EDUKASI LITERASI MANUSIA DAN MODEL PEMBELAJARAN

ABSTRAKEra Revolusi Industri 4.0 dan Masyarakat 5.0 membawa tantangan bagi dunia pendidikan termasuk pendidikan kejuruan. Pendidikan kejuruan harus mampu menyiapkan lulusannya untuk bersaing pada era tersebut. Untuk dapat bersaing, peserta didik perlu dibekali dengan literasi baru yaitu literasi data, literasi teknologi, dan literasi manusia. Literasi manusia diyakini menjadi literasi yang paling penting karena literasi ini menjaga seseorang tetap dalam kodratnya sebagai manusia di tengah gempuran kecanggihan teknologi yang ada. Penguatan literasi manusia dapat dilakukan melalui penerapan model pembelajaran yang sesuai dengan karakteristik pendidikan kejuruan. Kegiatan ini bertujuan untuk mengenalkan literasi manusia dan model pembelajarannya kepada Bapak/Ibu Guru SMK Muhammadiyah 2 Klaten Utara, khususnya jurusan Akuntansi dan Keuangan Lembaga. Program ini dilaksanakan dalam bentuk edukasi dimana tim pengabdian memberikan pendidikan tentang literasi manusia dan model pembelajaran kepada Bapak/Ibu Guru. Hasil kegiatan menunjukkan bahwa Bapak/Ibu Guru lebih mengenal literasi manusia dan model pembelajaran yang dapat diterapkan untuk menguatkan literasi manusia pada siswa. Kata kunci: literasi manusia; model pembelajaran; literasi baru. ABSTRACTThe Industrial Revolution 4.0 and Society 5.0 era have brought challenges to education, including vocational education. Vocational education must be able to prepare graduates to compete in those era. To be able to compete, students need to be equipped with new literacies, namely data literacy, technological literacy, and human literacy. Human literacy is believed as the most important literacy because this literacy keeps a person in his nature as a human in the midst of the sophisticated technology development. Strengthening human literacy can be done through the implementation of learning models that are in accordance with the characteristics of vocational education. This activity aims to introduce human literacy and learning models used to reinforce it to teachers at SMK Muhammadiyah 2 Klaten Utara, especially those who teach Accounting and Institution Finance. This program is carried out in the form of education where the team provides education about human literacy and learning models to teachers. The results of the activity show that teachers get more knowledge about human literacy for students and what kind of learning models that can be used to reinforce the literacy. Keywords: human literacy; learning models; new literacies.

Cognition as a process in dynamic systems

The purpose of this article is to show the importance of the neurophenomenological approach for education, specifically in the digital society, where, more than ever, learning requires the co-development of our observation and analysis skills in conjunction with our abilities to design and implement actions in our surroundings in order to reduce complexity and increase our capacity for action. To this end, the connections between neurophenomenology and related theories will be firstly addressed. These theories provide us with the hermeneutical framework to introduce then some of the most relevant cognitive approaches to learning, with emphasis on new literacies related to advances in information technologies. Finally, the most relevant conclusions of the study are summarized, stressing the importance of promoting pedagogical innovations in the age of digital technologies that can facilitate inclusive education and learning environments.

Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:

In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.

Language Teachers' Professional Development and New Literacies: An Integrative Review

The aim of this paper is to synthesize the themes and topics addressed language teachers’ new literacies in the published articles between 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for future researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.

New Literacies in One Rural South African Elementary School

This longitudinal qualitative research study addressed a three-year professional development project, ProjectSouth Africa, we conducted in one rural elementary school, Williams Primary School in the Western Cape of SouthAfrica, with eight Reception to Grade 3 teachers. Our research investigated “What happens when teachers engage in PD that is focused on the integration of simple technologies to teach literacy?” We also studied the extent to which thisPD reflected success in children’s literacy learning, both from the teachers’ perspectives and on national and provincialstandardized tests. We situated this study theoretically in critical literacy as social practice. We adopted a transformativeconstructivist grounded theory (CGT) methodological approach (Charmaz, 2005) that centralized the phenomenastudied which contributes both to personal and societal transformation. This study presents findings from our analysisof a subset of data that focused directly on teachers’ use of technology to teach literacy. We found personal transformation in all eight teachers in their use of technology to create classrooms in which new literacies were enacted. This, we argued, led to societal transformation in that teachers shared this knowledge locally, district-wide, and with other literacy teachers and researchers at an international conference.

Paradigmatic fronteras: Troubling available design and translanguaging with sticky literacy

In this article, I explore the paradigmatic boundaries between New Literacy Studies, translanguaging, and posthuman thought around language and literacy. This enquiry began with a recent encounter with emergent bilingual children in a community-based writing programme which caused me to ‘rethink’ some of my humanistic groundings and assumptions about literacy(ies) and turn to posthuman thinking to address its affective workings. Notably, I wanted to pay more attention to bodies, laughter, and material when thinking about the emergence of a language and literacy moments in my data collection. This emergence of literacy occurred during a research project that I had designed, which focused on implementing translanguaging pedagogies as an act of resistance and restorative justice in a community-based writing centre that served the Latinx community in urban Philadelphia. I had framed that study, theoretically and methodologically, with and around sociocultural theories of literacy and language, informed by the scholarship stemming from New Literacies Studies and Translanguaging as a Theory of Language. Through a set of Saturday workshops, I had set out to understand how a translanguaging pedagogy could foster a critical, restorative, and resistant language and literacy pedagogy and practice for these emergent bilingual children. However, during one of these workshops, some literacy emerged that did not fit within my theoretical framework. It was data that I didn’t know what to do with, and it all began with a ball of sticky tack.