scholarly journals ANALISIS PROGRAM IMPLEMENTASI GERAKAN LITERASI SEKOLAH (GLS) DENGAN PENDEKATAN GOAL-BASED EVALUATION

2018 ◽  
Vol 16 (1) ◽  
pp. 78-92
Author(s):  
Agus Widayoko ◽  
Supriyono Koes H ◽  
Muhardjito Muhardjito
Keyword(s):  
21St Century ◽  
Program Implementation ◽  
Evaluation Method ◽  
Basic Skills ◽  
Literacy Skills ◽  
School Communities

Literacy skills are one of the basic skills of the 21st century. These skills become the basis of other skills, such as the ability to understand information analytically, critically, and reflectively. The School Literacy Movement (GLS) is one of the government's efforts to improve students' literacy skills. One of the programs is reading habituation 15 minutes before learning. The purpose of this research is to know the implementation of GLS program in schools, obstacles, and feedback related to improvement of GLS program implementation. This research uses evaluation method of Goal-Based Evaluation in analyzing GLS program. Respondents from this study are all school communities consisting of principals, teachers, employees, and students all over Indonesia who are willing to fill in google-form which contains questionnaires related to the implementation of GLS. The results of the evaluation indicate that 81.6% said that the GLS program has been implemented in the respondent's school, the reading habituation of 15 minutes in the school is in accordance with the national objectives, and 100% of respondents suggested that this activity should be continued with various inputs.

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

Designing and Implementing Interactive, Collaborative Family Literacy Events

2021 ◽  
Vol 45 (1) ◽  
pp. 13-23
Author(s):  
Kerrigan Mahoney ◽  
Jane Patrick ◽  
Leighann Pennington ◽  
Alicen Brown ◽  
Tonya Moon ◽  
...  
Keyword(s):  
English Learners ◽  
Family Literacy ◽  
Literacy Skills ◽  
Learning Activity ◽  
Academic Learning ◽  
Literacy Events ◽  
School Communities ◽  
Environmental Print ◽  
Gifted Learners ◽  
Theory Of Intelligence

Shared experiences through school-hosted events, such as family literacy events, can afford opportunities to support and extend academic learning while fostering positive home–school relationships. This article describes the importance of developing primary-grade students’ literacy skills through a talent development lens and explains several ways to nurture students’ literacy skills and recognize potential, gifts, and talents during family literacy events. This article features one of the activities from the family literacy events, Environmental Print Bingo, a modification of I-Spy and Bingo which uses rich and varied environmental print resources. A description of this activity, necessary resources, and implementation tips are provided. Options for differentiating this learning activity to provide more challenge for gifted learners are suggested. Throughout the article, the application of a pedagogy for early childhood gifted education and Sternberg’s triarchic theory of intelligence as a framework are discussed; these approaches informed the design of all family literacy activities. A brief overview of nine additional family literacy event activities is also shared. Welcoming and involving families of English learners is an important consideration in many communities, and therefore, preparation tips and considerations for facilitators that will help maximize the participation of all families are included. Finally, reflections and helpful advice for implementing family literacy events in your school communities are presented, including advice for implementing online family literacy events. Ultimately, this article should help readers conceptualize, plan, and implement family literacy events in their school communities.

Global Literacy Skills and Collaborative Strategies for Enhancing Professional Development for Teachers and Educators

2016 ◽  
pp. 1783-1794
Author(s):  
Philliph Masila Mutisya ◽  
Jerono P. Rotich
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
21St Century ◽  
Literacy Skills ◽  
Educational Institutions ◽  
Development Trends ◽  
Professional Development For Teachers ◽  
Framework Model ◽  
Collaborative Strategies ◽  
The World

Development trends in educational institutions in the 21st century reflect increased initiatives on internationalization and globalization. As the world becomes more interdependent and interconnected, globalization is also becoming a reality. This chapter addresses the theoretical and practical strategies that empower educators to meet the growth in institutional and professional development. The focus is to raise awareness of the need to re-conceptualize American educational institutions and professional development for K-20 educators so as to meet the demands of the 21st century international and global society. The proposed framework provides an effective approach and strategies for preparing teachers, faculty, and institutional leaders on developing a conceptual framework model that promotes international and global literacy and collaboration on professional development for K-20 teachers and educators.

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

Cognitive Approach to Improve Media Literacy

2018 ◽  
pp. 266-289
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

An Overview of Multilingual Learners' Literacy Needs for the 21st Century

2020 ◽  
pp. 1-21
Author(s):  
MaryAnn Christison ◽  
Denise E. Murray
Keyword(s):  
Critical Literacy ◽  
21St Century ◽  
Large Scale ◽  
Literacy Skills ◽  
Human Migration ◽  
Multimodal Literacy ◽  
Common Definition ◽  
Societal Changes ◽  
Definition Of ◽  
Theoretical Considerations

The most common definition of literacy is the ability to read and write. However, for teachers working with multilingual learners, the development of literacy skills is much more complex than this simple definition would suggest. Notions of literacy in the 21st century have evolved in response to a number of societal changes, such as globalization, large-scale human migration, and advances in digital technologies. This chapter considers how these societal changes have influenced conceptions and practices of literacy. It provides a brief overview of some important theoretical considerations that inform understandings of literacy development for multilingual learners, including critical literacy, multiliteracies, multimodal literacy, and translanguaging, and explores current conceptions of literacy to help second and foreign language (SFL) teachers better understand how to meet the literacy needs of multilingual learners in the 21st century, offering practical suggestions for teaching from a multiliteracies perspective.

Using Gamification to Improve Literacy Skills

2022 ◽  
pp. 289-301
Author(s):  
Jamie Mahoney ◽  
Kristina M. Buttrey
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Pencil And Paper ◽  
Delivery Style ◽  
Tools And Methods

Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. Teachers must prepare students for the future which involves more critical thinking and technological types of skills. Traditional teaching methods and styles have underused technology tools and pedagogical methods. The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs.

The Transformation of Literacy and Media Literacy

2022 ◽  
pp. 363-380
Author(s):  
Hacer Dolanbay
Keyword(s):  
Media Literacy ◽  
Basic Skills ◽  
Literacy Skills ◽  
Technological Developments ◽  
The Media ◽  
The Way ◽  
Age Of Information

Whether we call it the age of information, the age of digitalization, or the informatics, this century is an era in which rapid technological developments are taking place and will continue without stopping. The importance of using the media consciously and appropriately is increasing by reducing the effects of the media on individuals with many positive and negative characteristics. Having media literacy skills, which is one of the basic skills of the new century, is important in learning how tool live with the media. Becoming a conscious media consumer and producer, the way to realize the reality in the media is to have media literacy skills which is one of the basic skills of the new century. This chapter is mainly aimed at studying the dynamics that makeup media literacy and media literacy skills. How the century has transformed to meet the needs of its students will be highlighted within the context of media literacy. Then, the chapter will be completed by explaining how media literacy is reflected in pedagogy with examples suitable for different courses and levels.

scholarly journals Usability of M-PA21 Module to Improve Teachers’ Metacognitive Regulation in Teaching and Application of 21st Century Basic Skills

2019 ◽  
Vol 14 (20) ◽  
pp. 87 ◽  
Author(s):  
Rashidah Karnain ◽  
Saemah Rahman ◽  
Shahlan Surat ◽  
M.T. Ali
Keyword(s):  
21St Century ◽  
Creative Thinking ◽  
Basic Skills ◽  
Skills Training ◽  
Document Analysis ◽  
Thinking Skills ◽  
Mean Value ◽  
Observation Data ◽  
Training Module ◽  
Metacognitive Regulation

Teachers face the challenges in producing students with 21st-century basic skills encompassing communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons are the teachers do not have enough knowledge and skills to implement student-centered teaching, applying 21st-century basic skills, and teachers’ thinking skills which are metacognition is at a low level. To overcome this problem, the Metacogni-tive Skills Training Module in the Teaching and Application of 21st Centu-ry Basic Skills (M-PA21) was developed. The training module needs to be evaluated for usability to see if it can solve the teachers’ existing problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the teachers’ metacognitive regulation in teaching. Evaluation of module usability was conducted through field test involving 16 respond-ents consisting of secondary school teachers. The data collection was done through module usability questionnaire, micro-teaching observation, and document analysis. The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean value, while observation data was analyzed thematic. Document analysis supports the evaluation of ques-tionnaires and observation findings. Overall, the findings show that the M-PA21 module can enhance teachers’ metacognitive regulation in the teach-ing and application of basic skills of the 21st century

Digital Literacy Skills Among Librarians in University Libraries In the 21st Century in Edo And Delta States, Nigeria

2017 ◽  
Vol 6 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Ogochukwu Thaddaeus Emiri
Keyword(s):  
Mobile Phones ◽  
21St Century ◽  
Digital Literacy ◽  
Formal Education ◽  
Literacy Skills ◽  
Trial And Error ◽  
University Libraries ◽  
Level Of Use ◽  
Research Questions ◽  
Descriptive Survey

This paper discussed the contemporary digital literacy skills (DLS) among librarians in university libraries the 21st century in Edo and Delta States of Southern Nigeria. The study was guided by six objectives and research questions and one hypothesis. The design of the study is descriptive survey and the population consist of all librarians from university libraries in the aforementioned states in Nigeria. The instrument used to generate data is the questionnaire and the date generated was analysed using simple percentages and frequency count for research questions and SPSS version 14.0. The findings show that electronic mailing, social networking, use of PDAs, mobile phones and internet surfing are the major DLS amongst librarians. It was also discovered that librarians acquired DLS through colleague's assistance, trial and error, IT programmes and formal education while librarian's level of use of DLS is low amongst other findings. Researcher made useful recommendations.

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