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Search Results: 1 - 10 of 1501 matches for " Literacy "
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Wikis: Promoting Collaborative Literacy through Affordable Technology in Content-Area Classrooms  [PDF]
Brianna Carney-Strahler
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.22011
Abstract: Educators may realize the impact technology has on students, but may be ill equipped to integrate high-tech devices into the classroom in an affordable way. Educators can capitalize on students’ experience with technology by incorporating wikis, a collaborative webpage, into classroom instruction. Studies indicate that wiki technology can greatly enhance student collaboration and build content-area literacy skills. There are several research-based applications for implementing wiki technology into content-area classrooms. However, educators must consider the effect of wikis on curricula before integrating wikis into the classroom.
Reasons for Reading in Infancy and the Child’s Development under the Light of Historical-Cultural Theory: A Path to Understand the Development of the Reading Ability in Childhood  [PDF]
Cyntia G. G. Sim?es Girotto, Sandra Aparecida Pires Franco, Cassiana Magalh?es, Greice Ferreira da Silva, Ana Claudia Bazé de Lima, Daniele Aparecida Russo, Andressa Cristina Molinari
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.86072
Abstract: This essay is a bibliographical-theoretical research that focuses on understanding the reasons and the conditions necessary for the development of the reading ability since infancy and its relation to the child’s development. Thus, it aims at comprehending the process of literacy learning in teaching and in learning the ability to read since infancy. The objectives and methodology meant to understand the relationship between written language, reading and the development of early readers in their relation to the book. For achieving that, we considered the concept of what a child is, of a child’s development, of the reading ability, and the formation of the early reader as the basis for the discussion, under Historical-Cultural Theory. The results show that when a child is treated as an individual who is beyond classification and categorization—which establishes a child’s development as a linear process defined by nature—to view her as an individual that constructs thoughts, language, imagination, and affect, thus constructing the self, in its life history and in the rela-tions with the other.
Examining the Effectiveness of Fingerspelling in Improving the Vocabulary and Literacy Skills of Deaf Students  [PDF]
Hadeel Alawad, Millicent Musyoka
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.93032
Abstract: This article provides a narrativereview ofjournal articles on the use of fingerspelling to support the vocabulary and literacy development of deaf students. The role of fingerspelling in decoding written English and supporting vocabulary development has become an increasingly relevant topic in the bilingual education of deaf students. Search limiters included written English, full-text articles that were published in peer-reviewed journalsafter 2005. A total of eleven articles were reviewed. The findings from the review indicated that the use of fingerspelling could support vocabulary and literacy development among bilingual deaf students. The current review discusses the findings?and offers recommendations for future research.
Childhood and Scientific Literacy: Contributions of History and Epistemology  [PDF]
Aldo Sena de Oliveira, Vanessa Lima Bertolazi Simon, Alexandre Simon
Open Journal of Social Sciences (JSS) , 2018, DOI: 10.4236/jss.2018.68017
Abstract: In this article we present some narratives about childhood from the perspective of history and epistemology. The theme will be interwoven with the discourses that permeate multiple debates that are present in the context of contemporary education, especially from the point of view of scientific literacy. The intention is not to exhaust the theme, given its complexity, but to present some guiding axes from the dialogue where we allow ourselves to understand childhood beyond its ontological meaning and allow us to understand the child as a socio-historical and cultural subject.
Apropria o da escrita alfabética: é possível alfabetizar letrando aos seis anos?
Magna do Carmo Silva Cruz,Eliana Borges Correia de Albuquerque
Práxis Educativa , 2007,
Abstract: This article presents the main findings of a case study developed to analyze the relation between the practice of initial literacy of a teacher who taught to the 1 st grade of 1st cycle of Primary School and the learning of the pupils as for the teaching of the System of Alphabetical Writing. The research was carried out in a municipal school of Recife City (Pernambuco State) in which students had high levels of attainment in a national testing. The research involved as methodological procedures an interview with the teacher and the application of one diagnose with the pupils involving activities of writing of words and text. The analysis of the findings pointed out that the practice of the teacher based on “Alfabetizar Letrando” (teaching literacy using a variety of texts and ways of organising the pedagogic practice) helped 87% of the pupils to finish the school year in the alphabetical phase of writing, producing coherent and legible texts.
A Case Study of Water Education in Australia  [PDF]
Alison J. Sammel
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.513129

What does it mean to be scientifically literate in relation to water? Is this understanding the same for water literacy? And what implications do these two concepts have for water education in Australia? In addressing these questions, this paper provides a snapshot of the similar and competing educational ideologies that underpin the concepts of scientific literacy in relation to water, and water literacy. An investigation of the Australian Curriculum (Science), and a small case study of pre-service education students highlight the degree to which one concept is favored over the other. This bias ultimately raises questions for water education in Australia, as it is not about whether the ACS or [future] teachers should be addressing issues associated with water, but rather how and to what end goal. This necessitates exploring the partial and political nature of any approach to educating about water, and highlights that not all approaches are equally as politically neutral or challenging.

Teaching and Knowing beyond the Water Cycle: What Does It Mean to Be Water Literate?  [PDF]
Alison J. Sammel, Dena W. McMartin
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.510097
Abstract: Water is an extraordinary thing: it is the key to the chemistry of life. If it wasn’t for water’s unique properties, such as its abilities to dissolve other substances, life could not exist on our planet. Indeed, life was thought to have started in water and currently more than half of the plant and animal species live in water. On land, plants and animals need water for their existence, as the ability of water to disassemble and rearrange other molecules is essential to all daily actions. As humans, our bodies consist of about 80% water when we are babies, to around 60% - 65% as adults. The human brain is about 85% water. Even though this simple polar molecule is one of the most prized possessions in the universe, what do people know about water? What does it mean to be water literate? In this paper, we explore what it means to be water literate in the fields of engineering and in science education. We will compare this theoretical understanding with what engineering and science education students actually know about water. We finish with recommendations to increase student’s literacy in water.

Development and Validation of the Japanese-Translated Version of the Multiple-Choice Questionnaire of Depression Literacy (MCQ-DL)  [PDF]
Jun Kashihara, Shinji Sakamoto
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.911143
Abstract: Although depression literacy plays a key role in encouraging people with depression to seek professional treatment, there exist no measures of depression literacy in Japan that are comparable to those validated in English-speaking countries. The present study therefore developed and validated a Japanese-translated version of the Multiple-Choice Questionnaire of Depression Literacy (MCQ-DL), which is rated as being of high quality by recent systematic reviews. We conducted an online two-wave survey (NT1 = 325, NT2 = 180) and examined the psychometric properties of the full-item (27 items) and short (10 items) versions of the Japanese-translated MCQ-DL. Results provide several points of validity evidence for both versions as measures that capture individuals’ depression literacy profiles: 1) one-factor structures of these versions were supported by the data; and 2) the items used in both versions had a variety of difficulty and discrimination indices. Results also indicate several limitations of the Japanese-translated MCQ-DL for use in correlation-based and multivariate analyses: 1) internal consistencies seem insufficient (α = .68) and poor (α = .28) for the full-item and short versions, respectively; 2) the test-retest reliability was insufficient for the short version (r = .51, p < .001, 95% CI [.40, .60]), 3) both the full-item and short versions of the MCQ-DL exhibited only weak correlations (|r| ≤ .22) with the other variables, including stigmatizing attitudes toward, and familiarity with, people with depression and components of empathy. The discussion highlights the usage of and further room for the validation of the Japanese-translated MCQ-DL we developed.
Exploring nutrition literacy: Attention to assessment and the skills clients need  [PDF]
Heather Gibbs, Karen Chapman-Novakofski
Health (Health) , 2012, DOI: 10.4236/health.2012.43019
Abstract: This exploratory study examines nutrition literacy in two parts: 1) the level of attention to health literacy among nutrition professionals, and 2) the nutrition professional’s perspective of skills/ knowledge needed to understand nutrition education. Part 1 included an online survey in which RD participants (n = 206), recruited from three dietetic practice groups, identified use of health literacy assessments during client education. Most participants (79%) did not use a validated health literacy assessment. There was a significant difference in response to having written materials for different health literacy levels depending on time spent providing nutrition education, with those sending less time in education responding they more often had more materials (Chi-square 8.6, p = 0.035) and depending on job description, public health more often than outpatient dietitian (p = 0.006). Part 2 utilized key informant interviews (n = 8), administered by telephone. Content analysis revealed a significant theme among answers that the skills required for understanding diet education is dependent on the type of diet instruction provided, with diabetes frequently noted as a disease requiring greater knowledge and skills. Nutrition educators need an instrument to assess client nutrition literacy. Potential instruments should assess skills related to portion size estimation, macronutrient knowledge, interpretation of food labels, and food grouping.
Review of the Book Children, Language, and Literacy:Diverse Learners in Diverse Times  [PDF]
Liang-Chen Lin
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A1007

This article is to review the book Children, Language, and Literacy: Diverse Learners in Diverse Times, published in 2009, by Celia Genishi and Anne Haas Dyson. This book aims to explore the central premise that “diversity is the norm” through examining classroom activities that unfold young children’s interaction and learning as well as teachers’ instructional design and strategies. It provides insights into diverse child-centered curricula where children’s flexibility and adaptability in literacy development are stressed. Key focuses throughout this book rest on various dialects of English, sociolinguistic flexibility, pedagogies, assessments, flexible and play-based curricula. As expected, this book would contribute to studies of early childhood literacy, language diversity, and bilingual education. Specifically, it would benefit intended audiences: teachers and educators of young children, particularly teachers working with English language learners, emergent bilinguals, and special needs learners.

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