The Role of Family Literacy Environments in Promoting Young Children's Emerging Literacy Skills

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

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The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading

Early Child Development and Care ◽

10.1080/03004430.2016.1248957 ◽

2016 ◽

Vol 188 (8) ◽

pp. 1076-1092 ◽

Cited By ~ 3

Author(s):

Sanneke de la Rie ◽

Roel C. M. van Steensel ◽

Amos J. S. van Gelderen ◽

Sabine Severiens

Keyword(s):

Family Literacy ◽

Shared Reading ◽

Literacy Programme ◽

Parent Child Interactions ◽

Parent Child

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Honing emergent literacy via food

Libri et Liberi ◽

10.21066/carcl.libri.8.2.6 ◽

2019 ◽

Vol 8 (2) ◽

pp. 343-357 ◽

Cited By ~ 1

Author(s):

Ilgım Veryeri Alaca

Keyword(s):

Emergent Literacy ◽

Literacy Skills ◽

Children's Books ◽

Children’S Books ◽

Innovative Methods ◽

Printed Books ◽

Emerging Literacy ◽

Multiple Levels ◽

Food Printing ◽

2D And 3D

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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The important role of information literacy and learning in the development of lifelong learners: How well prepared are our teachers and students?

IASL Annual Conference Proceedings ◽

10.29173/iasl7984 ◽

2021 ◽

Author(s):

Elizabeth Probert

Keyword(s):

Information Literacy ◽

Literacy Skills ◽

Pedagogical Practice ◽

School Students ◽

Lifelong Learners ◽

Teacher Understanding ◽

Lack Of Information ◽

Teachers And Students ◽

Information Literacy Skills

There have recently been increasing numbers of published articles lamenting school students’ lack of information literacy skills. All strongly state the urgent need for improvement. The problem may arise from classroom teachers’ lack of knowledge of information literacy skills and their related pedagogical practice but there is little research. This presentation reports on a project, involving a cluster of New Zealand schools, which investigated both teacher’s and students’ understanding of information literacy and classroom practices. The results have established the need for better teacher understanding and practice. One solution will be to trial appropriate professional development.

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Evergreen Library Penetrating into Classroom Teaching: Applying and Expanding – Take Tianzhu No.1 High School in Northwest China as a Sample

IASL Annual Conference Proceedings ◽

10.29173/iasl7961 ◽

2021 ◽

Author(s):

Zhou Wenjie

Keyword(s):

High School ◽

Information Quality ◽

School Library ◽

Northwest China ◽

School Libraries ◽

Vital Role ◽

Literacy Skills ◽

Classroom Teaching ◽

The World

This paper provides a study of the school library programs sponsored by the Evergreen Education Foundation (EEF) and identifies the vital role of school libraries in improving students’ information quality. Based on analyzes Strategies for building literacy skills in the library of Tianzhu No.1 High School, the study confirmed the program developed reading and literacy skills among students. As EEF programs continue to expand into other locations in China, it is the authors’ hope that this study may provide useful information and analysis based upon which decisions about future programs can be made. It is also their hope that this study provides impetus for more studies on the rural library programs in other areas of China or programs in other underdeveloped regions of the world.

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Designing and Implementing Interactive, Collaborative Family Literacy Events

Gifted Child Today ◽

10.1177/10762175211050700 ◽

2021 ◽

Vol 45 (1) ◽

pp. 13-23

Author(s):

Kerrigan Mahoney ◽

Jane Patrick ◽

Leighann Pennington ◽

Alicen Brown ◽

Tonya Moon ◽

...

Keyword(s):

English Learners ◽

Family Literacy ◽

Literacy Skills ◽

Learning Activity ◽

Academic Learning ◽

Literacy Events ◽

School Communities ◽

Environmental Print ◽

Gifted Learners ◽

Theory Of Intelligence

Shared experiences through school-hosted events, such as family literacy events, can afford opportunities to support and extend academic learning while fostering positive home–school relationships. This article describes the importance of developing primary-grade students’ literacy skills through a talent development lens and explains several ways to nurture students’ literacy skills and recognize potential, gifts, and talents during family literacy events. This article features one of the activities from the family literacy events, Environmental Print Bingo, a modification of I-Spy and Bingo which uses rich and varied environmental print resources. A description of this activity, necessary resources, and implementation tips are provided. Options for differentiating this learning activity to provide more challenge for gifted learners are suggested. Throughout the article, the application of a pedagogy for early childhood gifted education and Sternberg’s triarchic theory of intelligence as a framework are discussed; these approaches informed the design of all family literacy activities. A brief overview of nine additional family literacy event activities is also shared. Welcoming and involving families of English learners is an important consideration in many communities, and therefore, preparation tips and considerations for facilitators that will help maximize the participation of all families are included. Finally, reflections and helpful advice for implementing family literacy events in your school communities are presented, including advice for implementing online family literacy events. Ultimately, this article should help readers conceptualize, plan, and implement family literacy events in their school communities.

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The Role of Family Literacy Programs in the School Success or Failure of African American Families and Children

Bringing Literacy Home ◽

10.1598/0711.08 ◽

2010 ◽

pp. 184-202

Author(s):

Patricia Edwards

Keyword(s):

African American ◽

Family Literacy ◽

School Success ◽

Literacy Programs ◽

African American Families ◽

Family Literacy Programs ◽

American Families

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Fostering Early Literacy Skills with Technology

Academic Knowledge Construction and Multimodal Curriculum Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4797-8.ch013 ◽

2014 ◽

pp. 219-229 ◽

Cited By ~ 2

Author(s):

Pamela M. Sullivan ◽

Marianne Baker

Keyword(s):

Young Children ◽

Early Literacy ◽

Technology Use ◽

Research Literature ◽

Literacy Skills ◽

Early Literacy Skills ◽

Technology In The Classroom ◽

Literacy Learners ◽

Selection Of

In this chapter, the authors provide an overview of research literature for technology use with emergent-stage literacy learners. They review the overall research on technology for young children, then look at literacy and the role of technology in the classroom. The authors outline the development of literacy skills in the emergent stage (commonly defined as birth to age five). Finally, they use the framework established by the previous studies and the developmental sequence of the emergent stage to critically evaluate several literacy apps and e-books aimed at these learners. The authors finish with a selection of resources for selecting and using technology to foster these early literacy skills.

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My Friends and Family

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9348-5.ch017 ◽

2019 ◽

pp. 316-329

Author(s):

Howard L. Smith ◽

Kalpana Mukunda Iyengar

Keyword(s):

Puerto Rico ◽

Thematic Analysis ◽

Lived Experiences ◽

Family Literacy ◽

Cultural Perspective ◽

Spanish Speaking ◽

Latino Community ◽

Parents And Children ◽

School Tasks

This chapter documents an activity during a Family Literacy Night in Latino community of the Southwest. All of the families participating were of Spanish-speaking (i.e., México, El Salvador, Puerto Rico). From a socio-cultural perspective, three points became clear through the interaction: (1) as parents and children collaborated around short texts, they were able to share their individual schema as well as their social, cultural, and linguistic capitals in conversation and in writing Spanish and English; (2) parents naturally assumed the role of mentor throughout the writing sessions; (3) when afforded topic choice and scaffolding for cultural adhesion, students generate texts that reflect their personal perspectives and lived experiences. Thematic analysis of the data revealed that the ELL writers signaled their quotidian concerns and challenges as the reasons for wanting a s/hero. The results argue that, for increased writing in English, educators are well advised to frame school tasks within their students' cultures.

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