Enacting Resistance Literacies through Languaging and Advocacy: Intergenerational Testimonios to Inform Literacy Research and Instruction

2021 ◽  
pp. 1-22
Author(s):  
Mary Amanda Stewart ◽  
Alexandra Babino
Keyword(s):  
Literacy Research

Exploring Methods in Information Literacy Research

2007 ◽  
Author(s):  
Suzanne Lipu ◽  
Kirsty Williamson ◽  
Annemaree Lloyd
Keyword(s):  
Information Literacy ◽  
Literacy Research

User-Oriented Healthcare Translation and Communication

2020 ◽  
pp. 430-451
Author(s):  
Meng Ji ◽  
Kristine Sørensen ◽  
Pierrette Bouillon
Keyword(s):  
Health Literacy ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Populations ◽  
Medical Translation ◽  
Medical Interpreting ◽  
Literacy Research

Healthcare translation provides a useful and powerful intervention tool to facilitate the engagement with migrants with diverse language, cultural, and health literacy backgrounds. The development of culturally effective and patient-oriented healthcare translation resources has become increasingly pressing. In this chapter, the authors explore, firstly, patient-focused and culturally effective healthcare and medical translation methodologies by integrating insights from health literacy research and corpus-based textual readability evaluation and, secondly, user-oriented criteria which can be used in the development and evaluation of new medical interpreting technologies with a view to enhancing the usability among patients from refugee, migrant, or other socioeconomically disadvantaged populations.

scholarly journals Wellbeing Literacy: A Capability Model for Wellbeing Science and Practice

2021 ◽  
Vol 18 (2) ◽  
pp. 719 ◽  
Author(s):  
Lindsay G. Oades ◽  
Aaron Jarden ◽  
Hanchao Hou ◽  
Corina Ozturk ◽  
Paige Williams ◽  
...  
Keyword(s):  
Scientific Investigation ◽  
National Accounts ◽  
Future Directions ◽  
New Model ◽  
The World ◽  
Significant Interest ◽  
Antecedents And Consequences ◽  
Literacy Research

Wellbeing science is the scientific investigation of wellbeing, its’ antecedents and consequences. Alongside growth of wellbeing science is significant interest in wellbeing interventions at individual, organizational and population levels, including measurement of national accounts of wellbeing. In this concept paper, we propose the capability model of wellbeing literacy as a new model for wellbeing science and practice. Wellbeing literacy is defined as a capability to comprehend and compose wellbeing language, across contexts, with the intention of using such language to maintain or improve the wellbeing of oneself, others or the world. Wellbeing literacy is underpinned by a capability model (i.e., what someone is able to be and do), and is based on constructivist (i.e., language shapes reality) and contextualist (i.e., words have different meanings in different contexts) epistemologies. The proposed capability model of wellbeing literacy adds to wellbeing science by providing a tangible way to assess mechanisms learned from wellbeing interventions. Moreover, it provides a framework for practitioners to understand and plan wellbeing communications. Workplaces and families as examples are discussed as relevant contexts for application of wellbeing literacy, and future directions for wellbeing literacy research are outlined.

scholarly journals Internet users’ utopian/dystopian imaginaries of society in the digital age: Theorizing critical digital literacy and civic engagement

2021 ◽  
pp. 146144482110186
Author(s):  
Gianfranco Polizzi
Keyword(s):  
Civic Engagement ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Age ◽  
The Internet ◽  
Online Engagement ◽  
Internet Users ◽  
Utopian Studies ◽  
Utopian Thinking ◽  
Literacy Research

This article proposes a theoretical framework for how critical digital literacy, conceptualized as incorporating Internet users’ utopian/dystopian imaginaries of society in the digital age, facilitates civic engagement. To do so, after reviewing media literacy research, it draws on utopian studies and political theory to frame utopian thinking as relying dialectically on utopianism and dystopianism. Conceptualizing critical digital literacy as incorporating utopianism/dystopianism prescribes that constructing and deploying an understanding of the Internet’s civic potentials and limitations is crucial to pursuing civic opportunities. The framework proposed, which has implications for media literacy research and practice, allows us to (1) disentangle users’ imaginaries of civic life from their imaginaries of the Internet, (2) resist the collapse of critical digital literacy into civic engagement that is understood as inherently progressive, and (3) problematize polarizing conclusions about users’ interpretations of the Internet as either crucial or detrimental to their online engagement.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

scholarly journals Critical Issues: What Counts When Context Counts?: The Uncommon “Common” Language of Literacy Research

1998 ◽  
Vol 30 (3) ◽  
pp. 405-433 ◽  
Author(s):  
Lesley Rex ◽  
Judith Green ◽  
Carol Dixon ◽  
Santa Barbara ◽  
Keyword(s):  
Research Methods ◽  
English Education ◽  
Critical Issue ◽  
Common Language ◽  
Confounding Effect ◽  
Theoretical Perspectives ◽  
Common Term ◽  
Critical Issues ◽  
The One ◽  
Literacy Research

Research into literacy published in journals such as the Journal of Literacy Research spans a range of disciplines and areas of study (e.g., reading, English education, composition). Even individual studies frequently take up interdisciplinary perspectives (e.g., anthropological, sociological, linguistic, educational, textual). The results are journals far ranging in their reach and rich in the knowledge they bring to literacy issues. However, such diversity of theoretical perspectives, research methods, and analytical methodologies also contributes to a confounding effect. In this article, we explore one such effect that occurs when a common term is used with different meanings. Although this may appear on the surface to be a problem easily remedied or even a rather trivial issue, in this article, we show just how consequential this practice can be when the goal is building knowledge from research that can inform practice, policy, and theory. This critical issue can be posed as a set of interrelated questions: Are we all talking about the same thing when we use words like literacy, reading, and even seemingly less resonant ones like context, the one addressed in this commentary? If we are, how do we know? And if we are not, what price are we paying for not considering the issue?

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