Pub Date : 2019-01-01DOI: 10.1007/978-3-030-20077-0_13
A. Shamir, Gila Dushnitzky
{"title":"Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities","authors":"A. Shamir, Gila Dushnitzky","doi":"10.1007/978-3-030-20077-0_13","DOIUrl":"https://doi.org/10.1007/978-3-030-20077-0_13","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81650872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1007/978-3-030-20077-0_2
Brenna Hassinger-Das, Rebecca A. Dore, Jennifer M. Zosh
{"title":"The Four Pillars of Learning: e-Books Past, Present, and Future","authors":"Brenna Hassinger-Das, Rebecca A. Dore, Jennifer M. Zosh","doi":"10.1007/978-3-030-20077-0_2","DOIUrl":"https://doi.org/10.1007/978-3-030-20077-0_2","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89326842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.
{"title":"Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review","authors":"Deborah Severinsen, Lori Kennedy, Salwa Mohamud","doi":"10.5130/LNS.V26I1.6260","DOIUrl":"https://doi.org/10.5130/LNS.V26I1.6260","url":null,"abstract":"Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult literacy learner population. Our article reviewed past literature, incorporated the autobiographical narratives of experienced literacy teachers and provided six teaching strategies for increasing investment and motivation in adult literacy learners: providing relevance, addressing settlement needs, incorporating life experiences, encouraging learner autonomy, promoting collaborative learning, and building self-efficacy. Our article will demonstrate that further research is required in the arena of adult low literacy English language learners. \u0000Keywordsmotivation, investment, post-structuralist and transformative framework, teaching strategies, ESL adult literacy learners, limited formal education, English language learner, literature review.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"78 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78655781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.
{"title":"Immigrant and Refugee Women's Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism","authors":"Julie Choi, Ulrike Najar","doi":"10.5130/LNS.V25I1.5789","DOIUrl":"https://doi.org/10.5130/LNS.V25I1.5789","url":null,"abstract":"Reports on refugee and migrant women in Australia show these women have low literacy in their first language, limited English language abilities, and minimal formal schooling. With major funding cuts to the adult migrant education sector and persistent public ‘deficit views’ of immigrant and refugee’s levels of literacy, approaches to teaching and learning in this sector require flexible views of language that embrace plurilingualism as a valuable resource within and outside of the socially-orientated ESL classroom. In this article, we present and discuss our findings from a study in which we co-taught English to immigrant and refugee women in a housing estate in Melbourne, Australia, and investigated the effects of a plurilingual view on the women’s English language learning experience and communication skills. Drawing on recorded classroom dialogues, observation notes, and worksheets produced by the women, we demonstrate the extraordinary plurilingual resourcefulness immigrant and refugee women bring to the challenge of learning to communicate in English. Our aim is not to promote a particular teaching approach, but to suggest the value of ongoing critical reflection on the underpinning ideas of plurilingualism for immigrant and refugee learner groups such as those we experienced in our own classroom interactions.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"124 2 1","pages":"20-37"},"PeriodicalIF":0.0,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77571541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examines online searching as a digital health literacy practice and focuses on parents of children with congenital heart defects. Over the period of four years, we have conducted interviews with couples at different stages of pregnancy or parenthood and have encouraged them to reflect on their literacy practices when receiving a heart defect diagnosis, during the remaining time of their pregnancy and when living with a child with a heart defect. We have also read and analysed health blogs written by parents and focused on extracts where literacy events are described. Searching for information and support online is one of the most frequent practices amongst the participants in the study. The aim of this paper is therefore to highlight the complexity of looking for information online in order to take health decisions and provide care to a child with congenital illness. Based on what parents say they do when searching online, we focus on three main paths to knowledge: looking for medical facts, looking for other parents’ experiences and looking for practical information. We discuss digital health literacy practices as complex activities that often involve parents in the diagnosis and in the child’s medical care to such an extent that parents build up knowledge and become experts, not only in finding information and support but in talking and writing about their child’s illness. We also problematise the notion of trustworthy health information and show how facts and opinions often go hand in hand in platforms where health issues are discussed. Finally, we show some of the affordances and restrictions inherent in using the internet as a source for meaning making and learning about children’s health. The results reinforce our understanding of the socially framed nature of health literacy and make us focus on the digital as an additional important aspect in the practice of health literacy.
{"title":"Building health knowledge online : Parents’ online information searching on congenital heart defects","authors":"Theres Bellander, Zoe Nikolaidou","doi":"10.5130/LNS.V25I1.5358","DOIUrl":"https://doi.org/10.5130/LNS.V25I1.5358","url":null,"abstract":"The study examines online searching as a digital health literacy practice and focuses on parents of children with congenital heart defects. Over the period of four years, we have conducted interviews with couples at different stages of pregnancy or parenthood and have encouraged them to reflect on their literacy practices when receiving a heart defect diagnosis, during the remaining time of their pregnancy and when living with a child with a heart defect. We have also read and analysed health blogs written by parents and focused on extracts where literacy events are described. Searching for information and support online is one of the most frequent practices amongst the participants in the study. The aim of this paper is therefore to highlight the complexity of looking for information online in order to take health decisions and provide care to a child with congenital illness. Based on what parents say they do when searching online, we focus on three main paths to knowledge: looking for medical facts, looking for other parents’ experiences and looking for practical information. We discuss digital health literacy practices as complex activities that often involve parents in the diagnosis and in the child’s medical care to such an extent that parents build up knowledge and become experts, not only in finding information and support but in talking and writing about their child’s illness. We also problematise the notion of trustworthy health information and show how facts and opinions often go hand in hand in platforms where health issues are discussed. Finally, we show some of the affordances and restrictions inherent in using the internet as a source for meaning making and learning about children’s health. The results reinforce our understanding of the socially framed nature of health literacy and make us focus on the digital as an additional important aspect in the practice of health literacy.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"1 1","pages":"4-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84163303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the social organisation of Canada’s art world from the standpoint of practising visual artists. Bringing together theories of literacy and institutional ethnography, the article investigates the literacy practices of visual artists, making visible how artists use written texts to participate in public galleries and in the social and institutional relations of the art world. Drawing on extended ethnographic research, including interviews, observational field notes and textual analyses, this study sheds light on the ways visual artists enact particular texts, enact organisational processes, and to enact the social and conceptual worlds they are a part of. Through the lens of visual artists, this study locates two particular texts – the artist statement and the bio statement – in the extended social and institutional relations of the art world.
{"title":"Write Like a Visual Artist: Tracing artists’ work in Canada’s textually mediated art world","authors":"J. Klostermann","doi":"10.5130/LNS.V24I2.5060","DOIUrl":"https://doi.org/10.5130/LNS.V24I2.5060","url":null,"abstract":"This study examines the social organisation of Canada’s art world from the standpoint of practising visual artists. Bringing together theories of literacy and institutional ethnography, the article investigates the literacy practices of visual artists, making visible how artists use written texts to participate in public galleries and in the social and institutional relations of the art world. Drawing on extended ethnographic research, including interviews, observational field notes and textual analyses, this study sheds light on the ways visual artists enact particular texts, enact organisational processes, and to enact the social and conceptual worlds they are a part of. Through the lens of visual artists, this study locates two particular texts – the artist statement and the bio statement – in the extended social and institutional relations of the art world.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"18 1","pages":"43-63"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78928765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This volume reflects the many faces of the adult literacy and numeracy (ALN) field since the introduction, more than two decades ago, of OECD surveys that define and measure ALN as a contribution to economic productivity, efficiency and growth. The book highlights the transition to statistical tools as the only legitimate form of knowledge about literacy and explores a range of alternative visions and creative practices that focus on ‘the meaning of literacy and numeracy in people's lives’ (Yasukawa and Black 2016: 21).
{"title":"Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World","authors":"T. Atkinson, N. Jackson","doi":"10.5130/LNS.V24I2.5305","DOIUrl":"https://doi.org/10.5130/LNS.V24I2.5305","url":null,"abstract":"This volume reflects the many faces of the adult literacy and numeracy (ALN) field since the introduction, more than two decades ago, of OECD surveys that define and measure ALN as a contribution to economic productivity, efficiency and growth. The book highlights the transition to statistical tools as the only legitimate form of knowledge about literacy and explores a range of alternative visions and creative practices that focus on ‘the meaning of literacy and numeracy in people's lives’ (Yasukawa and Black 2016: 21).","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"296 1","pages":"64-67"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78520241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of adult basic education had its genesis as a named field of education in the English speaking world in the mid-1970s, based firmly on an underpinning philosophy of humanistic education and a socio-cultural view of literacy. Subsequent decades of its development have involved recurrent and destabilising periods of change with a major and overriding theme being the move away from the humanist philosophy, towards an economically driven, human capital view of literacy, which mirrors the story of a number of other social programs in their trajectory towards the ‘new capitalism’. This paper considers the first fifteen years, or genesis, of the field of adult basic education in the state of New South Wales in Australia through official documents and archival material and through the stories from practice told by the teachers. Analysis of these stories using a theory of professional practice knowledge demonstrates the ways in which the early field of professional practice emerged as a product of its particular socio-political climate, and demonstrates also the strong convergence between the public discourses and the professional discourses surrounding the field in this period; a convergence which was progressively weakened in subsequent decades.
{"title":"What happened to our community of practice? The early development of Adult Basic Education in NSW through the lens of professional practice theory.","authors":"Pamela Osmond","doi":"10.5130/LNS.V24I2.4821","DOIUrl":"https://doi.org/10.5130/LNS.V24I2.4821","url":null,"abstract":"The field of adult basic education had its genesis as a named field of education in the English speaking world in the mid-1970s, based firmly on an underpinning philosophy of humanistic education and a socio-cultural view of literacy. Subsequent decades of its development have involved recurrent and destabilising periods of change with a major and overriding theme being the move away from the humanist philosophy, towards an economically driven, human capital view of literacy, which mirrors the story of a number of other social programs in their trajectory towards the ‘new capitalism’. This paper considers the first fifteen years, or genesis, of the field of adult basic education in the state of New South Wales in Australia through official documents and archival material and through the stories from practice told by the teachers. Analysis of these stories using a theory of professional practice knowledge demonstrates the ways in which the early field of professional practice emerged as a product of its particular socio-political climate, and demonstrates also the strong convergence between the public discourses and the professional discourses surrounding the field in this period; a convergence which was progressively weakened in subsequent decades.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"20 1","pages":"3-23"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80800090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
{"title":"Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.","authors":"J. McHardy, E. Chapman","doi":"10.5130/LNS.V24I2.4809","DOIUrl":"https://doi.org/10.5130/LNS.V24I2.4809","url":null,"abstract":"Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"117 1","pages":"24-42"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79774746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increasingly, the provision of adult education (including literacy and training programs) is influenced by a rhetoric of workforce development that tasks education with closing a supposed ‘skills gap’ between the skills that workers have and what employers are looking for. This deficit model of education blames adult learners for their own condition, as well as for larger problems in the economy. In addition to arguing for broader goals for adult education, those in the field also need to question the economic premises of this rhetoric. A review of current economic conditions points to fundamental aspects of capitalism as the source of instability, which means that education and training programs have a limited ability to move large numbers of people out of poverty. For this reason, students and teachers in adult education should focus on developing structural analyses of the situation and push for substantive changes in the economy.
{"title":"Workforce Development Rhetoric and the Realities of 21st Century Capitalism","authors":"Erik Jacobson","doi":"10.5130/LNS.V24I1.4898","DOIUrl":"https://doi.org/10.5130/LNS.V24I1.4898","url":null,"abstract":"Increasingly, the provision of adult education (including literacy and training programs) is influenced by a rhetoric of workforce development that tasks education with closing a supposed ‘skills gap’ between the skills that workers have and what employers are looking for. This deficit model of education blames adult learners for their own condition, as well as for larger problems in the economy. In addition to arguing for broader goals for adult education, those in the field also need to question the economic premises of this rhetoric. A review of current economic conditions points to fundamental aspects of capitalism as the source of instability, which means that education and training programs have a limited ability to move large numbers of people out of poverty. For this reason, students and teachers in adult education should focus on developing structural analyses of the situation and push for substantive changes in the economy.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"17 3 1","pages":"3-22"},"PeriodicalIF":0.0,"publicationDate":"2016-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83035776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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