Search results

The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators.

The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs.

The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education.

The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample.

The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs.

With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children.

There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.

In Indonesia, the Islamic Economics and Finance Sector is growing rapidly, but the literature on Islamic financial literacy is still minimal. This study aims to show research opportunities with the theme of Islamic financial literacy, especially inclusive Islamic financial planning through bibliometric analysis of Scopus and connected papers.

A comma separated value (CSV) file containing more than 2,000 references meta data was used for analysis on Vos Viewer in the period of 1963–2020. The grouping of network visualization maps is done using six keywords, namely, “Financial Literacy,” “Financial Inclusion,” “Islamic Financial Literacy,” “Financial Planning,” “Personal Finance” and “Household Finance.”

The findings complement the keywords that are generally used as references in the formation of theories regarding inclusive Islamic financial planning. After combining the “ris” file from the connected paper, the most used terms are financial knowledge, financial education, financial behavior, financial decision-making process, financial inclusion, risk sharing and financial discourse.

The proportion which planned to be applied in Indonesia will differentiate the inclusive Islamic financial planning framework from what has been done before. This study outlines the basis of the relevant literature review in the theme of Islamic financial literacy research, especially inclusive Islamic financial planning.

The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.

This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules.

The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion.

Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education.

This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.

The Inclusive Libraries Project began in March 2009 and is due to be completed in March 2010. The practical outcome from the project has been the development of two inclusive public libraries in Birmingham. The libraries have bought new technology, books and other resources, and they have run projects for groups of people with learning disabilities from the local area. At the end of the project, there will also be a training DVD and booklet for other public libraries and learning disability services. The research design has enabled the researchers to survey public libraries in the Midlands and other parts of the country and then conduct action research with the two libraries. Data are being collected mainly through observations and interviews.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.

This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.

The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.

Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.

This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools.

The authors studied current children’s and young adult literature with representation of SEB differences to develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books.

The 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences.

While other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism.

The purpose of this paper is to examine the theoretical concept of socially responsible pedagogy because it applies to teaching information literacy.

At Weber State University, two librarians use a socially responsible pedagogical approach, combining critical information literacy and visual literacy to teach an undergraduate information literacy course.

Initial results suggest that the course design and the authors’ approach to socially responsible pedagogy are largely successful based on students’ application of course material to a signature assignment in the course.

Data are limited because this approach was only used for two semesters. The authors are aware that a socially responsible information literacy classroom needs quality assessment to help make instructional decisions, evaluate teaching strategies and assist with ongoing student learning. Additional semesters of using this instructional approach will allow for reflection and critical inquiry into the theories and teaching strategies that currently inform instruction. Early implications of using this method of instructional design reflect students’ deep understanding of the importance of information literacy because they explore social justice topics.

The practical implications of this research reveal a theoretical framework for teaching critical information literacy, called socially responsible pedagogy. The theory looks at teaching based on the “spirit” of the course, which is the promotion of equality. It also looks at “the art” of designing an information literacy course, incorporating socially responsible pedagogy, culturally responsive teaching and critical information literacy. This study also looks at “the science” of assessment and offers suggestions on how one might go about assessing a socially responsible information literacy class. Moreover, the authors examine how visual literacy helps teach information literacy concepts in the course as students put together a signature assignment that meets both information literacy course objectives and general education outcomes.

This general review of the theoretical concept of socially responsible pedagogy is limited to two semesters of information literacy instruction. In researching these topics, students situate themselves within a diverse worldview and work to promote awareness and advocacy through group presentations.

While librarians are exploring critical librarianship and social justice, many are not using socially responsible pedagogy combined with other social theories and images to help students work through the research process and develop information literacy skills.

The purpose of this study was to determine the information literacy trends, challenges and opportunities in Nigerian universities, With focus on its characteristics; content and adequacy for students’ information literacy development and lifelong learning. The effort to ensure that university students are empowered to acquire the competences needed for all round education and lifelong learning has been the primary focus of the university curriculum. University regulatory body in Nigeria emphasised the need to provide students with a study plan which provides them with capacity to locate information resources, access, evaluate and use them in legally acceptable manner. The programme is differently captioned with varying contents. With evolving approach to literacy, this study was designed to determine whether the programme has evolved from use of library education to information literacy or still at its traditional mode.

Descriptive survey research method was adopted for the study. The population consists of federal and state university libraries in Nigeria. The characteristics, content and adequacy of the programme as offered in Nigerian universities was the measure to determine the type of literacy. Questionnaire derived from literature and personal experience was designed to elicit information. A copy of the questionnaire was sent to each university that constituted the sample of the study by mail and telephone interviews were given to the heads of the sampled libraries.

It was discovered that majority of the universities studied were yet to consolidate the library literacy programme offered in their universities. Hence, the provision of information literacy content is yet to be realised in Nigerian universities.

There should be constant evaluation and monitoring of the programme by the regulatory bodies to ensure that the programme is reviewed at the appropriate time and that they also abide to the minimum standard.

For the effective implementation of programme to reflect the current development in research and information sourcing, retrieval and use; collaboration in content development as well as teaching between faculty and library; increasing or splitting the programme content to accommodate first year and higher level undergraduates, the regulatory bodies like Librarians’ Registration Council of Nigeria should ensure constant evaluation of the programme.

The main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.

The working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.

To carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).

Communication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.