scholarly journals LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION

2020 ◽  
Vol 59 (1) ◽  
pp. 151-172
Author(s):  
Maria Zélia Versiani Machado ◽  
Gilcinei Teodoro Carvalho ◽  
Carlos Augusto Novais ◽  
Ana Paula da Silva Rodrigues
Keyword(s):  
Rural Communities ◽  
Urban Youth ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Rural Youth ◽  
Social Practices ◽  
Video Production ◽  
New Literacy ◽  
Daily Lives ◽  
Reading And Writing

ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.

scholarly journals Literacy Practices of Children and Their Mothers in a Specific Social and Cultural Context: Generating New Social Practices

2018 ◽  
Vol 14 (1) ◽  
pp. 59-64
Author(s):  
J.M. Méndez
Keyword(s):  
Cultural Context ◽  
Literacy Practices ◽  
First Graders ◽  
Field Work ◽  
Social Practices ◽  
Intercultural Relations ◽  
Reading And Writing ◽  
Work Analysis ◽  
Cultural Approach ◽  
The Social

This qualitative research is focused on understanding the literacy practices of children and their mothers in a social and cultural context of the state of San Luis Potosí, central Mexico. I will address the results of field work analysis based on the historical cultural approach. I will show how a mother’s participation in literacy practices with a group of elementary school first graders detonated their process of empowerment and generated new social practices that arose from the actors in the educational community, through symmetrical relationships between children, mothers and teachers. The main results addressed are the acceptance of a mother’s participation in literacy practices in her context; intercultural relations identified in social practices through orality, reading, and writing, with reflection on the social and cultural context of their reality and with the performance of a play; and finally, the generation of new social practices in the classroom and in the context.

scholarly journals Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study

2018 ◽  
Vol 9 (6) ◽  
pp. 192 ◽  
Author(s):  
Salim Nabhan ◽  
Rahmad Hidayat
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
Group Discussion ◽  
Literacy Skills ◽  
Multimodal Texts ◽  
Reading And Writing ◽  
Writing Practices ◽  
English Literacy

This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

Demographic Changes in Rural America and the Implications for Special Education Programming: A Descriptive and Comparative Analysis

2018 ◽  
Vol 37 (3) ◽  
pp. 140-149 ◽  
Author(s):  
Jerry Johnson ◽  
Matthew A. Ohlson ◽  
Shane Shope
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Families ◽  
Linguistically Diverse ◽  
Rural Youth ◽  
Rural Districts ◽  
Linguistically Diverse Students ◽  
The Face ◽  
Changing Demographics

In this descriptive and comparative study, we present results highlighting the complexity and scope of the challenges facing rural districts as they navigate the changing demographics of the students and families they serve. Rapid increases in the number and concentration of racially, culturally, and linguistically diverse students in rural areas may have significant implications for teaching and learning. In the face of these changes, rural districts may lack the financial, human, and logistical resources to meet these increasing demands. Viewed within the context of the salient literatures and attentive to the dynamics of organizational change, the results support recommendations for a variety of school- and district-based strategies and send a clear message to policymakers, educators, and others concerned with the education of rural youth, rural families, and rural communities: the need is real and growing in intensity, and there is a role and responsibility for all stakeholders to play.

scholarly journals Complexity, pedagogy, play: On using technology within emergent learning structures with young learners

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Linda Laidlaw ◽  
Suzanna Sohar Wong
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Theoretical Orientation ◽  
Kindergarten Children ◽  
Digital Tools ◽  
New Literacy ◽  
Young Learners ◽  
Emergent Learning ◽  
Using Data

This article presents and describes how we have used notions and structures informed by complexity thinking to shape new descriptions and approaches to understanding “new literacy” practices with young learners. Using data from two studies: a two year project working with kindergarten children using drama and digital tools to develop narrative, and the other an observational study of preschooler’s multiliteracy practices occurring in their home settings, we explore how notions from complexity can offer innovative frames for teaching and learning and options for thinking about pedagogy differently. Our classroom and home observations of children’s developing digital literacy practices suggest that using complexity-informed approaches to technology can include both theoretical orientation and practical possibilities for organizing classroom learning structures.

scholarly journals Contributions of social language practices to the learning of reading and writing in primary education

2020 ◽  
Vol 6 (2) ◽  
pp. 26-35
Author(s):  
Everaldo Do Nascimento ◽  
Clara Roseane Da Silva Azevedo Mont’Alverne
Keyword(s):  
Primary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Practices ◽  
Methodological Aspect ◽  
Language Practices ◽  
Social Language ◽  
Reading And Writing ◽  
Educational Discourse ◽  
The Social

The main objective of this article is to highlight the contributions of the social practices of language in the teaching and learning process of reading and writing in primary education. In the methodological aspect, we conducted a thorough bibliographic review in order to understand the contributions of these social practices of language and their contributions to education.  We point out the readings that deal with this theme, based on the authors who highlight these aspects focused on the social practices of language. Of which we highlight Freire (2011), which addresses concepts on learning; Soares (2017), which clarifies the influence of culture on the learning process, Also Vieira (2020), which provides us with indicative appraisals on the educational discourse for a transformative school.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Online Teaching ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Internet Connectivity ◽  
Content Type ◽  
Postgraduate Students ◽  
Video Teleconferencing ◽  
A Cell

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

scholarly journals Sexual violence as a limiting factor on the perception and management of the risk of HIV in women married to migrants

2016 ◽  
Vol 24 (0) ◽  
Author(s):  
Yesica Yolanda Rangel Flores
Keyword(s):  
Rural Communities ◽  
Sexual Violence ◽  
Participant Observation ◽  
Sexual Practices ◽  
Limiting Factor ◽  
Daily Lives ◽  
Perceptions Of Risk ◽  
Methodological Triangulation ◽  
Migration Experiences

ABSTRACT Objective: to analyze the influence of sexual violence on the perception and management of the risk of HIV in women married to migrants. Methods: study with an ethnographic approach carried out in urban and rural communities. Data were obtained by methodological triangulation, with participant and non-participant observation, as well as interviews. The informants were 21 women married to international migrants. The interviews were transcribed and discourse analysis was applied to them. Results: three categories emerged from the speeches to problematize the influence of sexual violence in the perception and management of the risk of HIV: "Characterization of sexual practices in the context of migration", "Experiences of sexual violence" and "Construction of the risk of HIV-AIDS". Conclusion: women have difficulty to recognize the acts of sexual violence in their daily lives, and their perceptions of risk are not decisive in the management of the threat to which they are exposed. Therefore, it is becoming increasingly urgent that nursing problematizes the sexual violence within "steady couples", as a challenge to the promotion of healthy lifestyles.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

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