Cultural Literacy: Process and Content

1988 ◽  
Vol 20 (4) ◽  
pp. 4-4 ◽  
Author(s):  
Alison Bernstein
Keyword(s):  
Cultural Literacy ◽  
Literacy Process

scholarly journals RESPONSABILIDADE DOCENTE NO FRACASSO DO LETRAMENTO LITERÁRIO

2020 ◽  
Vol 12 ◽  
Author(s):  
Marineide Aquino De Souza Aran ◽  
Jaqueline Alves Da Silva
Keyword(s):  
Causal Relationship ◽  
Cultural Literacy ◽  
Literary Field ◽  
Reading Habits ◽  
Cultural Goods ◽  
Cultural Aspects ◽  
Ideal Teacher ◽  
Literacy Process ◽  
Brazilian Students ◽  
The Ideal

Resumo: A relação de causalidade entre o letramento literário e cultural apresentado pelo docente e sua eficiência na construção do letramento discente é apontada como um dos fatores importantes para a determinação do sucesso ou fracasso dessa construção. O objetivo neste texto é apresentar reflexões sobre o docente enquanto sujeito leitor e as expectativas existentes sobre a sua atuação. Com esse intuito, a metodologia utilizada foi a análise do conteúdo do texto e o contexto de sua produção, consideradas as diversas interpretações de intenção que um questionário pode conter. Foram selecionadas as questões que abarcam os hábitos de leitura e acesso a bens culturais presentes no questionário direcionado aos docentes na prova SAEB 2017, com ênfase no tema do elo entre docente e campo literário. Considera-se que os indicadores apresentados no questionário seriam aqueles potencialmente mais importantes ao caracterizar o docente ideal e estão presentes no discurso sobre o que seria essencial ao sucesso do processo de letramento. A reflexão apresentada pressupõe a existência, bem como os requisitos, de um leitor ideal que falta aos leitores leigos, assim como o contexto de produção desse discurso enquanto manutenção de certa superioridade por pertencimento a um campo literário onde a circulação está restrita aos letrados e cuja inscrição tem sido negada a média dos discentes brasileiros. Conclui-se que existe uma superestimação da influência do professor no desenvolvimento de hábitos de leitura letrada em seus alunos, e que os aspectos ambientais e culturais presentes em nossa sociedade são pouco considerados.     Palavras-chave: Docente. Leitura. Leitor. Letramento.     Abstract: The causal relationship between the literary and cultural literacy presented by the teacher and his efficiency in the construction of student literacy is pointed out as one of the important factors for determining the success or failure of this construction. The objective in this text is to present reflections about the teacher as a reader subject and the existing expectations about his / her performance. For this purpose, the methodology used was the analysis of the content of the text and the context of its production, considering the different interpretations of intention that a questionnaire may contain. The questions that covered the reading habits and access to cultural goods were selected in the questionnaire addressed to teachers in the SAEB 2017 exam, with emphasis on the theme of the link between teacher and literary field. It is considered that the indicators presented in the questionnaire would be those potentially more important in characterizing the ideal teacher and are present in the discourse about what would be essential to the success of the literacy process. The reflection presented presupposes the existence, as well as the requirements, of an ideal reader that is lacking to the lay readers, as well as the context of the production of this discourse while maintaining a certain superiority by belonging to a literary field where the circulation is restricted to the literate and whose enrollment has been denied the average of the Brazilian students. It is concluded that there is an overestimation of the teacher's influence in the development of literate reading habits in his students, and that the environmental and cultural aspects present in our society are little considered Keywords: Teacher. Literary. Literate.   [1] Mestre em Psicologia na Universidade Federal de São Carlos e psicóloga escolar no Ensino Fundamental I e II.  [2] Graduada em Letras Licenciatura Plena Português e Espanhol pela Universidade Federal de São Carlos e docente no Ensino Fundamental II e Ensino Médio.  

scholarly journals LITERASI BUDAYA SUNDA PADA INDIVIDU TIONGHOA DI SUMEDANG

Jurnal Signal ◽  
2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Santi Susanti ◽  
Suwandi Sumartias
Keyword(s):  
Learning Process ◽  
Phenomenological Approach ◽  
Female Students ◽  
Cultural Literacy ◽  
Cultural Learning ◽  
Culture Learning ◽  
Classical Dance ◽  
Literacy Process ◽  
The Individual ◽  
Document Review

 Abstract This study aims to describe a dance artist, Memey Maria, in preserving and inherit Sumedang classical dance to the younger generation and explore cultural literacy process she went through in loving the Sumedang classical dance. Occupied descriptive qualitative methods with a phenomenological approach, the process of collecting data is done through interviews, direct observation, and document review. The results showed that Memey's efforts to maintain the classical dance of Sumedang were based on her love for Sundanese culture since she was a kid. Memey interacts and communicates with Sundanese around her every day. She learned Sumedang classical dance from the maestro, Raden Ono Lesmana Kartadikusumah. The regeneration process is done by teaching the dance to students at Universitas Sebelas April (Unsap), Sumedang. Although there were fewer participants, Memey still exited in teaching the dance to female students. The conclusion of this study shows that communication plays an important role in the process of culture learning. Internalization will be formed inside the individual if the cultural learning process continuously takes place. Keywords: Sumedang classical dance, learning culture, regeneration, Chinese. Abstrak Penelitian ini bertujuan mengungkapkan upaya Memey dalam memertahankan dan mewariskan tarian klasik Sumedang kepada generasi muda serta menggali proses literasi budaya yang Memey jalani sehingga mencintai tarian klasik Sumedang. Melalui metode kualitatif deskriptif dengan pendekatan fenomenologi, proses pengumpulan data dilakukan melalui wawancara, pengamatan langsung serta penelaahan dokumen. Hasil penelitian menunjukkan, upaya Memey memertahankan tarian klasik Sumedang agar tetap hidup didasari oleh rasa cintanya akan budaya Sunda yang melingkupinya sejak ia kecil. Dalam kehidupan sehari-hari, Memey berinteraksi dan berkomunikasi dengan orang Sunda di sekelilingnya. Ia pun belajar langsung tarian klasik Sumedang dan maestronya, yakni Raden Ono Lesmana Kartadikusumah. Proses regenerasi dilakukan dengan mengajarkan tarian tersebut kepada mahasiswi di Universitas Sebelas April (Unsap), Sumedang. Meski yang ikut tidak banyak, tapi Memey tetap semangat untuk mengajarkan tarian tersebut kepada pada mahasiswi. Kesimpulan penelitian ini menunjukkan, komunikasi berperan penting dalam proses belajar budaya. Internalisasi baru akan terbentuk dalam pribadi individu, jika proses pembelajaran budaya berlangsung secara berkesinambungan. Kata kunci: Tarian klasik Sumedang, belajar budaya, regenerasi, Tionghoa.

Cultural Literacy and Testing

1988 ◽  
Author(s):  
Ernest R. House ◽  
Carol Emmer ◽  
Nancy Lawrence
Keyword(s):  
Cultural Literacy

Jombang Local Stage Literary As The Strengthening Media For Character Education of Cultural Literacy

2019 ◽  
Author(s):  
Susi Darihastining ◽  
Ari Ambarwati ◽  
Kustiyarini Kustiyarini ◽  
Endang Sulistyaningsih
Keyword(s):  
Character Education ◽  
Cultural Literacy

scholarly journals Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

2021 ◽  
Vol 13 (11) ◽  
pp. 6410
Author(s):  
Merce Garcia-Mila ◽  
Andrea Miralda-Banda ◽  
Jose Luna ◽  
Ana Remesal ◽  
Núria Castells ◽  
...  
Keyword(s):  
Professional Development ◽  
Children And Adolescents ◽  
Development Programme ◽  
Cultural Literacy ◽  
Educational Levels ◽  
Dialogic Teaching ◽  
Short Films ◽  
Living Together ◽  
Diverse World ◽  
Professional Development Programme

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

scholarly journals Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers

2014 ◽  
Vol 16 (1) ◽  
pp. 34 ◽  
Author(s):  
Patrick Howard
Keyword(s):  
Communication Systems ◽  
New Technologies ◽  
Literacy Practices ◽  
English Education ◽  
Meaning Making ◽  
Cultural Literacy ◽  
Student Experiences ◽  
Traditional Schools ◽  
Education Students ◽  
Unique Experience

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators  must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.

A response to Abraham Stahl's ?Cultural Literacy: A positive view?

Interchange ◽  
1994 ◽  
Vol 25 (2) ◽  
pp. 227-228
Author(s):  
Harvey J. Graff
Keyword(s):  
Cultural Literacy ◽  
Positive View

GAMBUS PASER PERFORMANCE AS A CULTURAL LITERACY ENHANCEMENT OF PASER CULTURE FOR INDONESICAN CAPITAL RELOCATION TO EAST BORNEO

2021 ◽  
Vol 1 (4) ◽  
pp. 341-346
Author(s):  
Asril Gunawan
Keyword(s):  
Qualitative Research ◽  
Analytical Method ◽  
Coastal Area ◽  
The Other ◽  
Cultural Literacy ◽  
Music Literacy ◽  
Traditional Art ◽  
Other Hand ◽  
Performing Art

Gambus Paser music is one among traditional perfoming arts belongs to Paser tribe. Contextually, gambus Paser performing art cannot be detacted from its socio-culural since it geographically affects the characteristic of that cultural music. Generally, the culture of Gambus Paser music has its various values according to its various geographical dispositions. Geographically varied characteristic of Gambus Paser music is reflected on the interpretation of the music especially on the style of pentengan (picking technique) and the lyric of Gambus song. Gambus Paser music is also characteristically identified by the use of that pentengan style. On the other hand, coastal area also affects Gambus Paser characateristic which tends to be expressive and dynamic. Conceptually speaking, this research is qualitative research with descriptive analytical method. This research focuses on Gambus Paser performing art as the cultural (music) literacy enhancement. The purpose is to analyze the form of Gambus Paser performance as Paser cultural literacy. The result shows that literature related to Paser art is still hardly found, while on the other hand, we have also found how potential this performance as sustainable literacy and identity enhancement for Paser community to welcome the Indonesian capital relocation to East Borneo. A concrete step which is taken is to documenting and disseminating the Gambus Paser performance to create a cultural literacy and a sustainable traditional art.

CAUSES OF ADULT ILLITERACY: A CASE STUDY OF FEROZEPUR DISTRICT

2016 ◽  
pp. 86-96
Author(s):  
Kulwinder Singh ◽  
Ravinder Kamboj
Keyword(s):  
Physical Punishment ◽  
Early Marriage ◽  
Low Literacy ◽  
Interview Schedule ◽  
Literacy Rate ◽  
The Social ◽  
Sample Data ◽  
Literacy Process ◽  
Social Causes

Present research is an attempt to study the social, educational and personal causes of adult illiteracy. Qualitative approach was adopted to evaluate causes of illiteracy. Ferozepur district of Punjab (India) was chosen as the region for conducting this study mainly for its low literacy rate and being a border area of Punjab, from where 60 adult respondents were taken as sample. Data was collected by a self-administered interview schedule, which seeks information regarding causes of non-educability. Findings of the study show that lack of parents interest, alcoholism/drug abuse of father and 'early marriage' have been reported as social causes for illiteracy among adults while in educational causes, adult respondents have enlisted three main causes 'school was far away', 'physical punishment' and 'behaviour of teacher not being appropriate'. Poor economic conditions, no source of income, over workload, hesitation and over-aging emerged as personal causes for discontinuation of the literacy process. It has been suggested that intervention programmes should be introduced in border areas to increase participation in adult education programmes and to remove obstacles in getting education.

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