ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009
María Teresa De La Piedra
Drawing on data from an ethnographic study in a Quechua rural community in the Peruvian Andes, this article examines hybrid literacy practices among bilingual rural speakers in the context of the household and the community. I examine the coexistence of two types of textual practices that operate side by side, at times integrated in the same activity. Hybrid literacies in this Andean community challenge narrow views of literacy, because they include diverse media of communication.,[Peru, Quechua language, Indigenous education, literacy, communities] [source]

Schooling the Possible Self

CURRICULUM INQUIRY, Issue 4 2004
CYNTHIA MCCALLISTER
ABSTRACT From a social perspective, one's identity is entirely the product of interaction with others. As children participate in the vast range of social situations, they collect impressions of themselves that coalesce to form a sense of who they are, as well as a narrative framework that helps explain the world and their place within it. These insights create a dynamic identity that is stimulated by one's sense of potential and possibility. The social perspective provides a way to understand how school situations offer the substance from which children develop a sense of self. Literacy is a particularly powerful conduit for the development of self. An understanding of language and literacy, and how these processes are taken up by the child as means to shape his or her social connections and, by extension, his or her social reality, demands an understanding of self and how it evolves through interaction in a range of contexts. The purpose of this article is to describe how "self" plays out through literacy situations at home and school. Borrowing from social and cultural descriptions of the development of self, this article illustrates how these situations provide contexts for the expression and development of self, and offers implications for curriculum and classroom practice. [source]

Monitoring dyslexics' intelligence and attainments: A follow-up study

DYSLEXIA, Issue 1 2003
Michael Thomson
Abstract Intelligence (Wechsler Intelligence Scale for Children R and III, 1992) and written language attainment (BAS Word Reading, Neale Analysis of Reading, Vernon Graded Word Spelling) data for around 250 children attending a specialist school for dyslexics are presented. The Wechsler scales data show some evidence for ,ACID' and ,SCAD' profile effects on the subtests, with specifically weak Index scores on Freedom from Distractibility and Processing Speed. The relationship between intelligence and reading development is also examined, with evidence for significant correlations between intelligence and written language and a longitudinal study showing that there is no ,Matthew' or drop-off effect in intelligence. The attainments tests demonstrate that the widening gap between a dyslexic's chronological age and his/her attainments can be closed, and how attainments may be monitored within the context of ,growth curves'. The results are discussed in relation to recent reports (e.g. B.P.S. on Dyslexia, Literacy and Psychological Assessment) on the relationship between intelligence and attainments and it is concluded that this report could be seriously misleading for practising educational psychologists. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Learning, Literacy and ICT: What's the Connection?

ENGLISH IN EDUCATION, Issue 3 2000
Richard Andrews
Abstract This article takes the form of a keynote address to delegates at the ,Raising Standards through Literacy and ICT across the Curriculum at Key Stages 3 and 4 conference', held at Middlesex University, London in July 2000. It sets out by defining the terms ,learning', ,literacy' and ,ICT' and then proceeds to make connections between the areas they denote. The main connections are seen to be the increased reciprocity of reading and writing, the contiguity of the verbal and visual in contemporary communication and the re-establishment of composition at the heart of the literacy curriculum. Central to all of these is the importance of transformation in learning, not only in theory but also in the day-to-day practices of classrooms. Recent research into ICT and literacy is reviewed, practical possibilities for cross-curricular collaboration are offered, and implications for the future are considered. [source]

A Stitch in Time: Skills for the New Literacy

ENGLISH IN EDUCATION, Issue 1 2000
Cary Bazalgette
Abstract This article examines the relationship between moving image study and English, with particular reference to understandings of the practice of editing. Starting from the premise that English teachers support the study of moving images in their subject, the article interrogates the kind of knowledge and understanding, and the range of skills which are implicated by editing. It ends by calling for a recasting of English in tune with the changes - and convergences - that new digital technologies are already heralding. [source]

Financial Literacy of Young Adults: The Importance of Parental Socialization

FAMILY RELATIONS, Issue 4 2010
Bryce L. Jorgensen
This article tests a conceptual model of perceived parental influence on the financial literacy of young adults. Structural equation modeling was used to test whether (a) parents were perceived to influence young adults' financial knowledge, attitudes, and behaviors and (b) the degree to which young adults' financial attitudes mediated financial knowledge and perceived parental influence on young adults' financial behaviors. A sample consisting of 420 college students participated in the study. Findings by the College Student Financial Literacy Survey (CSFLS) indicated that perceived parental influence had a direct and moderately significant influence on financial attitude, did not have an effect on financial knowledge, and had an indirect and moderately significant influence on financial behavior, mediated through financial attitude. [source]

Exploring the Challenges of Climate Science Literacy: Lessons from Students, Teachers and Lifelong Learners

GEOGRAPHY COMPASS (ELECTRONIC), Issue 9 2010
Lesley-Ann L. Dupigny-Giroux
Today more than ever, being climate literate is a critical skill and knowledge area that influences our interaction with the environment around us, our understanding of scientific news and the daily decisions that we make. Yet, the term climate literacy can be misunderstood, as are the terms weather, climate and climate variability. This article surveys the existing literature and highlights six challenges to achieving a climate literate citizenry in both formal and informal or lifelong learning. The lessons learned from high school and undergraduate students, teachers and lifelong learners, many of whom are retired, serve as the threads which are woven into a tapestry of strategies for embedding climate science principles across entire school curricula as well as society at large. [source]

Reading the Rural Modern: Literacy and Morality in Republican China1

HISTORY COMPASS (ELECTRONIC), Issue 1 2009
Kate Merkel-Hess
This essay was runner-up in the 2007 History Compass Graduate Essay Prize, Asia Section. In the mid-1920s many education reformers turned their attention away from the urban illiterates who had been the focus of recent mass education efforts and toward the countryside and rural residents instead. In order to engage rural readers, reformers created a body of literature that addressed rural issues, articulating a reformed vision of a modern countryside as they did so. As the most prominent of the mass education programs, the Mass Education Movement's publications reached millions of Chinese. On the pages of their 1920s publications, the MEM constructed a vision of a ,rural modern' that emphasized a literate citizenry as the basis of a reformed countryside and modern nation. In this way, even while reformers attempted to democratize access to knowledge, they affirmed a Confucian relationship of education to morality. [source]

Communication and Contention: The Role of Literacy in Conflicts with ,Abb,sid Officials

HISTORY COMPASS (ELECTRONIC), Issue 5 2007
Maaike Van Berkel
,Abb,sid officials of the late ninth and early tenth centuries operated in a highly bureaucratized and literate environment and they expressed their identity in terms of expertise in writing. However, in their daily business they had to communicate with all kinds of social groups, some of which had not , or only to a certain level , been introduced to writing. During the last three decades a series of groundbreaking studies appeared on the introduction and dissemination of writing in Medieval Europe. The role of literacy in Arab and Islamic societies in this period have as yet received very little, and mainly rather specialized, attention. The communication between ,Abb,sid officials and other social groups will be studied in cases of conflict and their settlements. Conflict settlement is also a field of research that recently witnessed important new insights. Studying the use of written documents in dispute settlements , a situation in which communication is of vital importance to all parties involved , forms therefore an excellent opportunity to analyse familiarity with, and confidence in, writing among the various groups within the ,Abb,sid caliphate. [source]

Managing Literacy, Mothering America: Women's Narratives on Reading and Writing in the Nineteenth Century by Sarah Robbins

HISTORY OF EDUCATION QUARTERLY, Issue 4 2006
BARBARA RUTH PELTZMAN
[source]

The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom

HISTORY OF EDUCATION QUARTERLY, Issue 3 2004
David P. Levine
First page of article [source]

Discussion: Statistical Literacy before Adulthood

INTERNATIONAL STATISTICAL REVIEW, Issue 1 2002
Jane M. Watson
First page of article [source]

Health Literacy and Cognitive Performance in Older Adults

JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 8 2009
Alex D. Federman MD
OBJECTIVES: To study the relationship between health literacy and memory and verbal fluency in older adults. DESIGN: Cross-sectional cohort. SETTING: Twenty senior centers and apartment buildings in New York, New York. PARTICIPANTS: Independently living, English- and Spanish-speaking adults aged 60 and older (N=414). MEASUREMENTS: Health literacy was measured using the Short Test of Functional Health Literacy in Adults (S-TOFHLA). The associations between S-TOFHLA scores and immediate and delayed recall (Wechsler Memory Scale II), verbal fluency (Animal Naming), and global cognitive function (Mini-Mental State Examination, MMSE) were modeled using multivariable logistic and linear regression. RESULTS: Health literacy was inadequate in 24.3% of participants. Impairment of immediate recall occurred in 20.4%; delayed recall, 15.0%; verbal fluency, 9.9%; and MMSE, 17.4%. Abnormal cognitive function was strongly associated with inadequate health literacy: immediate recall (adjusted odds ratio (AOR)=3.44, 95% confidence interval (CI)=1.71,6.94, P<.001), delayed recall (AOR=3.48, 95% CI=1.58,7.67, P=.002), and verbal fluency (AOR=3.47, 95% CI=1.44,8.38, P=.006). These associations persisted in subgroups that excluded individuals with normal age-adjusted MMSE scores. CONCLUSION: Memory and verbal fluency are strongly associated with health literacy, independently of education and health status, even in those with subtle cognitive dysfunction. Reducing the cognitive burden of health information might mitigate the detrimental effects of limited health literacy in older adults. Research that examines the effect of materials modified to older adults' cognitive limitations on health literacy and health outcomes is needed. [source]

Financial Literacy Explicated: The Case for a Clearer Definition in an Increasingly Complex Economy

JOURNAL OF CONSUMER AFFAIRS, Issue 2 2010
DAVID L. REMUND
This study explicates the concept of financial literacy, which has blossomed in use this century. Scholars, policy officials, financial experts and consumer advocates have used the phrase loosely to describe the knowledge, skills, confidence and motivation necessary to effectively manage money. As a result, financial literacy has varying conceptual definitions in existing research, as well as diverse operational definitions and values. This study dissects the differing financial literacy definitions and measures, urging researchers toward common ground. A clearer definition should improve future research, in turn helping consumers better understand and adapt to changing life events and an increasingly complex economy. [source]

Health Literacy for Improved Health Outcomes: Effective Capital in the Marketplace

JOURNAL OF CONSUMER AFFAIRS, Issue 2 2009
NATALIE ROSS ADKINS
Improving consumers' health literacy addresses many of the rising problems in healthcare. We empirically support a reconceptualization of health literacy as a social and cultural practice through which adults leverage a range of skills as well as social networks to meet their needs. Pierre Bourdieu's "theory of practice" guides this reconceptualization and facilitates articulation of the array of strategies used in the complex healthcare marketplace. We focus on the low literate consumers' alternative forms of capital and the providers' recognition and support. The findings, from an emergent research design consisting of depth interviews with low literate consumers and healthcare providers, suggest a critical, reflective approach that enhances health literacy, empowers consumers to become partners in their own healthcare programs, and improves health outcomes. [source]

Health Insurance Literacy of Older Adults

JOURNAL OF CONSUMER AFFAIRS, Issue 2 2009
LAUREN McCORMACK
We developed an instrument to measure dimensions of health insurance literacy reflecting familiarity with health insurance terminology and proficiency with the Medicare program. The instrument's items were based on a conceptual framework integrating the financial and health insurance literacy fields and were fielded in a national survey of older adults. We found that overall levels of health insurance literacy were low to moderate. The oldest adults, those with lower education and income, and those with poorer health had lower levels of health insurance literacy. The items demonstrated good psychometric properties and construct validity. They are a promising way to measure selected aspects of health insurance literacy. [source]

Literacy without formal education: the case of Pakistan

JOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 5 2001
Samina Nazli
First page of article [source]

Language, Literacy, and Power in Schooling

JOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 1 2007
Laurie Schick
Language, Literacy, and Power in Schooling. Teresa L. McCarty, ed. Mahwah, NJ: Lawrence Erlbaum Associates, 2005. xxvii. 317 pp. [source]

The Idea of Literacy

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2000
Jim MacKenzie
In this paper I show that literacy is not, as is often thought, a necessary condition for civilisation; argue that it was not, as often thought, the crucial factor in enabling the modern world to emerge from earlier civilisations; report the disadvantages of literacy as expressed by Plato's character Socrates and Milne's character Piglet, and look at the relation of literacy to reasoning and to philosophy; trace the role of the idea of literacy in the nineteenth century protocol for creating national cultures, and speculate on further developments in the same line; and then discuss its role in the modern economy and in the future. [source]

Literacy in the early years: a follow-up study

JOURNAL OF RESEARCH IN READING, Issue 1 2004
Bridie Raban
In one Australian state, a concerted effort has been made to impact the literacy achievement of students during the early years of schooling, especially those students attending primary schools in identified least-advantaged areas. While these initiatives have been successful, their impact has been enhanced by the development of print-enriched play environments during the pre-school years. Data are reported here from the Preschool Literacy Project (PLP) that followed approximately 1000 students, in treatment and control groups, through into their first two years in school. The analysis of residual gain scores identifies the reciprocal relationship between spoken and written language, also the increasing Text Level achievement for students who entered school with enhanced conceptual development in relation to literacy. [source]

PISA 2006: An assessment of scientific literacy

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2009
Rodger Bybee
Abstract This article introduces the essential features of the science component of 2006 Program for International Student Assessment (PISA). Administered every 3 years, PISA alternates emphasis on Reading, Mathematics, and Science Literacy. In 2006, PISA emphasized science. This article discusses PISA's definition of scientific literacy, the three competencies that constitute scientific literacy, the contexts used for assessment units and items, the role of scientific knowledge, and the importance placed on attitude toward science. PISA 2006 included a student test, a student questionnaire, and a questionnaire for school administrators. The student test employed a balanced incomplete block design involving thirteen 30-minute clusters of items, including nine science clusters. The 13 clusters were arranged into thirteen 2-hour booklets and each sampled student was assigned one booklet at random. Mean literacy scores are presented for all participating countries, and the percentages of OECD students at the six levels of proficiency are given for the combined scale and for the competency scales. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 865,883, 2009 [source]

Health Literacy in Many Cultures

JOURNAL OF SCHOOL HEALTH, Issue 4 2007
2007 -- Honolulu, 81st Annual School Health Conference of the American School Health Association July 9 - 1, Hawaii
No abstract is available for this article. [source]

Early Adolescents Perceptions of Health and Health Literacy,

JOURNAL OF SCHOOL HEALTH, Issue 1 2007
Stephen L. Brown PhD
ABSTRACT Background:, Health illiteracy is a societal issue that, if addressed successfully, may help to reduce health disparities. It has been associated with increased rates of hospital admission, health care expenditures, and poor health outcomes. Because of this, much of the research in the United States has focused on adults in the health care system. This study investigated the effect of aspects of health literacy on the motivation to practice health-enhancing behaviors among early adolescents. Methods:, Measures were generally based on 3 National Health Education Standards for grades 5-8. Data were obtained from 1178 9- to 13-year-old students visiting 11 health education centers in 7 states. Students responded via individual electronic keypads. Results:, Multivariate logistic regression revealed that, in addition to age, difficulty understanding health information and belief that kids can do little to affect their future health, decreased the likelihood for interest in and desire to follow what they were taught about health. Further, low interest independently decreased motivation to follow what was taught. Girls were more likely to turn to school, parents, and medical personnel for health information. Older students were more likely to turn to school and to the Internet. Conclusions:, Programs and curricula should be designed to increase student interest in health issues and their self-efficacy in controlling their own health destinies. Educators should also teach students to more effectively use nonconventional health information sources such as the Internet, parents, and medical professionals. [source]

The Carbohydrate Quandary: Achieving Health Literacy Through an Interdisciplinary WebQuest

JOURNAL OF SCHOOL HEALTH, Issue 9 2005
Owen M. Donovan
First page of article [source]

Health Educators' Role in Promoting Health Literacy and Advocacy for the 21st Century

JOURNAL OF SCHOOL HEALTH, Issue 10 2001
Marlene K. Tappe PhD
ABSTRACT: This article discusses the relationship between health literacy and advocacy for health and health education, cites achievement of advocacy as a critical outcome of health education, and identifies health advocacy competencies for both students and health educators. The paper also delineates a role for health education in developing health-literate citizens and in training health educators to advocate for health and health education. The article draws on recent initiatives in comprehensive school health education and coordinated school health programs to identify content and strategies for developing health advocacy skills among elementary, middle, and senior high school students. The article provides a variety of approaches and strategies for developing advocacy skills among preservice and inservice health educators. [source]

Defining Literacy in a Time of Environmental Crisis

JOURNAL OF SOCIAL PHILOSOPHY, Issue 1 2000
Roger J. H. King
First page of article [source]

Acquisition of Literacy in Bilingual Children: A Framework for Research

LANGUAGE LEARNING, Issue 2007
Ellen Bialystok
Much of the research that contributes to understanding how bilingual children become literate is not able to isolate the contribution of bilingualism to the discussion of literacy acquisition for these children. This article begins by identifying three areas of research that are relevant to examining literacy acquisition in bilinguals, explaining the contribution of each, and associating each type of research with a skill required by monolingual children in becoming literate. Three prerequisite skills for the acquisition of literacy are competence with the oral language, understanding of symbolic concepts of print, and establishment of metalinguistic awareness. A review of the literature explores the extent to which these skills that influence literacy acquisition in monolinguals develop differently for bilingual children. The conclusion is that the relation between bilingualism and the development of each of the three skills is different, sometimes indicating an advantage (concepts of print), sometimes a disadvantage (oral language competence), and sometimes little difference (metalinguistic concepts) for bilingual children. Therefore, bilingualism is clearly a factor in children's development of literacy, but the effect of that factor is neither simple nor unitary. Since the publication of this article, our research has continued to explore the themes set out in this framework and provided more detail for the description of how bilingualism affects the acquisition of literacy. Two important advances in this research are the finding that some aspects of reading ability, notably phonological awareness, are rooted in general cognitive mechanisms and transfer easily across languages, whereas others, such as decoding, are more language dependent and language-specific and need to be relearned with each new writing system (Bialystok, Luk, & Kwan, 2005). Second, writing systems and the differences between them have a greater impact on children's acquisition of literacy than previously believed. Not surprisingly, this relation has been found for emerging ability with phonological awareness (Bialystok, McBride-Chang, & Luk, 2005) but, more surprisingly, has recently been shown to have a subtle influence on children's emerging concepts of print (Bialystok & Luk, in press). The interpretation that bilingualism must be considered in terms of both advantages and disadvantages has also been pursued in studies of cognitive and linguistic processing in adults. Recent research has shown that adult bilinguals display disadvantages on tasks measuring lexical retrieval and fluency (Michael & Gollan, 2005) but advantages on tasks assessing cognitive control of attention (Bialystok, Craik, Klein, & Viswanathan, 2004). This approach leads to a more detailed and, ultimately, more accurate description of how bilingualism affects cognitive performance. [source]

Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project

LITERACY, Issue 2 2010
Olivia O'Sullivan
Abstract This paper presents findings from a national project in England, The Power of Reading (Centre for Literacy in Primary Education), which has involved to date 41 projects over 5 years, in 16 Local Authorities nationally, with 900 schools and 1,350 teachers. The paper presents findings for the first 4 years. Our data demonstrate how professional development has increased teachers' knowledge of children's literature and developed their confidence in using a wide range of creative pedagogies based on texts. The paper draws on evidence to describe how the emotional power of texts can affect both teachers and children and change their engagement as readers. A range of evidence demonstrates children's responses to texts and their developing understanding through writing, talk, drawing and art work. We provide evidence to show how these factors have increased children's motivation and attainment as readers. [source]

Literacy as a complex activity: deconstructing the simple view of reading

LITERACY, Issue 2 2008
Morag Stuart
Abstract The Rose Review into the teaching of early reading recommended that the conceptual framework incorporated into the National Literacy Strategy Framework for Teaching , the Searchlights model of reading and its development , should be replaced by the Simple View of Reading. In this paper, we demonstrate how these two frameworks relate to each other, and show that nothing has been lost in this transformation from Searchlights to Simple View: on the contrary, much has been gained. That nothing has been lost is demonstrated by consideration of the underlying complexity inherent in each of the two dimensions delineated in the Simple View. That much has been gained is demonstrated by the increased understanding of each dimension that follows from careful scientific investigation of each. The better we understand what is involved in each dimension, the better placed we are to unravel and understand the essential, complex and continual interactions between each dimension which underlie skilled reading. This has clear implications for further improving the early teaching of reading. [source]

Putting literature at the heart of the literacy curriculum

LITERACY, Issue 1 2006
Deborah Nicholson
Abstract This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9,11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer (Barrs and Cork, 2001). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [source]