Reflecting on Literacy in Education
... In fact a number of policies, national curricula as well as educational reports focus on 'literacy' and its importance within the education system. Additionally, literacy 'has become central to debates on policy and practice in education in the UK and English speaking countries' (Hannon, 2000, p.1) and the same can be argued for the Maltese context. 'Literacy' is key to the rest of the curriculum because without it students cannot access the rest of the curriculum. ...
... UNESCO (2004) recognised the notion of 'plurality of literacy' and the idea of having different types of literacy. Hannon's (2000) beliefs mirror those expressed by UNESCO (2004) and Bartlett (2008). In his work Hannon (2000) makes use of metaphors in order to describe literacy as being part of a larger concept and regards literacy as being similar to music, arguing thatsome forms of music seem utterly different in terms of activities in many cultures. ...
... Hannon's (2000) beliefs mirror those expressed by UNESCO (2004) and Bartlett (2008). In his work Hannon (2000) makes use of metaphors in order to describe literacy as being part of a larger concept and regards literacy as being similar to music, arguing thatsome forms of music seem utterly different in terms of activities in many cultures. Some forms of music seem utterly different in terms of technology, conventions and purposes from other forms. ...
As the title of this thesis hints, this research has focused on three main pillars in education; ‘reading’, ‘writing’ and ‘digital technology’. The study’s main aim was to explore how constructions of reading and writing are changing in the 21st Century. It further investigated the definitions of ‘reading’ and ‘writing’ and teachers’ and Grade 3 students’ views on the role of digital technology in reading and writing in the classroom. This research used a qualitative case study approach and data were mainly gathered from two Grade 3 classes in the same school. Classroom observations, focus group interviews and semi-structured interviews were the main research tools used. During the study, I continued working as a class teacher in one of the Grade 3 classes; in addition this same class was also participating in the ‘One Tablet per Child Pilot Project’. This pilot project’s main aim was to evaluate the use of tablets in the Maltese classroom context. Although data were collected from two different Grade 3 classes, the means of teaching and learning were quite different since the students in my class each made use of a personal tablet. This enabled me as a researcher to compare and contrast both classrooms which helped me better understand how constructions of reading and writing are changing due to technological advancements and use in Maltese classrooms. Data from this study showed that constructions of what it means to be a reader and writer in the digital age are changing. In particular this study found that definitions of these terms now include physical interaction with texts. Observations showed that when students read and write through the media of digital technology, they collaborate and interact more and they make use of skills such as skim reading, viewing, reading of images, multidirectional reading and sharing information through sound and visuals. This study also revealed that digital technology is challenging accepted definitions of what the terms ‘reading’ and ‘writing’ actually mean, given that participants often found it difficult to distinguish between the two.
... Hence, with the use of this scale, it is possible to determine the difference between pupils' actual age and their reading English age. Hannon (2001) argues that phonics can clearly facilitate the development of phonological awareness. However, Hannon (2001) and Campbell, Torr & Cologon (2011) consider that as phonics is focused on pre-reading skills, comprehension is not developed with the use of this type of approach in the early years. ...
... Hannon (2001) argues that phonics can clearly facilitate the development of phonological awareness. However, Hannon (2001) and Campbell, Torr & Cologon (2011) consider that as phonics is focused on pre-reading skills, comprehension is not developed with the use of this type of approach in the early years. Reading comprehension is normally trained in subsequent levels but these authors consider it should be included in the early learning process. ...
... Our findings related to naming concurred with authors such as Pinto et al (2016), Casillas & Goikoetxea (2007) and Márquez (2013), who mentioned that the type of instruction is important for the development of emergent literacy skills. However, our outcomes contrast with the comprehension problems that Hannon (2001), Campbell, Torr & Cologon (2011) and López-Cirugeda &López-Campillo (2016 mention in their study about phonics, as our results reveal the fact that pupils acquire the meaning of the words that they are reading every day better. So, phonological awareness is developed together with early reading comprehension. ...
Phonics is well established in the English-speaking world, but to date it has been implemented to only a limited extent in contexts where English is a foreign language. This study aimed at evaluating the appropriateness of phonics for developing literacy skills of Spanish learners of English. An experimental pre-test-post-test design was used to determine the method's added value. The sample consisted of two equivalent groups in a Span-ish bilingual state primary school, a control and a treatment group, where a phonic method was implemented by the researcher. Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis. The treatment group presented a significant improvement in phonological awareness , naming and letter and pseudo-word reading in the Spanish and English post-test. These 7-year-old children attained a level in English literacy skills equivalent to English children aged 5.8. The findings also suggested a positive transference of skills between English word reading and Spanish pseudo-word reading. The present study can serve as a possible proposal to help improve our Spanish bilingual programmes through the use of phonics in the early years in order to increase learners' English reading level.
... Parental didactic beliefs, that is, how parents think they should guide their children's literacy development, may form another important dimension of parental literacy beliefs. Following Hannon (2000Hannon ( , 2003, didactic beliefs can be framed in terms of a continuum with a preference for a formal, instructional approach on the one end, and a preference for a more playful, "child-centered" or "facilitative" method on the other (Hannon, 2000(Hannon, , 2003Stipek et al., 1992). Home literacy practices that take an instructional approach are activities in which parents apply explicit instruction, such as teaching letter names, practicing writing, correcting a child's language use, and teaching new words and definitions (Krijnen et al., 2020). ...
... Parental didactic beliefs, that is, how parents think they should guide their children's literacy development, may form another important dimension of parental literacy beliefs. Following Hannon (2000Hannon ( , 2003, didactic beliefs can be framed in terms of a continuum with a preference for a formal, instructional approach on the one end, and a preference for a more playful, "child-centered" or "facilitative" method on the other (Hannon, 2000(Hannon, , 2003Stipek et al., 1992). Home literacy practices that take an instructional approach are activities in which parents apply explicit instruction, such as teaching letter names, practicing writing, correcting a child's language use, and teaching new words and definitions (Krijnen et al., 2020). ...
... The study contributes to the literature on parental literacy beliefs in three ways. First, we examined the relevance of adding a dimension to the often-used distinction between code-and meaningoriented perspectives on literacy development, namely didactic approach, which contrasts parental preferences for either a facilitative or an instructive stance to literacy teaching (Hannon, 2000;Sonnenschein et al., 1997). Our observations support the validity of this addition. ...
Research Findings
The current study examined the use of a newly developed instrument for measuring parental literacy beliefs in a highly diverse urban Dutch sample of 35 parents, participating in a family literacy program. The instrument was used to explore a new conceptualization of parental literacy beliefs and associations between beliefs and parental demographic characteristics. Data were analyzed using both quantitative and qualitative techniques. The instrument revealed that parents in this sample preferred meaning-oriented and facilitative practices to stimulate their children’s literacy development, in which understanding the meaning of language and print is seen as the starting point in literacy development and in which teaching occurs indirectly, in an embedded child-centered approach. Parental preferences were associated with a variety of beliefs. Parents who did not speak Dutch, the majority language, with their children were more inclined toward directly instructing their children compared to parents who did speak Dutch with their children. The instrument proved to be effective in exposing the nature of and nuances in parental literacy beliefs in a diverse sample. Practice or Policy: Our newly developed instrument can be used by professionals working with family literacy programs to gain insight into the literacy beliefs of diverse groups of parents.
... In a social context, language and communication are considered a significant part of literacy that provides young children with a rich literacy environment (Hamer, 2005). Teaching literacy, according to Hannon (2000b), is more than teaching specific literacy skills. It also refers to teaching a set of literacy skills to many different learners at different ages, and at many different learning situations. ...
... Hannon has differentiated between teaching children's literacy at home and in school contexts. Hannon (2000b) stated teaching literacy at home is more likely to be closer to facilitation (where the children are surrounded with adults, such as families and community), whereas in a school context (where usually one teacher teaches many children) it "tends to be at the instruction end of the spectrum" (Hannon, 2000b, p. 210). Drawing on this argument above, according to Hannon (2000b), if we view literacy as a social practice and literacy teaching as a matter of engaging children in learning activities with much scaffolding, then this process is more appropriate for facilitation than instruction. ...
... Hannon (2000b) stated teaching literacy at home is more likely to be closer to facilitation (where the children are surrounded with adults, such as families and community), whereas in a school context (where usually one teacher teaches many children) it "tends to be at the instruction end of the spectrum" (Hannon, 2000b, p. 210). Drawing on this argument above, according to Hannon (2000b), if we view literacy as a social practice and literacy teaching as a matter of engaging children in learning activities with much scaffolding, then this process is more appropriate for facilitation than instruction. In another word, children in a home environment surrounded with their parents, siblings, relatives and community may interact in more literacy activities and learn new concepts within their cultural and social contexts more than when they learn in a school setting. ...
... A literacia tem sido conceptualizada como um processo contínuo através do qual o ser humano se apropria de conhecimentos e competências específicos de uma cultura, designadamente os relacionados com a leitura e a escrita, tornando-o mais competente para interagir com os outros e consigo próprio (Hannon, 2000;Moreira, 2007). A relevância atribuída à literacia tem vindo a aumentar, devendo ser considerada uma prioridade absoluta, na medida em que as competências de leitura e de escrita são, como refere Lopes (2005), "instrumentos cognitivos imprescindíveis não só para o sucesso escolar como para o sucesso numa sociedade em que as exigências de literacia são cada vez maiores" (p. ...
... As bibliotecas públicas tendem a ser os espaços privilegiados para a sua aplicação e a população-alvo é predominantemente constituída por Pais e crianças até aos 11 anos. Os resultados da investigação (Hannon, 2000;Mata, 2006;Santos et al., 2007;Ribeiro et al., 2009) (Mata, 2004;Sim-Sim, & Ramalho, 1993) e é habitualmente contemplada nos programas de intervenção. ...
... A importância dos recursos existentes no contexto familiar é central no modelo deHannon (2000). A sua quantidade e heterogeneidade são fundamentais para a criação de um ambiente rico em materiais de leitura. ...
... This problem then spread to other postindustrial emerging countries including Britain, Canada, Australia and New Zealand (Lankshear & Knobel, 2008). However, this fact was not surprising as there had been injustice over several centuries on the rights of poor citizens to accessing education (Hannon, 2000). A third factor was the increasing development and popularity of a socio-cultural perspective within studies of language and the social sciences (Gee, 2015). ...
... However, in the latter part of the 20 th century the concept of literacy became a more contested subject where academics re-conceptualised literacy in different ways (Burnett, Merchant, Pahl, & Rowsell, 2014;Cope & Kalantzis, 2000;Barton & Hamilton, 1998;Rowsell, 2013;Scribner, Sylvia, Cole, 1981;Street, 1998). Hannon (2000) argued that literacy should be established as soon as possible after school entry since children are expected to work independently without teachers, as it is required of them to read worksheets, written directions, reference materials, and understand the meaningful context behind the set texts. For some, literacy is the competency or ability to read and write in a predominantly printed context (Goodfellow, 2011). ...
The study illustrates children’s digital practices in the Malaysian context. The 21st century has witnessed an unprecedented expansion of and access to information for people who can use technology. Nowadays, information can be reached in the blink of an eye and is accessible at our fingertips. Since the 1990s, the internet revolution has helped people to search for information through their networked computers, and mobile gadgets have more recently made this even easier as people can carry information in their own pockets. However, this steady increase in internet usage and mobile device ownership, particularly among schoolchildren in Malaysia over the last few years, has been creating fear, anxiety and frustration. Due to a moral panic in Malaysia regarding children’s online safety, to date the majority of the extant studies carried out in Malaysia are focusing on E-Safety instead of seeking a deeper understanding of the current digital practices among Malaysian children. Little research has been conducted to specifically investigate and understand the online experience dimensions of Malaysian children’s lives and social worlds. This descriptive case-study based research explores a small group of Malaysian children’s digital practices and their management in the school (computer lab) and at home, and in both the communal area and personal spaces of the latter. This research examines five 16 year olds’ engagements with online technology across formal and informal settings at school and at home using a mixed methods approach, specifically questionnaires, interviews, observations and focus group discussion. The findings reveal that participating children enjoy online benefits through a range of online activities with the usage of several digital devices. This study also provides insights into the roles and influences of parental, teacher, older siblings and peer mediation in developing children’s digital literacy skills. Furthermore, children’s perceptions of online opportunities and risks, and what kind of learning is involved through their online activities are also analysed and discussed.
... Nas últimas décadas, o estudo do envolvimento parental para o incremento da literacia tornou-se, aos olhos dos académicos, políticos e investigadores num domínio chave para a educação e desenvolvimento das habilidades básicas (Benseman, 2002(Benseman, , 2003Hannon, 2000;Mata, 2006;National Adult Literacy Agency, 2004;Sénéchal & LeFevre, 2002). Salienta-se que, mais importante do que o número de livros em casa é aação mediadora da família em práticas como a de leitura partilhada, a leitura em voz alta e as atitudes positivas face à literacia no seio familiar, que influenciam significativamente a literacia nas crianças (Cochran-Smith, 1984;Morrow, 1995;Skage, 1995;Sonnenschein & Munsterman, 2002;Taylor, 1983;Teale, 1984). ...
... Igualmente, são identificadas cinco áreas do funcionamento familiar como influenciadoras do desenvolvimento da leitura: o valor atribuído pelos pais à literacia, que pode ser manifestado através de comportamentos de leitura dos próprios ou comportamentos de encorajamento à leitura por parte dos filhos; a pressão para a realização, expressa através de manifestações das suas expectativas quanto à realização dos seus filhos, instrução na leitura e resposta a iniciativas de leitura e interesse; a disponibilização e uso instrumental de materiais de leitura (as experiências de literacia têm maior probabilidade de ocorrer em lares que possuem livros para crianças e outros materiais de leitura e escrita; as atividades de leitura com as crianças e, por último, as oportunidades para a interação verbal (Hess & Holloway, 1984;Snow, Burns, & Griffin, 1998). Nesta linha de ideias e tendo subjacente a perspetiva teórica da prática social, o modelo ORIM, proposto por Hannon (Hannon, Weinberger, & Nutbrown, 1991;Hannon, 1995;Hannon & Nutbrown, 1997, Hannon, 2000, integra quatro condições determinantes do desenvolvimento da literacia, a saber: oportunidades (O) no dia a dia para a aprendizagem da leitura/escrita; reconhecimento (R) pelos outros das aprendizagens realizadas; interação (I) apropriada com os utilizadores da linguagem escrita; existência de um modelo (M) de utilizador da literacia. Aplicado à primeira infância, constituem-se como oportunidades de aprendizagem (O), o contacto da criança com atividades de desenho de rabiscos, com o impresso e a participação em atividades suscetíveis de a ajudarem a interpretar esse ambiente, tais como jogos de rimas e segmentação do oral, partilha de livros de estórias e outros materiais escritos, visitas, viagens, férias que tragam novas oportunidades de literacia. ...
Este estudo exploratório visa descrever as experiências de literacia de bebés entre
os 14 e os 25 meses. Analisam-se quatro questões, que experiências envolvendo a
linguagem escrita no seio familiar são proporcionadas aos bebés, qual o valor que os
pais lhes atribuem, como percepcionam o seu papel na promoção do desenvolvimento
literácito dos filhos e como podem contribuir para o desenvolvimento da literacia dos
mesmos. Adotou-se uma metodologia qualitativa, com recurso à análise de conteúdo
categorial das respostas dadas por seis mães em entrevista individual e
semiestruturada. Concluiu-se que estas mães valorizam e incluem nas suas práticas
ações facilitadoras e de mediação de experiências de literacia por parte dos seus
bebés, notando-se alguma variabilidade em função das respetivas habilitações
académicas.
... In this respect, the following paragraphs try to provide comprehensive definitions of literacy, digital and digital literacy. Hannon (2000) maintains that "The concept of 'literacy' is akin to the Wittgenstinian problem surrounding the concept of a 'game': the audience is aware of what the speaker means by the term but pinning it down in a more formal sense is extremely difficult" (p.36). According to the UNICSO "Literacy is a characteristic acquired by individuals in varying degrees from just above none to an indeterminate upper level. ...
Globalization initiates various metamorphoses in all life‘s domains. The field of
education is not immune from such changes particularly with the extensive use of
educational media in teaching/ learning process. This adoption proves its efficacy and
benefits on both the learning process and the learners themselves. The present
investigation is builton the hypothesis that the extent to which the use of Facebook
(FB) educational groups as a helping tool could improve learners' English academic
writing style. To gain empirical data, an experiment is conducted with a randomly
selected sample from both first and second year levels at the department of English
language, Batna-2 University. Besides, a questionnaire is administered to both
experimental groups of each level to unveil their viewpoints, attitudes, and perceptions
about using FB‗s educational group and consolidate our own data gathered through the
experimentation. Consequently, this study opted for triangulation to analyse and
present the information. The results obtained highly encourage teachers to adopt such
helping aid to boost learners‘ academic writing style especially with first year-level
learners, as set in the direction of our hypothesis. However, the suggested treatment
failed to reach the predetermined educational goals as second-year learners show
resistance to such use. These results lead us to recommend the early adoption of such
educational tool at the initial level of the undergraduate phase.
... Balanced literacy method brings together elements from methods with an emphasis on code and from methods with an emphasis on meaning. According to researchers (Hannon, 2000;Smith, 2006) the acquisition of literacy is not one or the other and full understanding of literacy in education requires an awareness of both. Reading and writing based on their socio-historical dimension and can be understood within each social, political, economic and historical context (Baynham, 2002;Gee, 2002;Snyder, 2008). ...
This paper attempts a critical analysis of literacy acquisition by preschool children through a balanced literacy approach, a mixed method which brings together elements from methods with an emphasis on code and from methods with an emphasis on meaning. In particular, visuals of a balanced literacy approach, as it takes place (or not) in Greek preschool education classes, are presented. Individual issues, challenges and perspectives which are introduced by this method are explored in comparison and in correspondence with the traditional and outdated understanding of literacy, which links it to learning to read and write. Emphasis is made on the strengths and weaknesses of a balanced literacy approach in order to highlight the prospects for its application in early childhood education on a larger scale. Questions and concerns are raised regarding the expansion and application of the method and its acceptance by Greek kindergarten teachers. However, the need for the application of a balanced literacy approach in early childhood education classes is reflected, as the only method that combines, adopts and utilizes elements of many methods, able to offer young students sufficient resources in the course of mastering literacy.
... Research on early literacy [15][16][17][18] has identified different perspectives on literacy and how to support early literacy learning effectively. Some scholars [19,20] considered literacy as a continuum of skills, such as phonics, word recognition, and grammar, which must be taught systematically and explicitly. They believed literacy learning is an externally imposed task. ...
... Με βάση τα παραπάνω, και σύμφωνα με την έκθεση παρακολούθησης της (Halliday, Martin, Christie, Derewianka), με αφορμή ερωτήματα δασκάλων για την ποιότητα των γραπτών των μαθητών/τριών τους, υποστήριξαν ότι τα παιδιά έπρεπε να χρησιμοποιούν τη γλώσσα για να μιλούν για τη γλώσσα και αμφισβήτησαν το ρόλο της γραμματικής και της ανάγκης εκμάθησής της από τους μαθητές. Κατά αυτόν τον τρόπο, ο Halliday και η οµάδα του (Martin, Knapp, Kress, Cope & Kalantzis, Hasan) ανέπτυξαν µια κειµενοκεντρική θεωρία µε σκοπό να αναλυθεί η κειµενική ολότητα στα δοµικά της στοιχεία και να ταξινοµηθούν τα στοιχεία αυτά (Φτερνιάτη, 2010 Halliday, 1980/1985˙ Martin, 1985˙ Christie, 1989˙ Derewianka, 1990 υπό κριτικό έλεγχο αυτά που θεωρούνται ως γεγονότα» (Hasan, 2006: 173) και σχετίζεται με μια απαιτητική διαδικασία που χρειάζεται να προσεγγιστεί σε εκπαιδευτικά πλαίσια, καθώς συντελεί στην παραγωγή γνώσης και όχι στην απλή αναπαραγωγή της (Hasan, 2006 (Hannon, 2000). ...
The subject of this PhD thesis is "Knowledge, perceptions and practices of kindergarten and first grade primary school teachers for the relationship between emergent/first and conventional/school literacy". The purpose of this research study is the investigation of the relationship between emergent/first and conventional/school literacy in the area where they first appear, that is, in kindergarten and the first grade of primary school. In particular, the language curricula of kindergarten and first grade of primary school are studied, and the perceptions of kindergarten and first grade teachers are explored on the issue of the existence of a connection between the two levels, kindergarten and primary school, in terms of enhancing literacy and their practices.
In this PhD thesis we were concerned with the answer to the following research questions: a) are kindergarten teachers familiar with the basic principles and methodology proposed in the Cross Thematic Curriculum Framework for Kindergarten (DEPPS) and the Kindergarten Teacher's Guide regarding literacy and what are their perceptions of them? b) Are the teachers of the first grade of primary school aware of the basic principles and the methodology delineated in the Cross Thematic Curriculum Framework for Compulsory Education (DEPPS) and in the Teacher's Book, in terms of language and what are their perceptions of them? c) Are the kindergarten teachers aware of the language teaching program in the primary school and accordingly, do the primary school teachers know the literacy practices that take place in the kindergarten? What perceptions do they have about them? d) What are the perceptions of kindergarten teachers and primary school teachers about the possible integration of the curricula of kindergarten and of the first grade of primary school, regarding the language module? e) What are the practices adopted by kindergarten teachers and primary school teachers in their literacy classes (which literacy pedagogy do they seem to support)? f) To what extent are kindergarten teachers and primary school teachers influenced by parents' expectations and concerns regarding their children's literacy and what practices do they adopt to cooperate with them? g) What are the perceptions and practices of the kindergarten teachers and the first grade teachers of the primary school for the cooperation between them, regarding the teaching of language?
The research data were collected: a) by providing a questionnaire to a final sample of 326 kindergarten teachers and 306 teachers who teach the year of the process in the first grade of primary schools in the prefectures of Achaia and Ilia (Region of Western Greece), and b) by conducting semi-structured interviews with 32 kindergarten teachers and primary school teachers chosen among those who completed the questionnaire. Our research findings revealed partial knowledge of the curricula by kindergarten teachers and school teachers, an ignorance of the principles and methodology of the level that follows or precedes their own, respectively, a "confusion" of their perceptions and teaching practices, divergence between theoretical principles and teaching practices at every level, discontinuity of the literacy enhancement program from kindergarten to primary school, lack of effective cooperation between them, lack of substantial interest from parents regarding literacy, hesitation and critical disposition of teachers concerning the possible unification of the two curricula. The educators who participated in the research proposed joint training of kindergarten teachers and first grade teachers by establishing a framework for effective cooperation between them and planning joint actions, cooperation with parents to ensure the continuation of the literacy program from home to kindergarten and from kindergarten to primary school, as well as partial integration of the curricula of kindergarten and of the first grades of primary school, only in terms of some axes and goals. The work concludes with the use of the findings from which arises the proposal to create the above framework to function as a bridge between the kindergarten and the first grade of primary school with obvious positive results for young students, teachers and the school community at large.
... However, the scope of these personal narratives has not yet focused on transnational literacies experiences-in this article, we intentionally use the terms "languages" and "literacies" rather than "language" and "literacy" to convey our pluralistic worldview-nor on a critical collaborative process for developing autobiographies alongside colleagues. That is, much of the prior scholarship concerning autobiographies and personal narratives has not emphasized the literacies experiences of individuals in transnational contact zones-"liminal spaces beyond the nationstate where people from many countries relate to each other" (Canagarajah, 2020, p. 5), nor on critical collaboration (Dennis et al., 2018;Hannon, 2010;Pedro et al., 2012), which we define as engaging in shared oral and textual discourse with awareness that power and privilege are inherent within social interactions. The dialogic tendency is for these types of writing to be done in relative personal isolation rather than as ongoing shared pieces for continued reflexivity and collaborative discussion. ...
Historically, language and literacy education has overemphasized the ability to listen, speak, read, and write in one standard language (Campbell, 2005; Clark, 2013) without taking personal, historical, and contextual literacy experiences into account. Undertaking autobiography writing as a critical reflexive practice, this study analyzes three transnational literacy autobiographies or TLAs (Canagarajah, 2020) by each author that center critical engagement with an artifact (Pahl & Rowsell, 2010) to learn how experiences within transnational contact zones have shaped their trajectories as literacies scholars. Merging pluriversality and transnational literacies as conceptual frameworks for analyzing their autobiographies, the authors conduct an interactive elicitation strategy and identify colonialism, emotion, and identity as emergent themes. Finally, the authors suggest using TLAs through critical collaboration to center transnational literacies and pedagogies, develop a transnational ethic of care, and imagine changes in current systems of inequity in literacy education.
... Neste sentido, como mostram Gee (2008), Green, Hodgens e Luke (1994) e Williams (2007), as preocupações com a literacia dos adolescentes, presentes na fundamentação ou base conceptual das políticas e práticas nacionais, estão, não raras vezes, relacionadas, com outras inquietações associadas ao acesso desigual às práticas académicas de literacia, ao uso adequado da língua, aos avanços tecnológicos e às mudanças das práticas de leitura e de escrita que tais avanços acarretam, ou mesmo à formação de mão-de-obra qualificada. A este respeito, Hannon (2000) expõe que "Literacy is often associated with radical political goals -to do with demands for democratic rights and power. (…) However, here too what matters is not literacy in itself but its place in a wider political education" (p. 7). ...
... As stated two decades ago, Determining the actual, as opposed to the possible, impact of the new technology on literacy could be one of the most interesting research challenges in this field [16]. One of the widely accepted measuring approaches to comparing functional literacy and education systems is the OECDꞌs Programme for International Student Assessment (PISA). ...
The paper investigates predictors of information and communications technology (ICT) usage in small and medium-sized enterprises (SMEs) among European Union member states-developed countries (EU-28)-and the Western Balkans developing countries (WB-5) in the period 2010-2018. It aims to suggest measures for the improvement of ICT usage among SMEs in WB-5 countries. Primary data for a thorough qualitative analysis of ICT use by the WB-5 SMEs were obtained through interviews at the firms' level. Secondary data were obtained from credible international business support organizations and relevant scholarly literature. The analyses were performed utilizing the regression analysis.The authors have identified many variables that influence ICT use through the literature review. From these, they selected ICT access, functional literacy, and gross domestic spending on research and development (R&D) as being vital to the improvement of ICT usage among SMEs in developing countries.
... Literacy is considered the result of culture and teaching, which, in a particular culture, is constantly redefined through technological change (Hannon 2000). Image-text relationships contribute to the formal representation of the meaning of new literacies in multiple modalities, which also include music, sound effects, and digital features such as windows and hyperlinks. ...
The preference of preschool children for interactive traditional paper books has long been proved. More novel than traditional interactive books are the Augmented Reality (AR) books, which took a place in the book market for more than a decade now. For this study, we have used the Mosaic approach as a form of participatory research. The main methods used included children's presentations, interviews, observations, photo-taking, and taking part in a voting procedure. Our findings showed that the requirements for using AR books are not yet met by mobile devices that the youngest users have, so their audience is still limited. Even though the AR book seemed to be more promising for engaging children's attention longer, this was not possible because of the constraints imposed by the very delicate screen handling and children expressed their preference for the traditional interactive book.
https://www.tandfonline.com/eprint/ZYUBTGDCYKN244NX989G/full?target=10.1080/03004279.2021.2025131
... La evidencia científi ca indica que las habilidades de AE se desarrollan mejor cuando los/as niños/as interactúan con los adultos de la casa en actividades en las que el uso del lenguaje es necesario y funcional (Cuadro y Berná, 2015;DeBaryshe, Blinder y Buell, 2000;Guevara et al., 2010;LeFevre, Clarke y Stringer, 2002;Strasser y Lissi, 2009). Por tal motivo, se considera que las actividades de alfabetización en el hogar son facilitadoras del desarrollo de las habilidades de AE y, posteriormente, apoyan el aprendizaje de los procesos de la lecto-escritura cuando los/as niños/as inician su educación formal en la escuela (Hannon, 2000). Siguiendo a Sénéchal y LeFevre (2002) y a Sénéchal, Whissell y Bildfell (2017), es posible distinguir entre prácticas alfabetizadoras directas e indirectas. ...
El presente trabajo tiene por objetivo dar a conocer el diseño y validación del Cuestionario Socio- Familiar de los Dominios de Alfabetización Emergente (CSDAE), que evalúa el contexto socio-familiar alfabetizador de niños/as chilenos/as en edades tempranas. El estudio contó con una muestra de 213 familias de los niveles socio-económicos bajo, bajo-medio y medio. Los resultados muestran una fiabilidad según alfa de Cronbach de ,90 y un coeficiente de omega ,94. La primera versión del cuestionario agrupó los ítems en cinco factores que explicaron un ajuste satisfactorio. El instrumento es un aporte para la investigación relacionada con la evaluación del ambiente socio-familiar alfabetizador.
... Their findings support the notion that the accumulation of primary human capital is crucial for the transition to modern economic growth. Latterly, as stated two decades ago, "Determining the actual, as opposed to the possible, impact of the new technology on literacy could be one of the most interesting research challenges in this field" (Hannon, 2000). ...
The purpose of this paper is to examine the relationship between ‘soft’
support infrastructure (SSI) and the performance of small and medium
enterprises (SMEs). The study encompasses European countries’ economic
activity and SMEs’ output in 2015 and 2018. The focus of the research is
SMEs in the European Union member states and the Western Balkan countries.
The analysis was conducted using partial least squares structural equation
modelling (PLS-SEM). This method enabled the examination of links between
variables that are not directly observable. The results show that countries
investing in SSI have better SME performance. Based on the statistical
analysis, among other things, the authors identify the Human Development
Index and the use of information and communication technology at the company
level as the two most significant factors that impact on SMEs’ performance.
... An important first step is to work with teachers to establish an accurate picture of how technology is being used in classrooms today to support literacy teaching and learning, and what platforms and approaches are most effective for pupil outcomes. Indeed, as stated almost two decades ago, "Determining the actual, as opposed to the possible, impact of the new technology on literacy could be one of the most interesting research challenges in this field" (Hannon, 2000). ...
... The decline of the conflict, between the traditional skills-based approach, focusing on code understanding and the whole language approach that focuses on meaning, describes the literacy situation in some countries and specifically in Greece, as part of the curriculum and teaching objective (Hannon, 2000;Pearson, Raphael, Benson, & Madda, 2007;Smith, 2006), and is directly linked to the tendency that has emerged in recent years for the teaching of writing through a balanced approach model (Calkins, 2001;Comber & Nichols, 2004;De Silva Joyce & Feez, 2016;Djonov, Torr, & Stenglin, 2018;EACEA, 2011;Fountas & Pinnell, 1996;Hall & Harding, 2003;Kennedy et al., 2012;Morris, 2015;Pearson et al., 2007;Pressley, 2002Pressley, , 2005Pressley, , 2006Routman, 2000;Torres, 2009;Xue & Meisels, 2004). The balanced approach model, combining the best elements from different approaches, is a coherent framework drawing on proven scientific theories rather than a random mix of methodological elements (Pearson et al., 2007). ...
The purpose of this research paper is to investigate the perceptions of Greek pre-primary and first-grade primary school teachers on the integration of pre-primary and first-grade language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the presence of language curricula connection, as well as practices resulting from the study of curricula. Data were collected through semi-structured interviews with 32 teachers. Research findings show that pre-primary and primary school teachers partially agree with the integration of curric-ula, delineating it within a specific context and proposing common goals and teaching approaches that will be governed by continuity and consistency. Pre-primary school teachers who disagree, strongly express their concern about the potential schoolification of pre-primary school, while primary school teachers who disagree persist in the view of preschoolers' inability to acquire knowledge intended to be acquired by primary school children, who are, theoretically, in the age group with respective cognitive, mental and emotional maturity. They want play to maintain as the primary teaching and learning tool in pre-primary school while systematic teaching with elements of the playful way of pre-primary school learning to maintain in primary school.
... It is plausible that they did not have profound insights into the political nature of literacy or socially constructed (never neutral) nature of all kinds of texts, as suggested by Gee (1999), Hannon (2000), Freebody (2008), and Luke (2012). Teachers' understanding of critical literacy remained thus limited to the beliefs that only certain texts were influencing or persuading readers. ...
The research project carried out in one primary school in Scotland was guided by an intention to discover and provide up-to-date data on what literacy teachers knew about critical literacy and whether this knowledge was promoted, achieved, and enacted in praxis. By specifically focusing on reading and teachers’ approaches to texts, this study explores to what extent critical literacy makes its explicit or implicit appearance in the early years’ reading classes as a result of teachers’ understanding of it—their content knowledge, personal and professional beliefs. The findings have fueled the discussion about the preconditions for greater and more direct utilization of critical literacy in language classrooms. The knowledge and practices the teachers in this study revealed, reflect a promising springboard for developing new, more unified ways of teaching reading. After being reminded of and exposed to some of the central concepts of critical literacy, the teachers became more interested and confirmed that they would teach for it if they only knew how. This is also one of the main implications of the study for teacher educators, curriculum developers and researchers.
... Based on simultaneous hypothesis testing between competence and compensation for employee performance has a strong enough influence. This shows that the simulta between competence and compensation is very important in improving the performance of salespeople in accordance with the Kandola statement in Hannon [47] which states that currently competency is the basis for world-class companies in their business strategy setting. While Greene [54] succeeded in proving that the accumulation of competencies that exist in an organization can be directed into a factor of competitive advantage for a company. ...
: The purpose of this study is to reveal employee competencies and compensation received by employees, as well as their implications for employee performance. This study was analyzed descriptively and verificatively through a survey method of 329 marketing managers in retail companies in Indonesia. The technique of data collection is done by indirect communication, through instruments in the form of questionnaires. Data were analyzed by weighted means score (WMS) and Structural Equation Modeling (SEM). The results showed that employee competency was good, but not optimal, indicated by the indicator of the employee's need for the company and the employee's priority scale in the work was still weak. Furthermore, the compensation strategy is relatively good, indicated by indicators of salary/wages, incentives and cooperative facilities that are still weak. On the other hand, competencies and compensation strategies partially and simultaneously have positive and significant impact for employee performance which requires serious handling.
... Despite their distinct and specific meanings, they are often used interchangeably in similar contexts (Markauskaite, 2006). The concept of literacy has been defined and studied in depth in the area of education (Hannon, 2000). Its definition varies from being seen as a set of skills, a process, a line of thought or practice (Herring, 2009). ...
This research is designed to develop the I-CODE model, which is a unique approach to evaluate curricula. Basic features of the model, design process, code of practice, feasibility and functionality were investigated. It was concluded in accordance with the first sub-objective of the study that the model has features such us having a subjectivist and utilitarian philosophy; relativist and consumerist ideology, a design which is consumeroriented and participant-oriented; externally-directed regarding the types of evaluation; and making informal, input, process, output, impact evaluation and inspired by Goal Free, Consumer-Oriented, Responsive curriculum evaluation models. In the design process of I-CODE model, analyses of the needs of the consumers were made through an interview and these analyses was supported by literature review and curriculum evaluation questions of the model were determined. Accordingly, icode.com.tr curriculum evaluation website belonging to I-CODE model was designed and has been put into practice as a pilot project for the evaluation of private schools. The process to develop the I-CODE model continued through feedback from the pilot project and expert perspectives. Implementation principles of the I-CODE model have been clarified through interviews and literature review. This model is based on parents’ and students’ evaluation of the curricula through becoming a member of icode.com.tr website. All private schools in Turkey can be displayed on the system. The evaluation is carried out by the consumers by scoring ten questions out of ten about the school's curriculum. After each beneficiary evaluation, the score is being updated. Furthermore, the general and sub-statistics of the school's curriculum can be displayed separately and continuously. In accordance with the second sub-objective of the research, it was concluded that this model is need-oriented, functional and useful at curriculum evaluation. The model, while being practicable from an educational point of view, needs to be sensitive to legal aspects.
... Nowadays, it can clearly be seen in the Primary Framework for literacy and mathematics (2006). Although huge criticisms have been presented around the world on phonics (Campbell, Torr & Cologon, 2011;Hannon, 1995;Hannon, 2001), several recent research studies also show that phonic methods can work regarding gender or any special need children may have and when English is taught as first or second language, presenting very good results regarding the reading development of children (Jolliffe & Waugh, 2015;Nasrawi & Al-Jamal, 2017;Savage, Georgiou, Parrila & Maiorino, 2018). As a result, many programmes appeared focusing on phonics, as Jolly Phonics (Lloyd & Wernham, 1998), which is the method used in the context of the present research. ...
The type of method used inside the classroom to work on biliteracy skills can influence children’s development and their motivation to acquire two different languages. This study aims to explore teachers and parents’ perceptions on the implementation of phonic methods for the emergent biliteracy learning of 6-year-old children; and to determine differences between the families’ perceptions of private and state schools. This research counted with the pupils, their families and teachers from two schools from Seville, and was carried out through a non-experimental research design, with a descriptive and cross-sectional nature. Data was collected through semi-structured interviews to teachers, analysed through a categorial system; and parents’ questionnaires, analysed through a descriptive statistics and the Chi square test. Results present that teachers and families agree on the beneficial use of a phonic method to develop emergent English literacy skills and on children’s positive learning regarding phonological awareness, vocabulary and, more especially, considering word and sentence reading. This study presents important implications regarding parents’ raise of their awareness on the use of a method to offer a significant support at home.
... It is plausible that they did not have profound insights into the political nature of literacy or socially constructed (never neutral) nature of all kinds of texts, as suggested by Gee (1999), Hannon (2000), Freebody (2008), and Luke (2012). Teachers' understanding of critical literacy remained thus limited to the beliefs that only certain texts were influencing or persuading readers. ...
Fundamentally, education concerns transformation at the individual, classroom, and societal levels, and critical literacy is a pivotal intervention connecting theses scales, since it helps students, through dialogue, to analyze and reimagine power relations, ideologies, and normative practices which circulate in students’ own societies and which affect them. Focusing on the classrooms of a group of teachers in Scotland, where critical literacy is an explicit goal within circular policy, this study finds that despite the teachers’ expressed goal of teaching for critical literacy, a wide gap emerged between this aim and teaching practice. Identifying key institutional, experiential, professional, and policy constraints that undermined teaching for critical literacy, this study will be of interest to practitioners, researchers, and other stakeholders who hope to ground the theoretical claims undergirding critical literacy in actionable measures that influence pedagogy, curricula, and teacher education. In turn, the constraints identified in this study highlight an important reframing of critical literacy which encourages the dramatic shifts needed to enact it through education.
... Based on simultaneous hypothesis testing between competence and compensation for employee performance has a strong enough influence. This shows that the simulta between competence and compensation is very important in improving the performance of salespeople in accordance with the Kandola statement in Hannon [47] which states that currently competency is the basis for world-class companies in their business strategy setting. While Greene [54] succeeded in proving that the accumulation of competencies that exist in an organization can be directed into a factor of competitive advantage for a company. ...
The purpose of this study is to reveal employee competencies and compensation received by employees, as well as their implications for employee performance. This study was analyzed descriptively and verificatively through a survey method of 329 marketing managers in retail companies in Indonesia. The technique of data collection is done by indirect communication, through instruments in the form of questionnaires. Data were analyzed by weighted means score (WMS) and Structural Equation Modeling (SEM). The results showed that employee competency was good, but not optimal, indicated by The indicator of the employee's need for the company and the employee's priority scale in the work was still weak. Furthermore, the compensation strategy is relatively good, indicated by indicators of salary/wages, incentives and cooperative facilities that are still weak. On the other hand, competencies and compensation strategies partially and simultaneously have a positive and significant impact on employee performance which requires serious handling.
... Didactic approach can be regarded as a continuum with direct instruction activities, such as teaching the alphabet or teaching new words, on the one end. More child-centered, playful activities in which the child is exposed to language and print, such as talking with your child and playing (educational) games, are situated on the on the other end of the continuum (Hannon, 2000(Hannon, , 2003Stipek, Milburn, Clements, & Daniels, 1992). Some researchers suggest that didactic approach may be related to parental education, with lower educated parents more likely to engage in direct teaching and higher educated parents more likely to engage in exposure activities (Lynch, Anderson, Anderson, & Shapiro, 2006;Stipek et al., 1992). ...
Based on the Home Literacy Model, this study explored a refined model of home literacy activities and their relations with children’s emergent literacy skills in a linguistic and socio-economic diverse sample of 214 Dutch kindergartners (mean age 4 years and 7 months, 46% girls and 29% monolingual speakers of Dutch). The study examined a typology of home literacy activities that explicitly addressed didactic approach and was not restricted to activities involving print. Next, the study explored the relations between activity types and children’s emergent literacy skills. Three activity categories were identified: code, oral language exposure and oral language teaching activities. Results of multilevel structural equation modeling showed that all types of home literacy activities were related to children’s oral language skills, although the association between oral language teaching and oral language skills was negative. Oral language skills were associated with children’s code and phonological skills. The outcomes indicate the existence of a more nuanced pattern of interrelations between elements of the home literacy environment and children’s literacy skills in this diverse sample than observed before.
... Several authors have accepted that families, particularly parents but also other close adults and older siblings, do undertake teaching (Johnson, Walker, and Rodriguez 1996;Roskos and Neuman 1993;Wagner, Spiker, and Linn 2002). A broad understanding of teaching has been conceptualised by Hannon (2000) as a spectrum, at one end of which is 'instruction' with specified learning objectives, planned curricula or programmes, structured student activities, and teacher input (often to a whole class of children) and, at the opposite end is 'facilitation' that may be less planned, more opportunistic, context-dependent and often embedded in real-life tasks. Although much teaching, whether in schools or families, is a mix of instruction and facilitation, Hannon suggested that facilitation might be particularly salient in families' teaching and fostering of emergent literacy. ...
Intervention to raise the literacy achievement of disadvantaged groups in society has focused on preschool literacy development because it is predictive of later educational achievement and because research has shown that key strands of literacy emerge very early in childhood. Intervention programmes to promote emergent literacy are likely to be more effective if they involve families rather than children alone but meta-analyses reveal effect sizes for family-based programmes are variable and generally lower for disadvantaged families. This article suggests reasons for limited effectiveness and reports a study of a preschool intervention programme that used a particular conceptual framework, and approach, in working with families to extend their facilitative (rather than instructional) teaching of several strands of emergent literacy. Disadvantaged families with three-year-olds were invited to join a long-duration, low-intensity programme before school entry. Home visiting was a core component of the programme, alongside community based and centre-based activities, supplemented by other means of communication. A randomised controlled trial, involving 176 families, was used to investigate effects on children’s literacy at the end of the programme and two years later. The intervention was found to be effective; effects persisted at follow up for children of mothers with low educational levels. Practice, policy and future research implications are discussed.
... In this view, critical literacy transforms teaching into a 'political act' (Berlin, 1993;Freire & Macedo, 1987;Hannon, 2000;Kress, 1994;Lankshear & McLaren, 1993;O'Brien, 2001), where literacy practices vary according to social context, cultural norms and discourses regarding, for example, gender, religious beliefs, age and social class. Consequently, the active/critical stance of the readers of texts and dispute of the pre-Comic Heroes or Saviours? ...
Current educational systems primarily focus on the verbal and logico-mathematical aptitude of students, thus neglecting the cultivation of visual literacy and critical literacy skills, although the ubiquity of images in school textbooks necessitates the inclusion of a ‘visual grammar’ metalanguage in educational practices. The aim of the present paper is to present and analyse how a group of eighteen sixth grade students of an EFL classroom in a state primary school in Thessaloniki managed to ‘deconstruct’ the depiction of superheroes/heroines in comic books or action movies, in an effort to represent them in a more humane and mundane way, where their super powers are summoned to the advantage of a society in need. The overall organization of the instructional intervention is built on an introductory phase, a main phase and a follow-up phase. The analysis of the students’ compositions relies on the application of the principles of critical visual literacy and the results display that through the process of scaffolding, the students can reject dominant representations of power and reconstruct cliché identities by re-exploring pre-existing roles. The end result, that is the classroom calendar compiled by twelve multimodal texts, manifests the students’ skilful utilization of both visual and verbal semiotic resources in a balanced way, with a view to transmitting their social messages taking into account the broader social, cultural and political context within which power relations and social roles constantly evolve and are constructed.
... Tätä sosiaalisen diskurssin mukaista näkemystä on kehitetty myös uusia kirjoitustaitoja tutkivan tekstitaitotutkimuksen 3 piirissä (esim. Baynham, 1995;Hannon, 2000, Lankshear & Knobel 2011, mutta ainakaan toistaiseksi sitä ei ole jatkokehitetty vastaamaan sosiaalisen median luomiin haasteisiin kirjoittamisen opetukselle. Näitä haasteita ovat esimerkiksi online-kirjoittaminen, kirjoittaminen tekstimateriaalia kierrättämällä, yhteisölliseen ongelmanratkaisun korostuminen kirjoitusprosessissa sekä lisääntynyt itseilmaisu tekstilajista riippumatta (Jenkins ym. ...
... 9). The book is joint-edited by a University of Sheffield team experienced in applied research, including Peter Hannon, who has published widely on literacy programmes (Hannon, 1995(Hannon, , 2000. A number of contributors are practitioner-researchers; as a result, research processes, methods and measures are discussed throughout the book, modelling possibilities for busy programmes where evaluation is not yet embedded (Osgood & James 2005a, b). ...
... Electronic text is replicable, distributable, modifiable, programmable, linkable, searchable, collaborative and able to be stored and retrieved with ease. Functions such as saving and converting virtual text to print are new components of screen---based writing (Hannon, 2000;Snyder, 1999). Fifth, there is a demand for increased critical literacy skills to challenge, critique, and evaluate partial and distorted textual meaning and the vested interests served by networked communication systems (Burbules & Callister, 1996, p. 49;Soloway, 2000). ...
This exposition challenges three binary oppositions within literacy education in Australian primary schools from the 1950’s to the present: the skills-based versus whole language debate, the exclusively print-based approach versus multiliteracies, and the opposition between cultural heritage and critical literacy models. The six literacy approaches are briefly described, and significant criticisms raised by their detractors are argued with justification of claims. The tensions raised by each binary opposition are reconciled and reframed. The article concludes with a call for pedagogical transformation to meet the constantly changing technologically, culturally and linguistically diverse textual practices required in the twenty-first century.
This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings, irrespective of the quality of the research or the efforts of the researchers. It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conducted in England and supported by the Economic and Social Research Council [ES/W000571/1]. The study investigated the types of literacy research that reach teachers, the ways in which human and non-human actors mobilise research, and the transformation of research as it circulates. The book argues that, for teachers to foster genuinely inclusive literacy classrooms, they need to be equipped to draw on understandings associated with a variety of theoretical perspectives and research traditions. It further explores the dynamics of research dissemination and the factors that influence the uptake and application of research findings in educational contexts. This work is an original and groundbreaking contribution to the debate on the scope and focus of literacy education, the role of evidence-based teaching, and approaches to professional learning. This book is of vital interest to scholars, researchers, and students with interests in Literacy Education, Professional Development, and the Ethics of Research. It challenges conventional wisdom, provokes thoughtful discussion, and inspires readers to rethink the role and value of research in shaping literacy education that is inclusive, effective, and meaningful.
The book is available fully Open Access from the publisher's web site.
A child's early literacy experiences have a long-term impact on reading and writing ability and academic success. Children with more and diverse literacy experiences are at a clear advantage to do better in school. Given that socioeconomic adversity is negatively correlated with children's language development, rich literacy experiences become even more relevant in this population. Children who enter primary school with fewer emergent literacy skills often continue to struggle to achieve academic success and are more likely to be unemployed as adults, hence the need to act from a prevention perspective by universally promoting these skills in preschool children is fundamental. The authors present as an intervention proposal, an emergent literacy program especially targeted to socially disadvantaged pre-school age children. In this program, mediated through storytelling, several emergent literacy skills will be worked on, namely vocabulary, conventions about print, narrative structure, phonological awareness, the child's concept as a reader, and motivation for writing.
The paper investigates the predictors of information and communication technologies (ICT) usage in small and medium-sized enterprises (SME) among developed countries (EU-28) and Western Balkans developing countries (WB-5). The purpose of the paper is to examine the relationship between ICT use predictors and ICT use among small and medium-sized enterprises in European countries. Although the WB-5 countries have a decent ICT infrastructure, its usage is very low. The analysis was conducted using the partial least squares structural equation modeling (PLS-SEM). This method enabled the examination of links between variables that are not directly observable. The results prove that countries investing in ICT use predictors have a higher level of ICT use among SMEs. Based on the statistical analysis, among others, the authors identified the human development index and university-industry collaboration as the two most significant factors that influence ICT use on the firms’ level.
Η παρούσα εργασία αφορά τη διερεύνηση των αντιλήψεων νηπιαγωγών και δασκάλων της Α’ τάξης του δημοτικού σχολείου που υπηρετούν σε δημόσια ελληνικά σχολεία για τις προσδοκίες των γονέων των μαθητών τους για την κατάκτηση του γραμματισμού και τη γλωσσική ανάπτυξη των παιδιών τους. Ειδικότερα, μελετώνται οι αντιλήψεις των εκπαιδευτικών για την επιρροή που ασκείται πάνω τους από τις προσδοκίες των γονέων για τον γραμματισμό των παιδιών τους, καθώς και τον τρόπο διαχείρισής τους. Διερευνώνται ακόμη οι πρακτικές που υιοθετούν οι εκπαιδευτικοί στη συνεργασία τους με τους γονείς για τη διαχείριση των προσδοκιών, αλλά και για τη συνέχεια της ενίσχυσης του γραμματισμού, όπως αυτός λαμβάνει χώρα στο σπίτι, στο νηπιαγωγείο και στο δημοτικό σχολείο, ως ένα συνεχές. Η διερεύνηση αποτελεί μέρος ευρύτερης μελέτης (διδακτορικής διατριβής) των σχέσεων φυσικού/πρώτου και συμβατικού/σχολικού γραμματισμού, των αντιλήψεων των εκπαιδευτικών σχετικά με το θέμα ύπαρξης ή μη σύνδεσης των προγραμμάτων γραμματισμού, αλλά και των πρακτικών που απορρέουν από αυτές. Η συλλογή των δεδομένων έγινε με τη χορήγηση ερωτηματολογίου (ποσοτική έρευνα) σε δείγμα 326 νηπιαγωγών και 306 δασκάλων που διδάσκουν τη χρονιά διεξαγωγής της διαδικασίας στην Α’ τάξη ελληνικών δημοτικών σχολείων των νομών Αχαΐας και Ηλείας, καθώς και με τη διεξαγωγή ημιδομημένων συνεντεύξεων (ποιοτική έρευνα) σε 32 εκπαιδευτικούς, 16 νηπιαγωγούς και 16 δασκάλους, από αυτούς που έλαβαν μέρος στη συμπλήρωση του ερωτηματολογίου. Από τα αποτελέσματα φάνηκε ότι οι νηπιαγωγοί πιστεύουν σε μεγαλύτερο βαθμό από τους δασκάλους στην επιρροή των προσδοκιών των γονέων για τη γλωσσική αγωγή από τις απαιτήσεις της συστηματικής διδασκαλίας του δημοτικού σχολείου. Αυτό ερμηνεύεται, καθώς οι νηπιαγωγοί γίνονται καθημερινά «δέκτες» αυτών των προσδοκιών των γονέων και καλούνται να τις διαχειριστούν με πολλούς τρόπους. Νηπιαγωγοί και δάσκαλοι, ωστόσο, φάνηκε να μην επηρεάζονται καθόλου από τις προσδοκίες των γονέων. Θεωρούν σημαντική τη συνεργασία με τους γονείς και την επιδιώκουν σε μεγάλο βαθμό, εισπράττοντας όμως συχνά από μέρους τους μια αδιαφορία και λανθασμένες εκδηλώσεις προσδοκιών και ανησυχιών. Οι δάσκαλοι, σε μεγαλύτερο βαθμό από τις νηπιαγωγούς, προσπαθούν να συνεργάζονται στενά με τους γονείς, όσον αφορά τις πρακτικές του γραμματισμού που λαμβάνουν χώρα στο σχολείο ως συνέχεια του οικογενειακού γραμματισμού. Οι νηπιαγωγοί δηλώνουν ότι συνεργάζονται με τους γονείς με γνώμονα την πρόοδο των παιδιών γενικότερα και διαχειρίζονται το πλαίσιο της συνεργασίας με τέτοιο τρόπο, ώστε να μπορούν να ελέγχουν και να περιορίζουν οποιαδήποτε διάθεση επιρροής και άσκησης πίεσης από μέρους των γονέων.
13, Αρ. 2 (2020) Οι εκπαιδευτικοί της πρωτοσχολικής ηλικίας γνωρίζουν τα επίσημα κείμενα και τις πρακτικές γραμματισμού που λαμβάνουν χώρα στη βαθμίδα που έπεται ή προηγείται της δικής τους; Ζωή Αποστόλου, Νεκτάριος Στελλάκης
The teaching of grammar has been strongly debated for decades, often with reference to an alleged decline in the 1960s. This article takes a historical perspective on grammar, or knowledge about language, within English Education. In the eighteenth century, Adam Smith’s Lectures in Rhetoric and Belles-lettres offered a discernibly modern combination of English language and literature. In the nineteenth century, however, university English courses were divided between belles-lettres and philology, while the conditions of elementary schooling favoured “factual” instruction in grammatical “correctness” based on an ideology rooted in the emergence of Standard English. In the twentieth century, the Newbolt Report and Blue Books questioned grammar teaching, but grammatical analysis remained part of public examinations until the 1960s. The last fifty years have seen major advances in linguistic education, but curriculum and assessment procedures continue to conceptualise grammar as the prescriptive teaching of “correct” forms of language.
The paper investigates the gap in the number of patent applications by European countries in the period 2010‐2018. During the observed period, World Intellectual Property Organization (WIPO) received an average of 1.9 applications per million inhabitants per year from the countries of the Western Balkan (WB‐5), which is as much as 98% less than the average for the whole of Europe. The purpose of the paper is to create a model for increasing the number of patent applications in developing countries, which should lead to a higher number of granted patents. The author analyses variables that have an impact on the number of the patent applications (functional literacy, human development index, university/industry research collaboration, and gross domestic spending on R&D) in the developed (EU‐28) and developing (WB‐5) countries. The WB‐5 firms, especially small and medium enterprises (SMEs), do not use of the opportunities offered by intellectual property (IP) protection. They find the system too costly, complex, and difficult to manage. Based on the results of statistical analyses and conclusions from recent literature that tackles the usage of IP, the author builds a model for increasing the number of patent applications among European SMEs that is based on the support of international business support organizations (BSOs). Moreover, the author recognizes the positive impact of international IP support programs (such as EU IPR Helpdesk ambassador scheme) on the work of local BSOs that deal with IP rights.
The challenge of economic development and the changing demands of universities have seen universities adopt a more direct role in stimulating entrepreneurship especially in developing economies. In modern knowledge-based economies, universities play critical roles by generating and transmitting new knowledge through research and education, by applying and disseminating knowledge to benefit regional and national economies through entrepreneurship. Extant literature on entrepreneurial universities provides insights on the entrepreneurial transformation process of universities in developed economies. This chapter contributes to a better understanding of the entrepreneurial transformation process of Pan Atlantic University, Lagos, Nigeria. Adopting the resource based view and institutional economics, we explore and provide insights on the entrepreneurial transformation process and practices to stimulate the entrepreneurial activity of universities in developing economies and thus foster innovation and competitiveness. The chapter further examines the extent to which the university has adopted an entrepreneurial mission in its strategic development.
Trajetórias, memórias e legitimação de vidas letradas na educação de adultos Resumo: Neste artigo apresenta-se uma análise de modos de reconstrução das identidades letradas de adultos inscritos em processos de reconhecimento, validação e certificação de competências, no âmbito da Iniciativa Novas Oportunidades (2005 - 2010), em Portugal. Seguindo os contributos dos Novos Estudos de Literacia (STREET, 1984; BARTON; HAMILTON, 1998), analisa-se fragmentos de histórias de vida relativos às literacias de dois sujeitos e caracteriza-se as identidades letradas construídas ao longo da vida. Dos fragmentos analisados emergiram objetos, tempos, espaços e funções da práticas letradas dos sujeitos. A análise evidencia que as literacias assumem, por um lado, novos modos de existência na história de vida que os sujeitos escrevem no âmbito da certificação de competências. Por outro lado, a entrevista constitui igualmente um momento de (re)interpretações das literacias vividas. O processo de reconhecimento contribui para a reconstrução de identidades letradas, na medida em que os sujeitos validam discursivamente trajetórias de vida. Palavras-chave: Literacia/letramento; Identidades; Histórias de vida; Educação e formação de adultos. Trajectories, memories and legitimation of literate lifes in adult education Abstract: This article presents an analysis of ways of reconstructing literate identities of adults enrolled in the Recognition of Prior Learning Processes, within the context of the New Opportunities Initiative (2005-2010) in Portugal. Employing the New Literacy Studies (STREET, 1984; BARTON; HAMILTON, 1998) as a framework, this article seeks to analyse the life history fragments that concern the literacies of two subjects and to characterize the literate identities lifelong buildup. From these fragments’ analysis, objects, times, spaces and functions of the literate practices of the subjects emerged. The result highlights that those literacies assume, on the one hand, new ways of being within the life history the subjects write as part of the recognition process; on the other hand, the interview allows for and indeed becomes a moment of (re)interpretation of their lived literacies. As the subjects discursively validate their life paths, the recognition process is seen as having made a valid contribution in the reconstruction of the literate identities. Keywords: Literacy; Identities; Life histories; Adult education and training. Trayectorias, memorias e legitimationes de vidas letradas em la educación y formación de adultos Resumen: En este artículo se presenta un análisis de modos de reconstrucción de las identidades letradas de adultos inscritos en procesos de reconocimiento, validación y certificación de competencias, en el ámbito de la Iniciativa Nuevas Oportunidades (2001-2010), en Portugal. Siguiendo las contribuciones de los Nuevos Estudios de Letramento (STREET, 1984; BARTON; HAMILTON, 1998), se analizan fragmentos de historias de vida relativos a los letramentos de dos sujetos y se caracterizan las identidades letradas construidas a lo largo de la vida. De los fragmentos analizados han emergido objetos, tiempos, espacios y funciones de las prácticas letradas de los sujetos. El análisis evidencia que las literacias asumen, por un lado, nuevos modos de existencia en la historia de vida que los sujetos escriben en el ámbito de la certificación de competencias. Por otro lado, la entrevista construye igualmente un momento de (re) interpretaciones de las literacias vividas. El proceso de reconocimiento contribuye a la reconstrucción de identidades letradas, en la medida en que los sujetos validan discursivamente trayectorias de vida. Palabras clave: Letramento; Identidades; Historias de vida; Educación y formación de adultos. Data de registro: 12/03/2016 Data de aceite: 18/01/2017
Trajetórias, memórias e legitimação de vidas letradas na educação de adultos Resumo: Neste artigo apresenta-se uma análise de modos de reconstrução das identidades letradas de adultos inscritos em processos de reconhecimento, validação e certificação de competências, no âmbito da Iniciativa Novas Oportunidades (2005 - 2010), em Portugal. Seguindo os contributos dos Novos Estudos de Literacia (STREET, 1984; BARTON; HAMILTON, 1998), analisa-se fragmentos de histórias de vida relativos às literacias de dois sujeitos e caracteriza-se as identidades letradas construídas ao longo da vida. Dos fragmentos analisados emergiram objetos, tempos, espaços e funções da práticas letradas dos sujeitos. A análise evidencia que as literacias assumem, por um lado, novos modos de existência na história de vida que os sujeitos escrevem no âmbito da certificação de competências. Por outro lado, a entrevista constitui igualmente um momento de (re)interpretações das literacias vividas. O processo de reconhecimento contribui para a reconstrução de identidades letradas, na medida em que os sujeitos validam discursivamente trajetórias de vida. Palavras-chave: Literacia/letramento; Identidades; Histórias de vida; Educação e formação de adultos. Trajectories, memories and legitimation of literate lifes in adult education Abstract: This article presents an analysis of ways of reconstructing literate identities of adults enrolled in the Recognition of Prior Learning Processes, within the context of the New Opportunities Initiative (2005-2010) in Portugal. Employing the New Literacy Studies (STREET, 1984; BARTON; HAMILTON, 1998) as a framework, this article seeks to analyse the life history fragments that concern the literacies of two subjects and to characterize the literate identities lifelong buildup. From these fragments’ analysis, objects, times, spaces and functions of the literate practices of the subjects emerged. The result highlights that those literacies assume, on the one hand, new ways of being within the life history the subjects write as part of the recognition process; on the other hand, the interview allows for and indeed becomes a moment of (re)interpretation of their lived literacies. As the subjects discursively validate their life paths, the recognition process is seen as having made a valid contribution in the reconstruction of the literate identities. Keywords: Literacy; Identities; Life histories; Adult education and training. Trayectorias, memorias e legitimationes de vidas letradas em la educación y formación de adultos Resumen: En este artículo se presenta un análisis de modos de reconstrucción de las identidades letradas de adultos inscritos en procesos de reconocimiento, validación y certificación de competencias, en el ámbito de la Iniciativa Nuevas Oportunidades (2001-2010), en Portugal. Siguiendo las contribuciones de los Nuevos Estudios de Letramento (STREET, 1984; BARTON; HAMILTON, 1998), se analizan fragmentos de historias de vida relativos a los letramentos de dos sujetos y se caracterizan las identidades letradas construidas a lo largo de la vida. De los fragmentos analizados han emergido objetos, tiempos, espacios y funciones de las prácticas letradas de los sujetos. El análisis evidencia que las literacias asumen, por un lado, nuevos modos de existencia en la historia de vida que los sujetos escriben en el ámbito de la certificación de competencias. Por otro lado, la entrevista construye igualmente un momento de (re) interpretaciones de las literacias vividas. El proceso de reconocimiento contribuye a la reconstrucción de identidades letradas, en la medida en que los sujetos validan discursivamente trayectorias de vida. Palabras clave: Letramento; Identidades; Historias de vida; Educación y formación de adultos. Data de registro: 12/03/2016 Data de aceite: 18/01/2017
Forms of adult learning are rather varied in Portugal nowadays, encompassing different levels that range from Adult Training to Senior Universities (or Universities for the Elderly). Within these realms, there are activities that involve distinct literacy practices. The ultimate aim of this project is to analyse such activities and practices, focusing primarily on those relating to Portuguese Language, both as a means and as an end.
Within the framework of this study, the discourse of those involved in the process is an object of interpretation, thus allowing for an outlook of the new educational dynamics that these practices embody. Above all, it is a viewpoint that takes into consideration the all-important element of new identities, be they of teachers/instructors or students/trainees, and the processes whereby these are construed and re-construed.
Departing from these discourses, it is specifically intended that the following are established in relation to all implicated parties: (i) to characterise the ways in which the setup, objectives, content, strategies and assessment of the educational initiatives are assimilated; (ii) to analyse their position vis-à-vis discourses which – from an educational and academic perspective – outline, justify, question and organise said contexts and practices developed therein; and (iii) to be granted access to their literate identities.
The theoretical framework of this study follows a body of existing academic literature on the subject of Portuguese Teaching and Literacy, re-examined and re-contextualised when necessary under the light of research on Adult Learning.
Literacy is perceived as a social practice, as per the norm in contemporary Literacy Studies or, more precisely, the New Studies of Literacy (NSL). Hence, the data compiled and presented herein is sought to understand, describe, analyse and interpret the subjects within their socio-cultural and educational contexts. Data analysis provides evidence of changes and/or reconfigurations of the literate identities of both teachers and students when taking part in the Recognition of Prior Learning Process (RPL Process, Processo de Reconhecimento, Validação e Certificação de Competências).
One comes upon the conclusion that these methods of Adult Education and Training – and RVCC in particular – have a (oftentimes) significant impact on those who are exposed to them, thus implying change in various ways and within different scopes.
This paper addresses the fact that large numbers of schoolchildren in South Africa do not learn to read and write in either the mother tongue or any 'other tongue', let alone in two languages. A narrow skills-based approach to teaching reading and writing is identified as one of the main stumbling blocks. The author discusses a number of interrelated issues that need to be considered in the quest to make literacy and biliteracy learning meaningful and effective. The approach in this paper gives substance to the more integrated view of literacy in the Revised National Curriculum Statement. In particular, the notion of emergent writing, still an alien concept for many educators, is highlighted. Examples of young children's writing make this a teacher-friendly text.
Opsomming Hierdie referaat spreek die feit aan dat baie Suid-Afrikaanse skoolkinders nie leer om te lees of skryf nie, nóg in hul moedertaal nóg in enige ander taal, om nie eens van geletterdheid in twee tale te praat nie. 'n Noue vaardigheids-gebaseerde benadering tot lees en skryf word as een van die grootste struikelblokke geïdentifiseer. Die skrywer bespreek 'n aantal verwante vrae in die strewe na 'n betekenisvolle en doeltreffende benadering tot geletterdheid en dubbelgeletterdheid. Die benadering in hierdie referaat gee inhoud aan die meer geïntegreerde siening van geletterdheid in die Hersiene Nasionale Kurrikulumverklaring. Wat spesifiek uitgelig word is die idee van ontwikkelende skryfwerk, wat maar vir baie leerkragte 'n vreemde konsep bly. Voorbeelde van jong kinders se skryfwerk maak van hierdie referaat 'n onderwyser-vriendelike teks.
Isishwankathelo Eli phepha lithetha ngomba wabantwana besikolo abaninzi abangafundi kakuhle ukufunda nokubhala ngolwimi lwabo okanye 'nangaluphi na olunye ulwimi', ingakumbi ngeelwimi ezimbini. Indlela egqale ekufundiseni izakhono zokwakhiwa kwamagama nokwakhiwa kolwimi njengendlela yokufundisa ukufunda nokubhala iphawulwe njengeyona ndlela engunobangela wokungafundiswa kakuhle kokufunda nokubhala. Umbhali ushukuxa imiba echaphazelanayo ekufuneka ithathelwe ingqalelo kwiphulo lokwenza ubuchule bokufunda nokubhala ngolwimi olunye okanye nangeelwimi ezimbini bufundwe ngendlela esebenzayo nenika intsingiselo ebantwaneni. Indlela yokufundisa ukufunda nokubhala elandelwa leli phepha yenza umbono wokudibanisa iindlela ngeendlela zokufundisa ubuchule bokufunda nokubhala indlela ephathekayo ekwiNkcazelo yeKharityhulamu yeSizwe eHlaziyiweyo
This thesis deals with work I have undertaken on the theoretical issues and practical approaches that have contributed to the changes taking place in the early literacy field in South Africa, and, by extension, in some extent, other parts of Africa.
In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic “ground rules” for computer-mediated problem-solving of physics questions with other students, while the PT
portion saw the teacher prescriptively addressing students' misconceptions,
misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG) / alternate intervention group (AG) / experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous
cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.
This paper begins by presenting an overview of research relating to literacy, and then focuses on attempts to connect digital and new literacies to more traditional notions of literacy. Next it investigates the tensions and complexities underlying the concept of digital literacy through a summary overview of a range of definitions and applications of the term, as well as related terms such as Internet literacies, new media literacies, multi-literacies, information literacy, ICT literacies, and computer literacy. This includes tracing the evolution of such terminology over time.
In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic “ground rules” for computer-mediated problem-solving of physics questions with other students, while the PT
portion saw the teacher prescriptively addressing students' misconceptions,
misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG) / alternate intervention group (AG) / experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous
cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.
The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education sectors has been enforced through demanding accountability regimes. In this paper, the authors draw on findings of a small-scale interview study to consider how understandings of literacies associated with different contexts may or may not inflect student teachers’ orientations towards literacy provision in school. The authors explore how five student teachers presented their experiences of literacy within and beyond the classroom and how they seemed to position themselves in relation to literacy pedagogy. The authors focus particularly on continuities and discontinuities between literacies in the student teachers’ personal and professional lives, and on tensions they identified between the teachers they felt they wanted to, and were expected to, become. Reflecting on this work, the authors consider how they can best equip pre-service primary and early years teachers to develop as critical reflective literacy practitioners in the current context.
The decline in the dominance of the written language in the field of public communication
– as observed by Kress (1997) – and the increased use of visual means to convey the meaning
of a text compels us to re-examine the way in which we perceive written texts and to seek
different procedures for the analysis and production of written information. The information
conveyed by any text is not derived exclusively from its linguistic content but also from the
contribution of other semiotic resources such as the iconic, typographic or chromatic
systems. It appears that the action of the language itself can be added to, complemented or
even cancelled out by the action of the other modes of meaning conveyance. Nowadays,
written texts are consistently becoming more multimodal; and therefore for the perception
and production of written messages it is not sufficient to have a command, solely, of reading
and writing as they are understood in the context of classical literacy.The need to manage multimodal texts entails a Multiliteracies’ pedagogy (Kress &
Leeuwen 1996, Kress 1997, Faiclough 2000, Kress 2000, Cope & Kalantzis 2000 & 2003)
which will include, parallel to the analysis of the written discourse, pragmatic, sociological
and semiotic analyses, which will together build the ability to understand and manage
pictures, plans, diagrams, tables etc (Kalantzis & Cope 2000) and thus, develop the skills of
visual literacy. Especially, for young children, the comprehension of multimodality in written
texts might be a gateway and a preferential means to “unfold” the meaning of multimodal
texts. Taking as its starting point the view that the pedagogy of Multiliteracies is an impetus
for education and, especially for language teaching and learning, the paper discusses issues
from the Greek Early Childhood Curriculum on literacy.
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