Youth Literacy and Cultural Theories

2016 ◽  
Vol 3 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Elizabeth Birr Moje
Keyword(s):  
Adolescent Literacy ◽  
Cultural Practices ◽  
Literacy Education ◽  
Social Contexts ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Education Policies ◽  
College And Career ◽  
Literacy Skill Development

Despite decades of research on social contexts and cultural practices, contemporary literacy education policies often frame the teaching of literacy skills—and especially adolescent literacy skills necessary for college and career success—as if they can be understood separate from the purposes, audience, and contexts in which they are made meaningful. Culture, context, and social interaction play roles in understanding young people’s literacy skill development and learning. The field has learned from studies of youth culture that emphasize the role of reading, writing, composing, and communicating with multiple media. Taken together, these varied studies imply how we might better engage young people; help them understand the relevance of learning to read, write, compose, and communicate with proficiency; and prepare them to build their own social futures.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Preparing elementary readers to be critical intercultural citizens through literacy education

2017 ◽  
Vol 22 (5) ◽  
pp. 532-551 ◽  
Author(s):  
Seonmin Huh ◽  
Young-Mee Suh
Keyword(s):  
Research Question ◽  
Analysis Data ◽  
Sixth Graders ◽  
Literacy Education ◽  
Social Contexts ◽  
Cultural Knowledge ◽  
Literacy Skills ◽  
Central Research ◽  
Teacher Pedagogy ◽  
Selection Of

The purpose of this study is to extend existing approaches to civic and English as a foreign language (EFL) literacy education to include critical intercultural citizenship. Students not only need to learn how to communicate, but should also develop their positions as citizens who exercise literacy skills to demonstrate connections to others in intercultural domains. The central research question explored how teacher pedagogy in the intercultural citizenship curriculum helped students to become more intercultural and caring citizens. A practitioner action study was conducted for two years with 10 fifth- and sixth-graders (11–12 years old) in Korea. All 40 one-hour video-taped class sessions containing eleven graphic novel discussions, as well as the artifacts students produced, were collected for analysis. Data analysis illustrates that critical citizenship literacy skills can be developed with teacher pedagogy that help students reflect on the cultural knowledge and practices that seem natural to them. The pedagogies of dialoguing, active consideration of missing perspectives and direct juxtaposition of students’ own and others’ social contexts are unpacked to suggest ways of incorporating intercultural citizenship education into literacy education. Educational implications are considered in terms of teacher engagement with learners, expanded position-taking of learners as intercultural citizens, and selection of discussion topics.

Using Picture Books With Instructional Strategies to Address New Challenges and Teach Literacy Skills in a Digital World

2021 ◽  
pp. 38-58
Author(s):  
William Bintz ◽  
Lisa M. Ciecierski ◽  
Emma Royan
Keyword(s):  
Instructional Strategies ◽  
Picture Books ◽  
Mass Communication ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Digital World ◽  
History Of ◽  
New Challenges ◽  
Literacy Skill Development ◽  
Over Time

This chapter highlights new challenges that have developed over time in a digital world and use picture books with research-based instructional strategies to help teachers, K-8, address these challenges and develop student literacy skills at the same time. It identifies and describes picture books that teachers, K-8, can use as well as present instructional strategies that might be utilized to address these challenges and teach literacy skills in our ever-evolving digital world. This chapter consists of seven sections: 1) major technologies in the history of mass communication, 2) the digital world and pop culture, 3) using picture books to address new challenges in a digital world, 4) picture books and instructional strategies to support literacy skill development, 5) digital storytelling, 6) the need for caution, 7) suggested additional resources to address new challenges in a digital world.

Media literacy for children: Empowering citizens for a mediatized world

2021 ◽  
pp. 204361062110149
Author(s):  
Julio-Cesar Mateus
Keyword(s):  
Professional Learning ◽  
Media Literacy ◽  
Thinking Skills ◽  
Literacy Education ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Education Policies ◽  
Human Right ◽  
Cultural Effects ◽  
Critical Media

Becoming a critical user of media is a premise for citizenship in contemporary times. The use of critical thinking skills in mediatized scenarios demands developing the ability to interact with media, not only in being able to use devices, but also for understanding their socio-cultural effects. Our recent pandemic and political circumstances have raised our levels of awareness about fake news and biased media opinions. Here, I contend that we need to consider three basic arguments that should be taken into account when thinking about media literacy: Access to the internet constitutes a human right, though that is not enough, as we must develop critical media literacy skills as well; media policies should focus on the empowerment of citizens; and media literacy education policies must address the initial and continued professional learning of teachers to ensure its success.

scholarly journals A Technology-Dependent Information Literacy Model within the Confines of a Limited Resources Environment

2018 ◽  
Vol 37 (4) ◽  
pp. 119-135 ◽  
Author(s):  
Ibrahim Abunadi
Keyword(s):  
Information Literacy ◽  
Quantitative Research ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Longitudinal Case Study ◽  
Case Study Methodology ◽  
Information Literacy Skills ◽  
Study Methodology ◽  
Literacy Skill Development

The purpose of this paper is to investigate information literacy as an increasingly evolving trend in computer education. A quantitative research design was implemented, and a longitudinal case study methodology was conducted to measure tendencies in information literacy skill development and to develop a practical information literacy model. It was found that both students and educators believe that the combination of information literacy with a learning management system is more effective in increasing information literacy and research skills where information resources are limited. Based on the quantitative study, a practical, technology-dependent information literacy model was developed and tested in a case study, resulting in fostering the information literacy skills of students who majored in information systems. These results are especially important in smaller universities with libraries having limited technology capabilities, located in developing countries.

scholarly journals DEVELOPING STUDENT INFORMATION LITERACY SKILL IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 6 (1) ◽  
pp. 125-140
Author(s):  
Muhamad Iskhak ◽  
Nora Saiva Jannana ◽  
Sara Diana ◽  
Nur Azizah ◽  
Ita Nurmalasari
Keyword(s):  
Information Literacy ◽  
School Library ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Academic Activities ◽  
Information Literacy Skills ◽  
Student Information ◽  
Reading Interest ◽  
Depth Interviews

Filtering the abundance of information is done by providing information literacy skills. Information literacy skills need to be possessed by every student at school age to manage information as needed. The school library is one of the facilities that can equip students' information literacy skills. The school library seeks programs and activities related to information literacy. This study examines the efforts made by the library to develop information literacy skills. This research is descriptive with a qualitative approach. The research was conducted at the Ganesha Library of SMA Negeri 1 Jetis Bantul Yogyakarta. Research informants are the head of the library, deputy head of the library, librarians, teachers of reading interest, and students. The data collection techniques are used by observation, documentation, and in-depth interviews. Data were analyzed by data reduction, display data, and conclusion—the validity of the data used by triangulation of sources. The results showed that (1) Students at SMA Negeri 1 Jetis Bantul Yogyakarta had information literacy skills developed with the support of the Ganesha Library. (2) The efforts made by the Ganesha Library to develop students' information literacy skills are through library programs and activities, the role of librarians, the role of teachers, and the empowerment of human resources. The literacy skills possessed by students help them sort out information according to their needs, especially for the development of their academic activities.

Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs

2021 ◽  
pp. 154079692110085
Author(s):  
Samantha Gross Toews ◽  
Jessica McQueston ◽  
Jennifer A. Kurth
Keyword(s):  
Emergent Literacy ◽  
Evidence Base ◽  
Included Study ◽  
Literacy Skills ◽  
Shared Reading ◽  
Literacy Skill ◽  
Future Research ◽  
Support Needs ◽  
Level Of Evidence ◽  
Literacy Skill Development

This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.

Pembinaan Semula Peradaban Komuniti Cina Muslim Berasaskan Dialog Antara Agama: Pengalaman di Terengganu dan Brunei

Sains Insani ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 77-84
Author(s):  
Azarudin Awang ◽  
Azman Che Mat ◽  
Sophian Ramli
Keyword(s):  
Cultural Practices ◽  
Family Members ◽  
Interfaith Dialogue ◽  
Chinese Community ◽  
Cultural Life ◽  
Muslim Communities ◽  
Muslim Family

Bagi sesebuah negara yang mempunyai etnik pelbagai anutan kepercayaan dan perbezaan amalan budaya, dialog antara agama berperanan membetulkan semula kekaburan dalam kehidupan beragama dan berbudaya. Melalui peranan Saudara Baru, dialog antara agama mampu menjadi medan bagi menjelaskan kebenaran tentang agama Islam kepada masyarakat bukan Muslim dan pelaksanaan amalan budaya asal kepada Muslim asal. Objektif kajian ini ialah melihat pengalaman pelaksanaan dialog antara agama di Terengganu dan relevansi dalam kehidupan beragama di negara Brunei. Metode kajian ini menggunakan kajian dokumen yang menyentuh komuniti Cina Muslim di Terengganu dan Brunei. Pengalaman pelaksanaan dialog antara agama di Terengganu dan negara Brunei memperlihatkan dialog antara agama mampu membetulkan salah faham dan selanjutnya mengendurkan ketegangan hubungan antara agama dan budaya antara komuniti Saudara Baru, ahli keluarga bukan Muslim dan masyarakat Muslim asal. Biarpun begitu, adalah dicadangkan agar kajian yang menyentuh dialog antara agama perlu diperkukuhkan sebagai medium membina semula peradaban memandangkan penduduk di kedua-dua lokasi ini terdiri daripada berbilang etnik dan agama sedangkan pada masa yang sama masalah yang menyentuh hubungan antara agama sentiasa timbul. Abstract: For a country with diverse ethics of beliefs and cultural practices, interfaith dialogue plays a role to redefine ambiguity in religious and cultural life. Through the role of the New Muslim (Muslim Convert), interfaith dialogue can become a medium to explain the truth about Islam to the non-Muslims and the implementation of real cultural practices to the others Muslim. The objective of this study is to examine the experience of interfaith dialogue in Terengganu and in Brunei. The method of this study is being conducted in document research that related with the Muslim Chinese community in Terengganu and Brunei. In addition, interviews with people involved in the management of New Muslims also carried out. The experience of interfaith dialogue in Terengganu and Brunei shows that dialogue capable explains misunderstandings and further loosening the tension between religion and culture among New Muslims, non-Muslim family members and Muslim communities. However, it is recommended that studies on interfaith dialogue should be strengthened as a medium for rebuilding civilization as the residents of both locations are multi-ethnic and religious while at the same time the problem of interreligious persists.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

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