How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities?

The most intensive period of language development is during the first years of life, during which the brain is developing rapidly. Research has shown that children from disadvantaged households who received high-quality stimulation at a young age grew into adults who earned an average of 25% more than those who did not receive these interventions. In addition, it has been suggested that children who show a greater interest in literacy-related activities and voluntarily engage in them are likely to become better readers than children with less interest in literacy. These children’s factors, along with their engagement in literacy activities, are important components in children’s early literacy experiences and may affect their early language development. In this study, we examined associations among maternal education, home literacy environment (HLE), children’s interest and engagement in literacy activities, and language development of 44 toddlers aged between 20 and 36 months. Overall, results showed that only children’s engagement in literacy activities was related to vocabulary and morphosyntactic skills, whereas maternal education, HLE, and children’s interests were not. These results suggest that taking advantage of individual children’s interests by planning activities in which children are fully engaged, may be effective strategies for promoting children’s oral language development.

Implicit Perceptions and Explicit Messages

The present study offers implications for teacher-researchers by expanding prior ethnographic literacy research providing knowledge and understanding to educators interested in home-based family literacy activities and functions and the interface between these and school-based literacy expectations from public school educators. While generalizations cannot be made to all Hispanic families based on the data from the research family, a theoretical construct can be built based on data gathered. In understanding the data from this study, educators can contemplate and move away from negative assumptions about what literacies occur in the households of poor, minority families. Educators can then build confident relationships with families if and only when there is real knowledge of and from families themselves.

PENGENALAN LITERASI DIGITAL SISTEM PERPUSTAKAAN BERBASIS WEB DI SMP KEMALA BHAYANGKARI 1 MEDAN

Abstrak: Proses pelayanan perpustakaan di SMP Kemala Bhayangkari 1 Medan awal nya dilakukan secara konvensional lalu berganti menjadi Sistem Berbasis Teknologi (Web). Terdapat beberapa kendala setelah pergantian sistem tersebut. Hal ini dikarenakan kurang familiarnya siswa terhadap pengunaan Sistem Perpustakaan Berbasis Teknologi (Web), sehingga siswa menjadi kebingungan dalam mengimplementasikan pengunaannya. Untuk itu dilakukan kegiatan pengenalan literasi digital untuk membantu siswa dalam menggunakan sistem perpustakaan. Kegiatan ini dilakukan menggunakan metode seperti, Menyusun Rancangan Kegiatan, Pelatihan dan Penerapan, Evaluasi. Sehinga mendapatkan sebuah hasil Modul Pedoman Penggunaan, media pelatihan penggunaan web perpustakaan, serta video pelaksanaan kegiatan berisi informasi tentang Penggunaan Web Perpustakaan, petunjuk serta saran penggunaan media Web Perpustakaan. Program MBKM terlaksana melalui beberapa rangkaian kegiatan maupun persiapan yang bertujuan untuk mengoptimalkan Pengunaan web perpustakaan di SMP Kemala Bhayangkari 1 Medan, sehingga mempermudah pelayanan untuk belajar disekolah mitra. Kata Kunci: Literasi Digital, Pelatihan, Web, Modul Pelatihan Abstract: The library service process at SMP Kemala Bhayangkari 1 Medan was initially carried out conventionally and then changed to a Technology-Based System (Web). There are several problems after the system change. This is because students are less familiar with the use of the Technology-Based Library System (Web), so that students become confused in implementing its use. For this reason, digital literacy activities were carried out to assist students in using the library system. This activity is carried out using methods such as Preparing Activity Plans, Training, and Implementation, Evaluation. the result of this activity is the Usage Guidelines Module, training media on the use of the library's web, as well as a video of the implementation of activities containing information about the use of the library's web, instructions, and suggestions for using the library's web media. The MBKM program is implemented through several series of activities and preparations aimed at optimizing the use of the library web at SMP Kemala Bhayangkari 1 Medan, thus facilitating services for learning at partner schools. Keyword: Digital Literacy, Training, Web, Training Module

Bulgarian Parents’ Attitudes to Literacy Activities Through Digital Devices and Relevant Sociodemographic Factors at The Beginning of the COVID-19 Pandemic

This study aims to establish correlations between the use of digital devices for literacy activities and the demographic and socio-cultural characteristics of parents, children and the family during the onset of the COVID-19 pandemic in Bulgaria. Thе study includes parents of 172 children aged 2 to 8 who completed online questionnaires related to home learning activities and the use of digital devices by families and children. The findings show that parents have a positive attitude towards engaging in literacy and reading activities through digital devices with their children, but do not support the excessive use of digital devices by children. We found that older children, girls, and children who use digital devices to communicate with family members and friends are more likely to engage in literacy activities through digital devices. Our findings corroborate other recent studies in underscoring the importance of partnership between children and their parents for children's development in today's environment.

The formation of writer identity through writing response groups in the classroom

<p>Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study. The children in the study were in a composite Year Seven and Eight class. The children were randomly placed in groups of five or six members. Talk in the groups, students' writing journals, and the teacher/researcher's journal were analysed from a socio-cultural perspective to investigate how the group contributed to the formation of children's literate identity. The analysis revealed that responses served to acknowledge children's writing as interesting and worthy of attention. The acknowledgement created a social energy that contributed to growth in children's writing, enabling children access to the roles they desired in the classroom. The study highlighted the importance of children being able to form an identity as a writer to enable them to successfully engage in literacy activities.</p>

The formation of writer identity through writing response groups in the classroom

<p>Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study. The children in the study were in a composite Year Seven and Eight class. The children were randomly placed in groups of five or six members. Talk in the groups, students' writing journals, and the teacher/researcher's journal were analysed from a socio-cultural perspective to investigate how the group contributed to the formation of children's literate identity. The analysis revealed that responses served to acknowledge children's writing as interesting and worthy of attention. The acknowledgement created a social energy that contributed to growth in children's writing, enabling children access to the roles they desired in the classroom. The study highlighted the importance of children being able to form an identity as a writer to enable them to successfully engage in literacy activities.</p>

Persepsi Pemustaka Atas Suara Gamelan Terhadap Tingkat Kenyamanan Literasi Di Perpustakaan Lingkungan Fakultas Seni Pertunjukan (FSP) ISI Surakarta

Riset ini dilatarbelakangi oleh fenomena efek suara gamelan yang terjadi di ruang kuliah yang terdengar hingga perpustakaan di lingkungan FSP ISI Surakarta. Yang ingin diungkap dalam riset ini adalah 1) Bagaimana pemustaka meresepsi suara gamelan ketika melakukan aktivitas literasi di Perpustakaan Lingkungan Fakultas Seni Pertunjukan? 2) Bagaimana implikasi suara gamelan terhadap tingkat kenyamanan aktivitas literasi di Perpustakaan lingkungan Fakultas Seni Pertunjukan? Untuk mengungkap permasalahan digunakan teori kenyamanan Katharine Kolcaba tentang kenyamanan psikospiritual dan kenyamanan lingkungan serta psikologi musik Djohan Salim tentang musik dan emosi manusia. Penelitian ini dilakukan mengunakan kombinasi model, atau desain sequential explanatory (urutan pembuktian), yaitu metode yang menggabungkan kuantitatif dan kualitatif secara beurutan. Tahap pertama dilakukan dengan metode kuantitatif, yakni dengan mendistribusikan kuesioner kepada para pemustaka. Lantas selanjutnya dilakukan dengan metode kualitatif meliputi: observasi, wawancara, dokumentasi, dan analisis. Hasil dari penelitian ini adalah, 1) suara gamelan dirasa tidak mengganggu. 2) Suara gamelan dianggap lazim, sebagai kampus seni, dan dirasa bukan menjadi hal yang menggangu dalam aktivitas berliterasi. 3) suara gamelan dianggap sebagian pemustaka sebagai hal yang memberikan pengaruh baik terhadap kenyamanan mereka, artinya secara psikologi memberikan dampat baik dan tentu membuat nyaman di dalam ruangan. 4) Suara gamelan dianggap tidak perlu menjadi hal yang diperdebatkan. 5) Kenyamanan selalu berbanding lurus dengan pengalaman ketubuhan manusia, suara gamelan merupakan entitas yang menjadi pengalaman mayoritas mahasiswa ISI Surakarta, sehingga di dalam aktivitas literasi tidak menjadikan gangguan secara umum. This research is motivated by the phenomenon of gamelan sound effects that occur in lecture halls which are heard to the library in the Faculty of Performing Arts at Indonesian Institute of the Arts Surakarta environment. This research wants to reveal 1) How does the user perceive gamelan sound when doing literacy activities in the Environmental Library of the Performing Arts Faculty? 2) How the implications of the voice of gamelan to the comfort level of literacy activities in the Library of the Performing Arts Faculty? To uncover the problem Katharine Kolcaba's comfort theory is used about psychospiritual comfort and environmental comfort and Djohan Salim's music psychology about music and human emotions. This research was conducted using a combination of models, or sequential explanatory designs (sequences of proof), a method that combines quantitative and qualitative sequentially. The first stage is done by quantitative methods, namely by distributing questionnaires to users. Then the next is done by qualitative methods include: observation, interviews, documentation, and analysis. The results of this research are, 1) the sound of the gamelan is consistently felt not disturbing. 2) the sound of gamelan is considered to be common, as an art campus, and is not considered to be a disturbing thing in literated activities. 3) the sound of gamelan is considered part of the visitors as a matter of good influence on their comfort, meaning psychologically giving a good impact and of course making it comfortable in the room. 4) the sound of the gamelan is unnecessarily staged. 5) comfort is always directly proportional to the experience of human body, the sound of gamelan is an entity that is the experience of the majority of Indonesia Insititute of the Arts Surakarta students, so that literacy activities do not cause general disturbance.The results of this research are, 1) the sound of the gamelan is consistently felt not disturbing. 2) the sound of gamelan is considered to be common, as an art campus, and is not considered to be a disturbing thing in literated activities. 3) the sound of gamelan is considered part of the visitors as a matter of good influence on their comfort, meaning psychologically giving a good impact and of course making it comfortable in the room. 4) the sound of the gamelan is unnecessarily staged. 5) comfort is always directly proportional to the experience of human body, the sound of gamelan is an entity that is the experience of the majority of Indonesia Insititute of the Arts Surakarta students, so that literacy activities do not cause general disturbance.

Pengembangan Media Komik Interaktif Cerita Mbojo Berbasis Gerakan Literasi Sekolah untuk Meningkatkan Minat Baca Siswa

Reading is part of literacy in the lower grades carried out at school. At the elementary school level, literacy activities are the starting point for understanding other sciences. The success of the early stages is crucial for advancing to the next level. Effective literacy teaching in the early grades needs to pay attention to the learning environment and materials that suit the needs of students so that researchers are interested in conducting development research in this study specifically for low-grade students and for the place of research that is carried out at SDN Sari Kalampa. The development of interactive comic media for the Mbojo story based on the school literacy movement to increase students' reading interest carried out at SDN Sari Kalampa, Woha District, Bima Regency is very necessary. The purpose of this study is to find out the importance of using or developing a comic medium for the Mbojo story where this media will be reading material that aims to increase literacy activities. The results showed that the learning media for interactive comics based on the mbojo story based on the school literacy movement could increase students' reading interest with the average score of student responses being which was included in the "very good" category and the teacher's response was which meant the "very good" category.

KEGIATAN LITERASI MELALUI MENDONGENG SEBAGAI UPAYA PENANAMAN MINAT BACA SISWA KELAS III SD NEGERI 4 KUTOSARI TAHUN AJARAN 2019/2020

<p class="pos"><em>Indonesians have low reading interest.The study aimed to describe the implementation of literacy activity through storytelling and the impact on third grade students’ reading interest of SD N 4 Kutosari. It was case study. The subjects were students and teacher of third grade of SD N 4 Kutosari. The d</em><em>ata collection techniques</em><em> were </em><em>observation, interviews, </em><em>questionnaire</em><em>, </em><em>and document study</em><em>. The result showed that were three stage of implementation of literacy activities through storytelling: (a) preparation, (b) storytelling activity, (c) evaluation. The implementation of literacy activities through storytelling have good impact on students’ <a href="http://www.u-dictionary.com/home/word/Interest%20in%20reading/from/en/to/hi">reading</a> interest</em></p>

MODEL KOOPERATIF WHO AM I MENGGUNAKAN ZOOM MENDORONG LITERASI ANAK DALAM PEMBELAJARAN DARING

Technological advances can help learning during the Covid-19 pandemic. The development of internet-based technology provides zoom video conference applications. The use of zoom helps teachers and students in virtual face-to-face interactions separated by space and distance. The Who Am I cooperative model uses zoom meetings to stimulate student literacy in online learning so as to increase literacy during the Covid 19 pandemic. Literacy stimulation is an inner drive (without coercion) to carry out reading and writing activities. Who Am I model that uses game tournaments as a learning-while-playing strategy. Learning while playing is able to provide a good stimulus for literacy activities. The characteristics of the Who Am I learning model provide a stimulus to literacy. These characteristics are: 1) learning in groups, 2) learning while playing, 3) fun learning, 4) learning vocabulary mastery.