This was a study of rural community literacy practices in Uganda. I used the social practices theory of literacy as a theoretical framework to investigate literacy use in rural community life in Bweyale. The social practices theory of literacy sees literacy as variable social practice that can only be understood within the social context of its use. Consistent with the social practices theoretical perspective and following similar research traditions in this area of literacy study, I used ethnographic research methods to collect data and grounded theory methods to analyse data on literacy use in Bweyale. The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life, making rural people use literacy in many rich and creative ways. Most people, regardless of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life.
The purpose of this modified Delphi study was to obtain consensus from health literacy experts on the essential health literacy competencies for health professionals. The competencies agreed upon by health literacy experts could serve as a foundation to create and evaluate health literacy curricula for health professionals. Reports in the literature indicate that health professionals are ill prepared to mitigate the consequences of limited health literacy for at-risk populations. Most prelicensing curricula of health professionals do not cover health literacy. Agreeing on core competencies is the first step in curriculum design. Two rounds of a modified Delphi approach included 20 expert panelists in health literacy that reviewed the potential literacy competencies presented. At the end of Round 2, the panelists had rated 105 statements, reached consensus on 64 competencies (67%), and failed to reach consensus on 41 competencies (43%).
The study reported in this book examined five factors: socioeconomic status, level of education, employment, culture, and language that may be influential in parental assistance of their children’s literacy development in the home. The data sources for this investigation included interview responses and a demographic survey. Data from 17 parents, each from a different household, and each with a child in kindergarten were obtained and used for the study. For analyses of these data, content analysis was used to identify similar themes among the interview responses and the demographic survey.Results indicated the following: (1) the time parents spent assisting their child with literacy activities was affected by long work hours, (2) parents with a yearly income of $25,000 or less were unable to provide additional literacy materials for their children, (3) lack of multicultural literature caused culturally diverse parents to feel devalued, and (4) parents who did not speak English fluently lacked the strategies to assist their children in completing English literacy homework.
Homework - дебютный студийный альбом французского электронного дуэта Daft Punk выпущен 20 января 1997 года. Считается смесью стилей хаус, техно, фанк и эйсид-хаус. Альбом произвёл сильное влияние и подогрел интерес к французскому хаусу среди других музыкантов, играющих в том же стиле.
From the creator of The Literacy Shed comes 100 Ideas for Primary Teachers: Literacy is packed with new, interesting and practical ideas for new teachers as well as those whose classroom practice needs reinvigorating. The book covers all aspects of literacy in primary school, with sections on grammar, reading comprehension and writing skills. These sections take teachers from the basics through to some more complicated skills within literacy plus ideas for using fiction and non-fiction, the classics and Shakespeare. There will be an emphasis on visual literacy and film literacy as it has so many benefits for students, in particular boys, who may be reluctant readers and writers.
This study examined the field experiences, literacy experiences and reflections of preservice teachers (PSTs) in relationship to development of their instructional literacy practice. The objective was to establish a better understanding how PSTs develop their instructional literacy practices. This is a qualitative study using PSTs reflective journals, lesson-sharing feedback, transcripts from a focus group and a series of personal interviews as well as in-classroom observations of literacy related instruction as primary sources. Data was analyzed using sociocultural theory guided by Rogoff’s (2003) three planes of learning and development: the personal, the social and the community-institutional. The author found the PST’s developing literacy practices were primarily influenced by their early literacy experiences, their early field experiences, the literacy practices observed from the cooperating teacher (CT) and, to a much lesser extent, coursework.
The books is about perspectives of participants in literacy projects on the significance of education through literacy in Zambia an African society. It carries voices of beneficiaries of literacy education on social, cultural and psychological changes that take place at individual, family and community levels as people acquire the skills of reading and writing in a society where such skills were not part of people's lives. More succinctly it demonstrates processes of awakening to the new ways of learning and communication. Key finding of the work is that literacy education dispels fears and raises self esteem of participants in literacy. The book blends well literacy theory with experiences of the those afflicted by the scourge of illiteracy. Further it demonstrates the existence and value of indigenous education prior to the on set of western education.
Indonesia declared its independence in 1945. After sixty six years of independence,the Indonesian literacy rate is still a big problem. This study seeks to find a literacy framework to be adopted in Indonesia to enhance the literacy rate. The Victorian Early Years Literacy Program was chosen as the focus of this study because of its recognized success in bringing about improvements in early years literacy. This study investigated the implementation of the Early Years Literacy Program in selected primary schools in metropolitan Melbourne. The focus of this study was to understand the implementation of the Early Years Literacy Program; to appreciate any challenges faced by teachers and schools in the implementation the Early Years Literacy Program, and to seek what might be relevant to the Indonesian context. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four primary schools, four early years literacy co-coordinators and four primary school principals were interviewed. The implications of such a program in the Indonesian context will be possible but problematic due to cultural factors, strong pedagogic within schools in Indonesia.
Financial literacy is considered as an important medium for enhancing people’s knowledge about basic finance concepts which leads to better savings, investment, capital formation which in turn leads to economic growth and development. At this juncture, the need for financial literacy is getting greater because of the low level of literacy and a large section of society remains out of the formal financial set-up. For making students financially literate it becomes necessary to see the financial literacy among teachers at school levels and college, irrespective of any discipline. If teachers are financially literate then they can train the future productive citizens practically in this new endeavor. On the basis of surveys of financial literacy we can develop the programme for teachers to foster their financial literacy.
This study has mapped the literacy behaviours which pre-schoolers exhibit in selected households of Lusaka. It tried to answer the question of what role parents played in facilitating their children’s literacy development from emergent to conventional readers and writers and what print exist in these pre-schoolers homes and surrounding environments. The study brought out literacy behaviours in the following categories: arithmetic was mostly practiced; television and radio were seen to have an influence on the pre-schoolers’ acquisition of oral language and emergent literacy through songs and advertisements; singing, which is imbedded with a lot of emergent literacy, was enjoyed by most of the children; singing the English alphabet song was prominent. The study also found out that children involved themselves in a lot of literacy related games such as Ciyato and draft.
Nutrition literacy studies among adolescents are still limited as most of the studies are about nutritional knowledge and most have limitations in one or more areas such as a lack of psychometric validation or cover only a limited area of nutrition knowledge. This work attempted to assess nutritional literacy of adolescents in a Ugandan context. It is hoped that the results would help progress the efforts towards an agreed upon operational definition of nutrition literacy and the development of adequate measurement tools regarding nutrition literacy.
More than 30 million adults in the United States have such low literacy skills that pursuing higher education or obtaining a good job that adequately supports a family are out of reach. The need for ongoing adult literacy programs now, and in the future, is great. This book details research that examined the identities, beliefs, attitudes and experiences of four youth and young adults, ages 17-32, attending a community literacy program (CLP) located in southwest. The research examined how these youth and young adults identify themselves with regard to literacy, learning and life, their values, beliefs and attitudes about literacy in and outside the community program. Additionally, the study explored how these learners experienced the community literacy program and how literacy figured in their daily work and home activities. When developing programs to help adults increase their literacy skills it's vital to understand the relationship between the learner's experiences with literacy and the learning environment in the community literacy center. Creating a caring, safe environment is key to facilitating success.
When a girl loses the class pet (and her homework), her excuses become increasingly silly and far-fetched, and her efforts to find the ferret are giggle-inducing. Fans of Guinea Dog will love this hilarious Jennings story.
The greatest challenge for society in the 21st century is to keep pace with the knowledge and technological expertise necessary for finding, applying and evaluating information. It is acknowledged that we live in an information-rich society where the amount of information in the world is presently doubling every two years. Therefore it is necessity of 21st century to include information literacy in education. E-Literacy and Information Literacy are different but mutually compatible concepts with validity within specific contexts. Most librarians work within hybrid library environments, and may feel that e-Literacy is a single medium concept and as a practical tool for promoting the use of their mixed medium information service it is less useful than Information Literacy.Information-literate citizens know how to use information to their best advantage at work and in everyday life.Information literacy is a key component and contributor to lifelong learning.The seed of information literacy lies in literacy. The seeds of information literacy are germinating of its own spontaneously.
Goal types of adult learners are not necessarily the same as learners in formal education. By way of example (knowledge domain: Information Literacy) a taxonomy is presented comprising second- and first-order constructs. The concept of Information Literacy is based on that of Literacy. In this context Literacy is not simply the ability to read and write, but - following Street (1984) and other authors - a Literacy that is seen as a set of culturally and socially determined practices. Learning goals and motives of adults are discussed under this aspect.
Take the hard work out of lesson preparation with this unique collection of photocopiable activities for pre-entry level students. Each of the activities is free-standing, and comprehensive teacher's notes include helpful strategies for teaching basic literacy, as well as suggestions for differentiation. There are also self-study exercises linked to every activity, which are perfect for use as ready-made homework tasks. Extra pages for handwriting practice and photocopiable alphabet flashcards make this book particularly suitable for learners with basic literacy needs. The accompanying Audio CD includes listening activities based on real-life social interactions.