical components of information and visual literacy

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Mardhani-Bayne, Alvina, and Lisa Shamchuk. "Early Literacy Learning for Future Library Paraprofessionals: Authentic Learning in Library Education." Partnership: The Canadian Journal of Library and Information Practice and Research 17, no. 2 (2022): 1–20. http://dx.doi.org/10.21083/partnership.v17i2.6808.

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This article describes the professional learning around early literacy experienced by library paraprofessional students at a post-secondary institution in Canada. Students completed a survey to gauge their conceptions of early literacy at the beginning of a course on library services for children and young adults. These students then experienced hands-on, engaging course elements such as in-class discussions, guest speakers, and authentic assessments. At the conclusion of the course, students were again surveyed and were asked to identify course elements that contributed to their learning. Mos

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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.

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Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements a

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Taja-on, Evan, and Jayzyl Mae Guy-ab. "Digital Literacy: The Outcome of Online Learning Satisfaction." School of Education Research Journal 3, no. 1 (2023): 54–60. https://doi.org/10.13140/RG.2.2.11779.17445.

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The development of technology has also transformed how students learn. The study examines the digital literacy level of student with their online learning satisfaction. A total of 210 randomly selected undergraduate students of San Isidro College served as the participants of the study. The study implemented a correlational research design and adopted the questionnaire anchored on the digital literacy skills framework and online learning satisfaction questionnaire. The study revealed that the student’s digital literacy is on the second level. Overall, they are satisfied with their online

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Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet." PMLA/Publications of the Modern Language Association of America 129, no. 3 (2014): 349–64. http://dx.doi.org/10.1632/pmla.2014.129.3.349.

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Literary practice may be more deeply shaped by basic literacy training than we have noticed. This is particularly true for English writers of the late fourteenth century, when the constant movement out of Latin into English in schoolrooms both ensured that translation exercises became a method for making vernacular poetry and demonstrated that English had a grammar of its own. As the most basic grammatical concepts and the simplest exercises of literacy training evolved into resources for literary technique, the style of writers such as Chaucer, Langland, and Gower became “grammaticalized.” Fo

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Berg Leer, Elizabeth. "Researching and Writing History through Community Collaboration." Voices from the Middle 22, no. 3 (2015): 50–57. http://dx.doi.org/10.58680/vm201526934.

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The SCOPE (Student Community Outreach Program Experience) program is a model for engaging students in literacy activities across disciplines. It serves as an exemplar for what is possible when students are provided the opportunity for authentic learning, adequate guidance to support the learning, and necessary resources through community support and collaboration. Not only are students developing literacy skills, but they are directly applying those skills in important, real-world contexts. They are learning that literary practices have relevance beyond the classroom, and that through these pr

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Naccarella, Lucio, and Bernice Murphy. "Key lessons for designing health literacy professional development courses." Australian Health Review 42, no. 1 (2018): 36. http://dx.doi.org/10.1071/ah17049.

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Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and co

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Djibu, Rusdin, and Ummyssalam Duludu. "Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance." Journal of Nonformal Education 7, no. 1 (2021): 71–82. http://dx.doi.org/10.15294/jne.v7i1.28171.

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The purpose of this research is to find out: (1) the influence of Web-based learning with the performance of Educators, (2) the influence of cultural literacy with Educators' performance (3) the influence of Web-based learning and literary culture together with performance Educators. The method used in this study was with a quantitative approach with the ex-post-facto method. The population in this study was all non-formal educators working in the Gorontalo City learning activities workshop amounting to 107 people, while samples were 59 people using proportional random sampling. Data is collec

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Jung, Kyunghye. "The mediating effect of digital literacy in the relationship between learning satisfaction and learning flow of middle school students in learning using smart devices." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 6 (2024): 687–701. http://dx.doi.org/10.22251/jlcci.2024.24.6.687.

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Objectives This study analyzed the structural relationship between middle school students' learning satisfaction, digital literacy, and learning flow in smart device-based teaching and learning, and verified the mediating effect of digital literacy. Methods A survey was conducted on 300 middle school students in Seoul, Gyeonggi, and six metropolitan cities to measure the structural relationship between learning satisfaction, digital literacy, and learning flow during classes using smart devices. The survey was conducted online for about 10 days from December 2nd to December 12th, 2023, u

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Pickett, Linda. "Literacy Learning During Block Play." Journal of Research in Childhood Education 12, no. 2 (1998): 225–30. http://dx.doi.org/10.1080/02568549809594886.

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