scholarly journals The Challenges of Functional Adult Literacy: A Descriptive Study on EFL Learners in Beqaa District

2021 ◽  
Vol 2 (1) ◽  
pp. 36-48
Author(s):  
Eman Saleh
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Adult Literacy ◽  
Rapid Change ◽  
Computer Skills ◽  
Literacy Skills ◽  
Educational Systems ◽  
Daily Lives ◽  
Technical Problems ◽  
Functional Literacy

The world witnesses a rapid change as a result of the technological revolution thatshapes people's daily lives. This new lifestyle demands from 21st-century students new skills such as communication, collaboration, critical thinking, and computer skills. However, it is noticeable that literate people in Lebanon lack these skills which hinder their success at the professional and social levels. In this way, functional literacy is needed to help the literate to read, write, do calculations, and solve technical problems in the social and professional context. Therefore, this research conducted descriptive research on 100 EFL literate in the Beqaa using a questionnaire and a poll to test functional literacy level and to determine the challenges that prevent adult literates to act as functional literate in the 21st-century. The results affirmed that nearly half of EFL adult literates in the Beqaa district can act as functional literates, but the majority of them are at the intermediate level. The results also revealed that they need more improvements regarding developing English skills, technological skills, and numeracy skills. Thus, it is recommended to design training courses that develop functional adult literacy skills by presenting them in a procedure that depends on promoting communication, collaboration, critical thinking, and computer skills so that that the adult learners can substitute the gaps they missed in their educational systems and contribute in the sustainable development of the society

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.

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.

scholarly journals Critical Thinking and Intercultural Competence: Review, Use, and Classification of the 21st Century Skills in Intercultural EFL Education

2021 ◽  
Vol 8 (1) ◽  
pp. 23
Author(s):  
Metin Esen
Keyword(s):  
Critical Thinking ◽  
Intercultural Communication ◽  
21St Century ◽  
Intercultural Competence ◽  
21St Century Skills ◽  
Real Life ◽  
Assessment Tools ◽  
Daily Lives ◽  
Efl Context ◽  
Intercultural Interactions

We all live in a globalised world today, and even the smallest interactions taking place in our daily lives can now take place in a global level thanks to the advancements in telecommunication facilities. To keep up with these intercultural interactions, whether virtually or in real life, people now need some abilities for effective communication and cooperation, and 21st Century Skills are a way to address this need. Among these skills, critical thinking – clear and rational thinking, might be a helpful way of approaching issues arising from intercultural communication and guiding learners in developing their intercultural communication and interaction skills. Both of these competences are used in the area of teaching English as a Foreign Language (EFL), in textbooks, materials, and assessment tools. This article review aims at scanning the literature to find traces of different uses of the skill of critical thinking and intercultural competence in the EFL context to tackle issues resulting from intercultural communication or develop language learners’ intercultural competence. The study also intends to classify these uses by analysing similar patterns in the studies investigated. The review explores 14 studies discussing these two competences in the EFL context and determines three distinct approaches by the researchers.

scholarly journals THE ROLE OF LANGUAGE LITERATION IN INDUSTRIAL REVOLUTION 4.0

2019 ◽  
Author(s):  
Mulyadi
Keyword(s):  
21St Century ◽  
Social Relations ◽  
Industrial Revolution ◽  
Literacy Skills ◽  
Joint Decision ◽  
Daily Lives ◽  
Written Form ◽  
The Government ◽  
The Times

The development of technology and information in the 21st Century is in front of our eyes. The development of technology and information has an impact on changes in the meaning of social relations that are far closer without the constraints of distance, space and time. In this era, joint decision-making, adaptation, and innovation are very important aspects. To help answer these challenges, the government initiated the formation of the Industrial Revolution Era 4.0. Literacy in the era of the industrial revolution 4.0 became the center of attention of academics, because the development of science and technology is an attempt to understand the conditions of the times. Students' language literacy skills are tested by measuring aspects of understanding, using, and reflecting reading results in written form. If it is realized that the industrial revolution 4.0, especially in learning Indonesian, has complex problems, the teacher's responsibility is not easy. these responsibilities are seen as challenges that can be carried out wholeheartedly. The challenge is even more interesting if the teacher realizes that 21st century students are intelligent digital users, skilled in multi-media and multi-tasking that navigate the daily lives of students

scholarly journals Functional Literacy in People's Lives

2010 ◽  
Vol 1 (2) ◽  
pp. 29-51 ◽  
Author(s):  
Milada Rabušicová ◽  
Pavla Oplatková
Keyword(s):  
Adult Literacy ◽  
Parental Education ◽  
Qualitative Data ◽  
Literacy Skills ◽  
The Czech Republic ◽  
Functional Literacy ◽  
Her Family ◽  
Literacy Survey ◽  
History Of ◽  
International Adult Literacy Survey

Functional Literacy in People's Lives The paper presents the results of a qualitative study into the lives of people with inadequate functional literacy skills. The data were collected through a biographical interview with a respondent whose characteristics correspond to those of a hypothetical person likely to exhibit signs of low functional literacy. The characteristics, such as gender, age, parental education achievements and job history, of this hypothetical person have been derived from the results of research into adult functional literacy undertaken in the Czech Republic in 1998-International Adult Literacy Survey (IALS). The analysis of the qualitative data focuses on three domains of the respondent's life, namely her family life, her school years, and her life style. The paper identifies the coping strategies used by the respondent in her everyday life.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

A Compact Embodiment of Pluralities and Denial of Origins: Atwood’s The Year of The Flood

2016 ◽  
Vol 1 (3) ◽  
pp. 141
Author(s):  
Rana Sağıroğlu
Keyword(s):  
Science Fiction ◽  
21St Century ◽  
Social Order ◽  
Margaret Atwood ◽  
Rapid Change ◽  
The Novel ◽  
The World ◽  
Narrative Techniques ◽  
Why Questions ◽  
Near Future

Margaret Atwood, one of the most spectacular authors of postmodern movement, achieved to unite debatable and in demand critical points of 21st century such as science fiction, postmodernism and ecocriticism in the novel The Year of The Flood written in 2009. The novel could be regarded as an ecocritical manifesto and a dystopic mirror against today’s degenerated world, tending to a superficial base to keep the already order in use, by moving away from the fundamental solution of all humanity: nature. Although Atwood does not want her works to be called science fiction, it is obvious that science fiction plays an introductory role and gives the novel a ground explaining all ‘why’ questions of the novel. However, Atwood is not unjust while claiming that her works are not science fiction because of the inevitable rapid change of 21st century world becoming addicted to technology, especially Internet. It is easily observed by the reader that what she fictionalises throughout the novel is quite close to possibility, and the world may witness in the near future what she creates in the novel as science fiction. Additionally, postmodernism serves to the novel as the answerer of ‘how’ questions: How the world embraces pluralities, how heterogeneous social order is needed, and how impossible to run the world by dichotomies of patriarchal social order anymore. And lastly, ecocriticism gives the answers of ‘why’ questions of the novel: Why humanity is in chaos, why humanity has organized the world according to its own needs as if there were no living creatures apart from humanity. Therefore, The Year of The Flood meets the reader as a compact embodiment of science fiction, postmodernism and ecocriticism not only with its theme, but also with its narrative techniques.

Kecakapan Hidup Abad Ke-21 dalam Tokoh Utama Dongeng Jawa Timur Kajian Antropologi Sastra

2020 ◽  
Vol 13 (2) ◽  
pp. 168
Author(s):  
Rian Damariswara
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Fairy Tales ◽  
Life Skills ◽  
Fairy Tale ◽  
Good Life ◽  
The Other ◽  
Main Character ◽  
Data Source ◽  
Creativity And Innovation

ABSTRAKTokoh utama dalam dongeng Jawa Timur memiliki sisi lain yang perlu diungkap. Sisi lain tersebut, yakni kecakapan hidup yang dimiliki tokoh utama dalam menyelesaikan masalah yang dihadapinya. Kecakapan hidup tersebut, memiliki relevansi dengan kecakapan hidup di abad ke-21. Jadi, dengan menganalisis kecakapan hidup tokoh utama secara otomatis peneliti dan pembaca dapat mengetahui bahwa tokoh-tokoh dongeng yang terdapat di Jawa Timur memiliki budaya hidup yang baik untuk dijadikan contoh dan motivasi.Untuk mengungkap kecakapan hidup abad ke-21 pada tokoh utama dongeng Jawa Timur menggunakan kajian antropologi sastra.Penelitian ini termasuk deskriptif kualitatif. Sumber data adalah teks dongeng Jawa Timur. Teknik yang digunakan adalah studi dokumenter. Kecakapan hidup abad ke-21 yang ditemukan pada dongeng Jawa Timur sebagai berikut. Pertama, berpikir kritis dan pemecahan masalah. Semua tokoh utama dalam dongeng memiliki pemikiran kritis sehingga dapat memecahkan masalah. Kedua, kreativitas dan inovasi yang ditemukan yakni jenis pengembangan dan sintesis. Inovasi pengembangan yang ditemukan adalah adanya alat bajak sawah dari batu menjadi kayu dan ditarik sapi serta dapat dipergunakan sebagai sarana hiburan. Alat tersebut diberi nama karapan sapi.  Inovasi sintesis adalah menggabungkan segala sesuatu yang dimiliki untuk dijadikan sesuatu yang baru. Seperti pada dongeng Asal Mula Reog Ponorogo,yakni menggabungkan kepala tokoh Singabarong dengan burung merak sehingga dinamakan reog ponorogo. Ketiga, kolaborasi antaranggota dan pemimpin dengan bawahan. Keempat, komunikasi yakni berupa diskusi, pengarahan, berkeluh kesah, dan perintah.Kata kunci: Kecakapan hidup abad ke-21, Tokoh utama, DongengABSTRACTThe main character in the East Java fable has another side that needs to be revealed. The other side, namely the life skills possessed by the main character in solving the problems they face. Life skills, have relevance to 21st century life skills. Therefore, by analyzing the life skills of the main characters automatically the researcher and reader can find out that the fairy tale figures in East Java which have a good life culture to be used as an example and motivation. To uncover 21st century life skills in the main characters of the East Javanese fable, the study of literary anthropology is used. This research is descriptive qualitative. The data source is the text of a fairy tale in East Java. The technique used is documentary study. The 21st century life skills found in the East Java fable are as follows. First, critical thinking and problem solving. All the main characters in fairy tales have critical thinking so they can solve problems. Second, the creativity and innovation found are types of development and synthesis. Development innovation that was found was the existence of a rice plow from stone to wood and pulled by cows and could be used as a means of entertainment. The tool is named Karapan Sapi. Synthesis of innovation is to combine everything that is owned to be something new. As in the fable of Reog Ponorogo, which combines the head of the Singabarong character with a peacock so it is called Reog Ponorogo. Third, collaboration between members and leaders with subordinates. Fourth, communication in the form of discussion, direction, complaints, and orders.Keyword: 21st century life skills, The main character, Fairy tale

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