Literacy Padepokan "Iqra": Awakening the Ta'awun Spirit in the Ecological Literacy Movement in Gampingan Village, Pakuncen Village, Wirobrajan District, Yogyakarta City

The literacy movement by arousing the spirit of ta'awun in ecology is a community service that aims to build a good understanding of ecology, ecological culture, and ecological awareness in Gampingan village. The community service method is carried out by conducting ecological literacy training, counseling, mentoring, and facilitation. Several activities were carried out together (all partners), starting from strengthening the understanding of ecological literacy theory through literacy training and book references. Also, counseling is to increase legal awareness and environmental awareness in the community (ecological awareness). Increasing the understanding of ecological literacy is also carried out by building the "Padepokan Literasi Iqro" as a place to read, write, discuss, and a space to solve ecological problems in Kampung Gampingan.

Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory

In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

A Customizable Information Quality Activity in Business and Management Courses: Recommendations for Research

As business and management instructors, we increasingly struggle with student inattention to information accuracy and quality in our courses, especially when student-based research is required and misinformation is more prevalent. Without the time to teach information literacy (IL) skills, we created a series of information sourcing (IS) prompts that were small and flexible enough to be deployed anywhere we might need IL reinforcement. We describe this “IS plug-in,” share challenges surrounding its creation and successful implementation across multiple courses, and explain its grounding in information literacy theory. We then provide insights and recommendations for future management education research that arose from experiences with the unique IS plug-in approach and in-depth application of new research in IL. We provide recommendations for expanding the IL Framework’s use and measurement, and improving our understanding of authority and information versus belief.

Literary Representation of the Self in Medieval Arabic Autobiographies and the Cultural Barriers to Self‑Cognition. The Literacy Theory Perspective. Part 2

This article addresses the problems associated with the relationship between the influence of writing on cognitive processes and the features of the cul­ture within which writing appears. Classical literacy theory, with the modi­fications that were introduced over the course of time, was embraced as the research perspective. According to these modifications, the change in the cog­nitive processes and content which occurs under the influence of writing is not automatic. Every culture has at its disposal a specific array of factors which influence writing and literacy and which determine the extent to which the potential of writing will be used. The aim of this article is to demonstrate the most important cultural norms and values which, by being practiced socially, could have limited the influence of writing on self-cognitive processes—the consequences of such processes can be found in the literary representation of the self in medieval Arabic autobiographies of the 12th–15th centuries. These features were referred to as traditionalism, the domination of collective aware­ness over individual awareness, the acceptance of social hierarchical structure, and a Quranic vision of the limits to man’s freedom.

Literary Representation of the Self in Medieval Arabic Autobiographies and the Cultural Barriers to Self‑Cognition: The Literacy Theory Perspective.

This article addresses the problems associated with the relationship between the influence of writing on cognitive processes and the features of the cul­ture within which writing appears. Classical literacy theory, with the modi­fications that were introduced over the course of time, was embraced as the research perspective. According to these modifications, the change in the cog­nitive processes and content which occurs under the influence of writing is not automatic. Every culture has at its disposal a specific array of factors which influence writing and literacy and which determine the extent to which the potential of writing will be used. The aim of this article is to demonstrate the most important cultural norms and values which, by being practiced socially, could have limited the influence of writing on self-cognitive pro­cesses—the consequences of such processes can be found in the literary rep­resentation of the self in medieval Arabic autobiographies of the 12th–15th centuries. These features were referred to as traditionalism, the domination of collective awareness over individual awareness, the acceptance of social hierar­chical structure, and a Quranic vision of the limits to man’s freedom.

THE EFFECTS OF FINANCIAL KNOWLEDGE, SOCIALISATION, ATTITUDE AND SKILL ON MALAYSIAN SMES’ PERFORMANCE

Though considered trivial, small and medium enterprises (SMEs) were one of the contributing factors for Malaysia economy growth. Besides providing employment, SMEs also provide an improved integration to ensure other businesses survive in the long run. Thus, the present study examined the contributing factors to explain SMEs' performance, be it high or negative. Drawing upon the financial literacy theory, this study proposed a model of factors to examine the effects of financial knowledge, socialisation, attitude and skill on the performance of SMEs industry in Malaysia. The model was examined using owners of the SMEs drawn from 413 respondents collected in West Malaysia. Our results suggested that the said indicators were instrumental in determining the performance, and attitude was also essential as a mediator as discovered in our PLS analyses. In practice, however, this study jacked up a new understanding of why SMEs' performance is of importance, and the survey approach in measuring the performance is nothing but important. Our findings provide an insight for owners of SMEs to manage their businesses, where financial knowledge, financial socialisation, financial attitude and financial skill are brought into play.

Menalar Formalitas Corporate Social Responsibility dengan Perspektif Institutional Theory

Theory of Corporate Social Responsibility (CSR) has always been associated with the concept of rights and responsibilities and the concept of sustainability. The theory is indeed appropriate to see the company's initiative to do CSR with the company's record in a condition of good financial performance. The problem here is that if a company has not been able to meet the demands of its target profit to shareholders, then there the applicable CSR rules are only seen as a formality without the essence of the initial CSR objectives themselves. This article aims to propose an institutional theory to add literacy theory to CSR in accordance with the case. Keywords: Formality; Corporate Social Responsibility; Institutional Theory.

Refining information literacy practice:: Examining the foundations of information literacy theory

There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Learning. We find that these information literacy theories may be biased towards a 20th-century European worldview. This finding supports the idea that “good” IL educational practice in higher education requires active engagement with information literacy theory to justify what one does as an educator and to demonstrate why information literacy can be integral to learning in higher education.