Literacy and Numeracy Studies最新文献_第6页

Metacognitive Intervention with e-Books to Promote Vocabulary and Story Comprehension Among Children at Risk for Learning Disabilities 电子书元认知干预促进有学习障碍风险儿童词汇和故事理解

Literacy and Numeracy Studies Pub Date : 2019-01-01 DOI: 10.1007/978-3-030-20077-0_13

A. Shamir, Gila Dushnitzky

引用次数: 2

The Four Pillars of Learning: e-Books Past, Present, and Future 学习的四大支柱:电子书的过去，现在和未来

Literacy and Numeracy Studies Pub Date : 2019-01-01 DOI: 10.1007/978-3-030-20077-0_2

Brenna Hassinger-Das, Rebecca A. Dore, Jennifer M. Zosh

引用次数: 1

Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review 激励英语成人读写能力学习者投资教育的教学策略:文献综述

Literacy and Numeracy Studies Pub Date : 2018-12-18 DOI: 10.5130/LNS.V26I1.6260

Deborah Severinsen, Lori Kennedy, Salwa Mohamud

{"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}

引用次数: 4

Immigrant and Refugee Women's Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism 移民和难民妇女在英语课堂中的智谋:通过多语制出现的可能性

Literacy and Numeracy Studies Pub Date : 2017-12-27 DOI: 10.5130/LNS.V25I1.5789

Julie Choi, Ulrike Najar

{"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}

引用次数: 9

Building health knowledge online : Parents’ online information searching on congenital heart defects 在线健康知识建设:先天性心脏缺陷家长在线信息搜索

Literacy and Numeracy Studies Pub Date : 2017-12-27 DOI: 10.5130/LNS.V25I1.5358

Theres Bellander, Zoe Nikolaidou

{"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}

引用次数: 6

Write Like a Visual Artist: Tracing artists’ work in Canada’s textually mediated art world 像视觉艺术家一样写作:追踪加拿大以文本为媒介的艺术世界中艺术家的作品

Literacy and Numeracy Studies Pub Date : 2016-12-15 DOI: 10.5130/LNS.V24I2.5060

J. Klostermann

引用次数: 3

Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World 超越经济利益:全球化世界中成人识字和算术的批判性视角

Literacy and Numeracy Studies Pub Date : 2016-12-15 DOI: 10.5130/LNS.V24I2.5305

T. Atkinson, N. Jackson

引用次数: 18

What happened to our community of practice? The early development of Adult Basic Education in NSW through the lens of professional practice theory. 我们的实践社区发生了什么?从专业实践理论看新南威尔士州成人基础教育的早期发展。

Literacy and Numeracy Studies Pub Date : 2016-12-15 DOI: 10.5130/LNS.V24I2.4821

Pamela Osmond

{"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}

引用次数: 8

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. 成人阅读教师对如何教不熟练的成人读者阅读的看法。

Literacy and Numeracy Studies Pub Date : 2016-12-15 DOI: 10.5130/LNS.V24I2.4809

J. McHardy, E. Chapman

引用次数: 6

Workforce Development Rhetoric and the Realities of 21st Century Capitalism 劳动力发展修辞与21世纪资本主义的现实

Literacy and Numeracy Studies Pub Date : 2016-03-18 DOI: 10.5130/LNS.V24I1.4898

Erik Jacobson

引用次数: 6