Learning from film to theatre and from theatre to film

This article explores the possibility of combining educational approaches to film and theatrical drama to enhance teachers’ confidence in creative, transmedia and multidisciplinary approaches to learning. A detailed case study is explored – a short teacher training event which utilised certain media literacy resources to inspire and familiarise teachers with the language of images, while seeking to demonstrate how simple media devices can be used to connect film- and theatre-based pedagogies. Overall, the article considers ways in which teachers can obtain the confidence within a short time to integrate approaches inspired by film-making into their teaching in connection with their students’ enthusiasm for, and expertise in, digital media.

Development of story calendar media: Literacy resources for learning of narrative writing skills and character responsibilities

This research is motivated by the need for instructional media to improve narrative writing skills and the character of student responsibility. Because of this, a story calendar with the theme of responsibility was developed. This research is RnD research. Starting from research and information collecting, planning, develop preliminary form of product, preminary field testing, main product revision, main field testing, operational product revision. Based on the results of the media development that has been performed above, it can be conclude that the story calendar media are ready for implementation. The validity is proven by the validators, consisting the media expert, material expert, language expert, and also from the teachers and students responses. The mean score from the expert and teachers responses is belongs to “Very Eligible” criteria. All the students responses showed that they said “Yes” almost 100% in all the statement from the students questionnaire. It is excpected that the story calendar media can serve as an alternative of literacy media and supplementation learning material, especially for writing skills learning and developing student’s responsibility character. Keywords: media, story calendar, writing skill, narrative, responsibility

Information Literacy in New Zealand Secondary and Primary Schools

New Zealand schools were surveyed on current aspects of developing information literacy. The research also sought to identify schools' priorities to further develop these skills. Response rates were 63% (secondary schools) and 67% (primary schools). Most schools are working on various aspects of teaching information skills and considered their students are developing these skills to at least some extent but recognise that there is still some way to go. Research showed a strong need for professional development for teachers and for information literacy resources covering the place of information skills in the curriculum, a skills framework at each level, and practical help for teaching and evaluating information skills.

Analyzing asthma education and clinical practices to optimize parental health literacy: Gap analysis

Pediatric patients in northern BC have some of the highest asthma prevalence rates compared to children in other areas of the province. Adequate parental health literacy skills are particularly important to make informed health management choices when caring for children with asthma. In this project, a gap analysis process was followed, and three evidence-informed practice gaps related to pediatric asthma care were identified. Findings highlight the need for increased asthma education and parental health literacy resources to address concerns mentioned during stakeholder engagement. Four key recommendations were formulated regarding parental health literacy assessments, clear language requirements for written asthma materials, access to specialized care resources, and adaptation of current asthma education models. In conclusion, the development of a working group that includes asthma and health literacy stakeholders, is the next step to address the findings of this project and improve the overall asthma health outcomes for children in northern BC.

A Qualitative Study of Home-School Literacy Connections Between Korean ELL Families and Their Children's Early Childhood Teachers

The purpose of this research was to provide some opportunities to four Korean families of English-language learners (ELLs) and their children's teachers to share their literacy practices and resources in support of children's literacy development. Their shared support was constructed at three abstract levels: home-school relations, cultural bridges, and literacy resources. A constructivist grounded theory-based approach to data generation was employed, using a wide variety of data collection methods, such as questionnaires, interviews, observations, photography, and video recording. Grounded analysis, content analysis, and narrative analysis were performed on the data. The study found that the families and teachers did their best to support their ELL children within their own experiences and beliefs. In addition, the activity of reading a classroom storybook at home could bridge the isolation and separation between their own practices, improving synergy. Lastly, based on the findings, a home-school connections model was proposed.