Spelling suggestions: "subject:"[een] LITERACY"" "subject:"[enn] LITERACY""
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A Modern Aesthetic Reevaluation of LiteracyBasile, Jeffrey A., Jr. 31 December 2014 (has links)
No description available.
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How Ohio Adult Literacy Instructors View Themselves as Adult Learners Within Professional Development: Learning Style and Motivation Assessment in the Negotiation for Activity SelectionKennedy, Rosary-Joyce Melonie January 2014 (has links)
No description available.
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Finding Themselves in the "Finding Place": Exploring Preservice Teachers' Professional Identities and Visions of Teaching Literacy across the CurriculumBerndt, Rochelle M. 13 August 2015 (has links)
No description available.
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Home Literacy Environment of Spanish-speaking Latino FamiliesYeomans-Maldonado, Gloria January 2017 (has links)
No description available.
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Understanding implementation, student outcomes, and educational leadership related to Ohio's Third Grade Reading GuaranteeBanks, Laurie A. 17 January 2018 (has links)
No description available.
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Literacies in Context: Working-Class Deaf AdultsGarbett, Christine Marie 10 May 2016 (has links)
No description available.
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Class Conscious or Conscience Class: The Pedagogical Choices Teachers Make as Critical Literacy PractitionersWoods, Daniel Richard 30 April 2010 (has links)
In a time of high stakes tests and mounting pressures in favor of standardized curricula at all levels, teachers continue to work in the best interests of their students as is evidenced by their statements both public and private, their continued commitment to their profession, and their political actions. Indeed, many advocate loudly and repeatedly for their students and for maximal opportunities for those same students. Without doubt, many of these teachers aspire to help learners of all ages and from all sociocultural strata develop into not only critical readers, consumers, and even critical civic participants, but into citizens with active critical consciences and a lively critical consciousness of their own culture and the cultures of others.
In this study, the author observed and interviewed two middle school teachers and two high school teachers—all English teachers—for purposes of examining the participants' teaching practice for identifiable acts and statements involving the promotion of critical literacy among learners in the teachers' classrooms. The observations and interviews were conducted across a contiguous three-day period for each participant during the same class period each day. Participants self-selected dates and class period, and also were aware of the purpose of the study, i.e. to look for critical literacy practices in teaching. All observations and interviews were coded inductively and used Strauss and Corbin's (1998) three-step coding process for grounded theory of open, axial, and selective coding. Teachers' observed actions and statements were subsequently analyzed in a constant comparative analysis. / Ph. D.
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An evaluation of the information literacy education of MBA students at the University of Stellenbosch Business SchoolWilliams, Judy Anne January 2012 (has links)
Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information
literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session.The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.
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Beyond the glass ceiling: Towards a multi-sensory definition of functional literacyOdendal, Matthys Johannes January 2017 (has links)
Philosophiae Doctor - PhD (Linguistics, Language and Communication) / The world is becoming increasingly visual (Kress, 2009:1).The visually literate
viewer should be able to gather data, place it in context, and determine its validity.
A huge visual world opened up for the users of new technology. It is therefore no
surprise that definitions of literacy have placed a huge premium on the reader to
be able to interpret visual cues. Even in its simplest definition, the ability to read
and write, the understanding of the concept of literacy is based on the visual.
Although new literacies and recent orthographies also emphasise the role of context
and the interaction of different modalities and learning history, like the social
practice approach, it also focus on literacy events in which the written word is still
the fundamental focus. In other words, (visual) texts remain the point of departure
rather than seeing the written word as one part of a larger 'material ecology' of signs
and meanings. This means that the majority of studies in the field of literacy
focus on the individual's ability to interpret the visual and neglects how other
senses permute in literacy events.
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An evaluation of the information literacy education of MBA students at the University of Stellenbosch Business SchoolWilliams, Judy Anne January 2012 (has links)
Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives
of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.
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