Merdeka Belajar curriculum is the brand-new curriculum implemented in Indonesia in response to the low reading literacy of students. Many discussed the features and the implementation of the Merdeka ...Belajar curriculum and claim that implementing the current curriculum is effective in improving students' reading literacy due to its features, such as simpler yet in-depth materials and flexible time for learning outcome accomplishment; however, there is not yet any empirical evidence provided to prove the claim. This descriptive research was undertaken to provide empirical evidence of that claim as the curriculum has just been implemented. Twelve teachers across senior high schools in West Sumatera were willingly involved in this study. The data were collected through a written interview, in which the teachers answered ten relevant questions. Their responses about the implementation of the Merdeka Belajar curriculum were analyzed qualitatively. The findings established new facts that answered the research question from the teachers' point of view. First, compared to the 2013 curriculum implementation, they did not only see the implementation of the Merdeka Belajar curriculum as advantageous but also disadvantageous. Even few of them found it run-of-the-mill. Second, when implementing the current curriculum, the teacher developed strategies to increase students' reading literacy and interest. They began by supplying multiple materials, designing fun but exhaustive learning instructional activities, varying the assessments, and building reading corners with captivating books to read. Third, after a year of implementation, the students' reading literacy tended to stay the same, even though it did improve a little for some students. These were because the teachers still experienced problems regarding curriculum, school, and time. In summary, implementing the Merdeka Belajar curriculum cannot improve students' reading literacy.
To date little is known about factors that might contribute to positive literacy outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in literacy is needed to ...understand why some children with (a risk of) RD can overcome their difficulties in the face of adversity.
This scoping review aims to 1) provide a framework and operationalize study designs and statistical approaches for studying academic resilience; and 2) systematically review empirical evidence for promotive, protective, and skill-enhancing factors involved in resilience in atypical literacy development of children with (a risk of) word-level RD.
The systematic literature search included empirical studies with a focus on compensation in literacy development, including samples of 6- to 16-year-old children with a detectable (risk of) word-level RD. Outcome measures had to include at least one relevant literacy measure.
Analysis of the 22 included studies revealed two main findings: 1) most studies had (very) small sample sizes and thus low statistical power to find relevant effects; 2) study designs and/or statistical analyses used were often insufficient to distinguish between promotive, protective, and skill-enhancing factors. Furthermore, findings point towards underrecognition of evidence for promotive and skill-enhancing factors as well as overinterpretation of the same evidence towards protective effects.
Overall, empirical evidence for protective factors is sparse and at present based on only a few studies. Based on the current findings, we state implications for the field of educational psychology in planning and conducting research into resilience in literacy.
•Literacy research has mostly focused on risk factors and less on resilience.•We conducted a scoping review on resilience and protective factors.•Results show that empirical evidence for protective factors is sparse.•We identified multiple potential cognitive and non-cognitive protective factors.•Future research using sophisticated (statistical) designs is needed.
We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine ...pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.
•Pre-service teachers' beliefs about digital literacy development are investigated in reference to the extant literature.•Pre-service teachers' beliefs reflected digital natives, skill-based, and sociocultural perspectives.•Additional conceptions of digital literacy development were identified (e.g., technology driven).•The contexts within pre-service teachers situate their digital literacy development were further examined.
Research on third space practitioners in higher education has gained traction since the mid-2010s. However, less research has been done on academic literacy practitioners as third space ...practitioners, and their often-marginalised positioning at many South African higher education institutions. This is despite their integral role in student success, and the fact that many South African academic literacy practitioners support the academic literacies development of thousands of students. At the same time, many also negotiate problematic binaries in terms of institutional conceptualisations and positionings of academic literacies development. This article explores how academic literacy practitioners construct their professional identities and manage the complex tensions that are often an inherent part of these professional identities. Using qualitative data, this research explores which institutional structures and cultures surround academic literacy practitioners, and what constraining or enabling effects these have on how they perform their roles and construct their professional identities. The findings highlight that research helps academic literacy practitioners establish a professional identity and legitimise the value of academic literacies development work. Participants also spoke about the importance of communities of practice and collaboration in shaping their professional identities. Although this paper focuses on South Africa, the findings will likely be useful in other contexts where academic literacy practitioners negotiate problematic binaries while trying to construct professional identities.
This study investigated the role of extracurricular reading behavior in the development of reading literacy. Whereas previous research has focused mostly on bivariate relations between one or several ...measures of these two variables, the present study analyzed the role of several reading activities together. Furthermore, it assessed distinct patterns of extracurricular reading behavior composed of traditional print media and new forms of reading on the Internet. Participants were 1226 secondary school students from the Bamberg BiKS longitudinal study. Results confirmed the importance of traditional book reading for the development of reading comprehension and vocabulary. In contrast, online activities such as e-mail or chatting related negatively to reading achievement. Furthermore, students could be classified to five distinct latent classes in terms of their extracurricular reading behavior. The role of reading traditional print media for students' literacy development as well as possible reasons why it cannot be compensated adequately by online reading activities are discussed critically.
•Frequency of e-mail usage is negatively related to vocabulary and reading comprehension.•Online social activities detrimentally affect reading comprehension.•Traditional book reading promotes reading achievement.•Five distinct patterns of extracurricular reading behavior were observed.
The growing pressure for publication in prestigious English-medium journals and scholars’ increasing need to participate international research communities have given rise to the initiatives of ...English for Academic Purposes (EAP) courses or English for Research and Publication Purposes (ERPP) feedback service. Providing such ERPP feedback to students’ research papers brings forward the necessity for EFL teachers, who often give the feedback, to develop ERPP feedback literacy. Given the paucity of research on this topic, the purpose of this study is thus to explore how EFL teachers could develop their ERPP feedback literacy through feedback provision practices. Drawing upon teacher-provided written feedback collected from four EFL teachers over five years (i.e., 2017–2022), semi-structured interviews, and teachers’ verbalizations while giving feedback and stimulated recalls, this multiple-case study shows that through intra- and inter-disciplinary collaborations when giving ERPP feedback, EFL teachers perceived an overall improvement in their ERPP feedback literacy. In particular, they moved beyond targeting feedback to surface-level linguistic errors and developed awareness in disciplinary knowledge construction in ERPP writing. We argue that the intra- and inter-disciplinary collaborations can help develop EFL teachers’ ERPP feedback literacy, and hence strengthen their EAP teacher identity.
•Incorporating multiple and multimodal sources to investigate teachers’ feedback provision practices.•Longitudinally tracing EFL teachers’ ERPP feedback provision practices in an academic writing center.•Unpacking features of EFL teachers’ ERPP feedback.•Highlighting the important role of intra- and inter-disciplinary collaborations in developing EFL teachers’ ERPP feedback literacy.•Shedding light on academic writing center, EAP reform, and EAP teacher development.
Reading presents an unsolved difficulty for children with hearing loss and research on factors influencing their literacy development is very limited. This work aimed to study the influence of home ...literacy environment (HLE) on literacy development of children with hearing loss and explore possible mediating effects of reading interest and parent-child relationship. 112 Chinese children with hearing loss were surveyed for scales of HLE, literacy development, reading interest, and parent-child relationship. Result analysis showed that HLE significantly predicted literacy development of children with hearing loss and this effect was no longer significant after including reading interest and parent-child relationship as variables. Further, HLE significantly predicted reading interest and parent-child relationship, each of which predicted literacy development and played a significant mediating role in HLE’s influence on literacy development. These findings provide educational tips for families of children with hearing loss.
•Compared level and growth of English and Spanish skills of 4-yr-old DLLs.•Examined initial skills in one language to predict later skills in the other language.•Gains in English (not Spanish) w/ ...exposure to English at school and Spanish at home.•Cross-language relationships observed in literacy but not language.
Over 30% of children in the U.S. are dual language learners (DLLs) who are learning two languages. Understanding the development of both languages for young DLL children in early care and education is critical. However, few have simultaneously examined development of skills in both languages for children in preschool. Thus, the purpose of this study was to examine the language and literacy skills among Spanish–English DLL preschoolers and to directly compare change over time in language and literacy skills in both Spanish and English in secondary data analyses of three studies of DLL children. Hierarchical linear model analyses compared acquisition of language skills in English and Spanish in three studies. Using language and time as nesting factors, these models allow for direct contrast of level and rate of acquisition across languages. Results showed that Spanish-English DLL children made gains in their English abilities while being exposed to Spanish at home. Also, gains in English vocabulary skills were observed when children’s Spanish skills were higher than the English skills. Gains in children’s Spanish language abilities were not realized and children’s English language abilities did not appear to support children’s Spanish skills. Cross-language relations were observed in literacy.
PDF
