Notes from the editor

Thanks to our international authors, readers, reviewers, and editorial board members, our July 2021 issue is now released. The pandemic has been on-going stimulating many researchers to conduct more studies related to digital literacy and e-learning. We have had an increasing number of submissions related to online learning. The current issue presents engaging topics related to education and literacy studies from diverse locations from all around the world. The topics of our articles in this issue are related to different areas including motivation, listening skills, E-mail literacy, young learners’ literacy, literacy as women’s empowerment tool, learning environment, digital storytelling, bilingualism and writing skills, synchronous distance education, paradigm shifts in literacy theories, social studies instruction, music e-learning, creative expression technique, persuasive communication instruction, 21st century learner skills, historical literacy, and technological pedagogical content knowledge.

An Application for Persuasive Communication Instruction in Turkish Education

The learning outcomes concerning the characteristics of persuasive communication are specified within Turkish curriculum from 4th grade onward. Depending on the field and purpose, persuasive communication exhibits different characteristics. Turkish language education program addresses such general characteristics of media texts as cultural transmission, interpretation, elucidating, entertaining and persuading. In Turkish courses, activities regarding the characteristics of persuasive education are not implemented. Therefore, this particular study primarily aimed to provide activities concerning persuasive communication instruction with the aim of assisting secondary school students analyze and interpret media texts. In this mixed methods study, the data were collected through literature review, pre-post test and course activities towards persuasive communication used in education, public relations, advertisement and propaganda. The activities were carried out with 14 voluntary students attending 7th grade in a Turkish state school. Pre and post-test activities were assessed by two experts. The results were keyed into SPSS 18 program. The data were analyzed via paired sample t-test and Wilcoxon Test together with students’ opinions. Based on students’ performances evaluated prior to, during and after the activity, it has been concluded that learning towards the characteristics of persuasive communication occurs with a significant level. As a result, teaching the characteristics of persuasive communication in Turkish lessons should be considered.

A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs

In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and supports for students with ESN. Overall, findings indicated variability in the quality and quantity of teacher preparation–related communication instruction. In addition, participants described barriers related to teacher preparation in this area.