Learning social literacy

2021 ◽  
Vol 26 (4) ◽  
pp. 251-253
Author(s):  
Tony Eaude
Keyword(s):  
Social Literacy

scholarly journals Shaping Social Literacy at Distance Lessons by Using Multimedia Technologies

2021 ◽  
Vol 18 (2) ◽  
pp. 58-63
Author(s):  
T. I. Zakharova ◽  
D. V. Vilkova
Keyword(s):  
Distance Learning ◽  
Communicative Skills ◽  
Technology Application ◽  
Social Literacy ◽  
Global Pandemic ◽  
Traditional Mode ◽  
Mode Of Life ◽  
Multimedia Technologies ◽  
Independent Thinking ◽  
Distance Interaction

The article studies innovation methods of distance interaction in education. The necessity to pass over to distance learning was caused by global pandemic. On March 11, 2020 the WHO called the outbreak of COVID-19 a pandemic, which drastically changed traditional mode of life, business and education all over the world. The demand for learning became more acute. For millions of people distance communications were the only link with the outer world. The need and necessity in distance access to school, secondary and higher education affected the development of new trends in the field of education. The change-over to distance learning in schools and universities requires application of different methods of involving schoolchildren and students in the process of learning and improving skills of independent thinking. The authors provided a number of recommendations dealing with multimedia technology application in distance learning, which aimed at the development of cognitive, communicative skills and skills of logical, creative and critical thinking and social literacy.

scholarly journals The Role of Indigenous Knowledge in Water Literacy: A Case Study of Semende and Palembang Students

2020 ◽  
Author(s):  
meilinda meilinda ◽  
Khoiron Nazip ◽  
Nike Anggraini ◽  
Riyanto Riyanto
Keyword(s):  
High School Students ◽  
Indigenous Knowledge ◽  
Water Conservation ◽  
Statistical Tests ◽  
Response Patterns ◽  
School Students ◽  
Cronbach Alpha ◽  
Social Literacy ◽  
Water Literacy ◽  
Different Response

Water literacy is the ability to feel familiar with and get actively involved in water to face issues about it. This study aims to analyze the water literacy of students who come from areas that have indigenous knowledge related to water conservation and do not have indigenous knowledge but have come from the same province with a similar abundance of water. The samples of this study were 439 people consisting of 184 boys and 255 girls aged 11-18 years from junior and senior high school students in Palembang Municipality and three sub-districts in Muara Enim Regency, namely Semende Darat Laut, Semende Darat Tengah, and Darat Ulu and both are indonesian. There were 39 questions for measuring water literacy in the form of a Likert scale (1-5) to measure practical and living literacy with Cronbach alpha values of 0.692 and 0.773, respectively, and were analyzed with SPSS version 21 through the Mann-Whitney (u) and Cronbach alpha statistical tests. The total alpha was 0.838. Social literacy was measured in the open-ended question instrument and analyzed descriptively. The results showed that practical water literacy in Palembang was significantly different from Semende's but not with living water literacy. Students' social water literacy in the Semende had two different answer patterns, while, in Palembang, it was more diverse with six different response patterns. Meanwhile, when asked to describe a diagram of the flow of water in nature in Semende, no students think that it is the neglect of customs that results in reduced water in Semende as understood by some students in Palembang who are not involved with these customs.

Transnational Immigrant Youth Literacies

2015 ◽  
pp. 322-344 ◽  
Author(s):  
Robert T. Jiménez ◽  
Caitlin Eley ◽  
Kevin Leander ◽  
Patrick H. Smith
Keyword(s):  
Literacy Practices ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Cultural Influences ◽  
The United States ◽  
Social Literacy ◽  
History Of ◽  
National Boundaries ◽  
Linguistic Backgrounds ◽  
The U.S

This chapter examines transnationalism, social-literacy practices theory, the history of immigrant literacy in the United States, and an examination of central Mexican literacy practices. We then review and examine what is known concerning the literacy practices of immigrant youth living in the U.S. We define transnationals as individuals who participate in flows of people, ideas, capital and goods between regions. These flows are bi-directional, span national boundaries and are sustained over time. After examining historical and cultural influences on the ways that literacy is conceptualized and actualized in Mexico, we argue that all immigrant students, regardless of their ethno-linguistic backgrounds, bring to their host nations assemblages of information, ideology, and specific practices that we believe are full of either potential resources or possible damaging effects. Deeper understanding of these practices by educators provides a potential mechanism for bringing about desirable change or for maintaining oppressive racial and linguistic hierarchies.

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