Exploring the Disproportionate Impact of Disasters: Social Service Providers’ Perceptions of Factors Increasing Vulnerability Among Hurricane Survivors

Social service providers play a vital role in addressing the physical and mental health needs of vulnerable individuals, families, and communities during and after disasters. Considering the essential role of social service providers during and after disasters, it is vital to understand the challenges their clients encounter during emergencies. Our study explored social service providers’ perceptions of the barriers socially vulnerable individuals and communities experienced after hurricanes Michael and Irma struck coastal communities in Florida in 2017–2018. Seventeen social service workers who provided direct support to survivors during and after the hurricanes participated in four focus group interviews. Providers described five factors that increased vulnerability of their clients including risk perception, socioeconomic constraints, physical and mental health challenges, language and literacy proficiency, and resource dependency.

Comparing the impact of an icon array versus a bar graph on preference and understanding of risk information: Results from an online, randomized study

Background Few studies have examined the best way to convey the probability of serious events occurring in the future (i.e., risk of stroke or death) to persons with low numeracy or graph literacy proficiency. To address this gap, we developed and user-tested a bar graph and compared it to icon arrays to assess its impact on understanding and preference for viewing risk information. Objectives To determine the: (i) formats’ impact on participants’ understanding of risk information; (ii) formats’ impact on understanding and format preference across numeracy and graph literacy subgroups; (iii) rationale supporting participants’ preference for each graphical display format. Methods An online sample (evenly made up of participants with high and low objective numeracy and graph literacy) was randomized to view either the icon array or the bar graph. Each format conveyed the risk of major stroke and death five years after choosing surgery, a stent, or medication to treat carotid artery stenosis. Participants answered questions to assess their understanding of the risk information. Lastly, both formats were presented in parallel, and participants were asked to identify their preferred format to view risk information and explain their preference. Results Of the 407 participants, 197 were assigned the icon array and 210 the bar graph. Understanding of risk information and format preference did not differ significantly between the two trial arms, irrespective of numeracy and graph literacy proficiency. High numeracy and graph literacy proficiency was associated with high understanding (p<0.01) and a preference for the bar graph (p = 0.01). Conclusion We found no evidence to demonstrate the superiority of one format over another on understanding. The majority of participants preferred viewing the risk information using the bar graph format.

ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa

PurposeThe purpose of this paper is to investigate the levels of information and communication technology (ICT) literacy proficiency and experiences amongst Universities of Fort Hare and Rhodes undergraduate students, on the utilization of electronic resources amongst South Africa.Design/methodology/approachThis research comprised of undergraduate students from the Universities of Fort Hare and Rhodes, who registered for a three- or four-year study. The study implemented the stratified random sampling procedure. The study’s sample size was proportionally distributed amongst all the faculties common to both universities. The mixed method was applied in the study. Of the 377 administered copies of the questionnaire, 285 were returned, of which 266 were deemed useable, thereby generating a 70.6% response rate. The results were analysed using the SPSS version 26.FindingsFindings revealed that there is underutilization of electronic resources by the undergraduate respondents due to their low level of ICT proficiency and experience.Originality/valueThis original research article investigated the influence of ICT literacy skills proficiency and experience on the use of electronic resources amongst undergraduate students in selected Eastern Cape Universities, South Africa.

An Examination of Literacy and Computer Literacy Amongst Adults Who Are Incarcerated

In this study, the relationships between literacy, computer experience, and age among and between the general (i.e., "household") and prison samples were examined using the Program for the International Assessment of Adult Competencies (2012, 2014). Literacy scores and computer experiences were significantly lower (p &lt; .001) for the prison sample than for the household sample. There were significant differences in the mean literacy scores between the household and prison samples for those with no computer experience, t(2048) = -3.58, p &lt; .01 and for those with computer experience, t(7721) = 8.99, p &lt; .01. Computer experience predicted literacy proficiency across both samples (R-squared = .10, SE = .01, p &lt; .01). Lastly, there was an inverse relationship between age and computer experience, with a widening gap between the household and prison samples as age increased. The inequalities in the essential skills of print and computer literacy between the general and prison populations are concerning and indicate a need for literacy and computer education in prisons.

Building Toddlers' Language/Literacy Proficiency Through Parental Interventions During the Pandemic

This chapter will review research on early language development of toddlers from casual talk (CT) used in the home. Around age two there is the transition to academic talk (AT), which has a significant effect on later academic performance. AT requires embedding academic vocabulary (word level), complex syntax (sentence level), decontextualized topics (discourse level), and analytic and reflective discourse. The process of reading to toddlers embedding written academic language (WAL) can be expanded through encouraging storytelling narratives (STN).

Malaysian high schoolers’ reading literacy performance: Trends and patterns across states

Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), where pertinent concepts were drawn to address students’ functional abilities. The study involved a total of 813 sixteen-year-old students representing the northern, southern, central, and east coast regions of Peninsular Malaysia (Penang, Perak, Perlis, Selangor, Kedah, Kelantan, Terengganu, and Johor). A survey research method was employed to capture cognitive competencies that denoted students’ functional abilities when it came to reading literacy. The study measured the students’ reading literacy attainment based on a proficiency scale spanning on five-band levels. The findings of the present study revealed that the majority of the students attained Band 3, where they demonstrated a moderate understanding of texts and were able to integrate some part of texts to infer meaning. The study provides valuable insights to policymakers, educationists, employers in making data-driven decisions to improve educational outcomes. It also attempts to shed some light on the current pedagogical trends and provide suggestive practices in reading.

Geography of human capital in Italy: a comparison between macro-regions

Interest in the spread of human capital has grown in recent decades, as it is acknowledged to play an increasingly important role in supporting social and economic development. This paper, starting from the distinction between education – assessed by educational attainment – and literacy proficiency – that is, what people are actually able to do with the written word – examines the distribution of these properties in Italy. Results of analysis show that while the longstanding gap between the North and the South is gradually closing with regard to the distribution of educational credentials, there is still a significant difference in the acquired level of competence. There is also an unexpected result: the regions of the North-West, once the main driver of Italy's economic development, today deploy a smaller stock of human capital than the North-East and Central macro-regions. In light of these findings, improving the education system's effectiveness and creating adequate political, institutional and legal arrangements that favour the development of human capital appear to be an absolute priority for Italy.