The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective ...possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution‐focused research in which the resistance is to be overcome, co‐opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures.
The text aims at measuring digital literacy among teachers of the third stage of education in Poland (lower secondary schools). The study was commissioned by the Ministry of National Education and ...was conducted in 2018 in Poland, and involved a group of 484 teachers. The goal of the research was to present the teachers' knowledge and skills related to digital threats in the areas of the assessment of the reliability of information, sexting, cyberbullying, intellectual property rights, the protection of online images, and protection against malware. Digital literacy (DL) was measured using a knowledge and competence test and a diagnostic survey. The ability to enter the LLL process thanks to the ongoing advancement of ICT increases the online safety of all of the school-related stakeholders. A detailed analysis of the results also revealed that the teachers obtained good results in the test in terms of their knowledge about sexting and image protection but scored poorly regarding copyright and the assessment of the reliability of online information; male teachers know more about the technical aspects of digital safety than female teachers; trainees need particular support in the form of informal and non-formal education.
The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of ...their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhanced opportunities for the student to explore and make visible complex and facets of his life and identity, particularly as they relate to difficult past experiences.
The author explores the possibilities that posthumanist thinking offers for amplifying our understanding of multimodality in children's literacies in school and beyond. Drawing on data from a ...five‐month case study on the multimodal literacy practices of six fifth‐grade students across home, community, and school settings, the author focuses on one 10‐year‐old student. The author uses the student's engagement with graphic novels as a starting place for considering what students’ entanglements with multimodal literacies beyond the classroom can teach us about multimodality in classrooms. The author first discusses multimodality as it is typically framed and then puts this framing into conversation with posthumanist perspectives on literacy learning to open up considerations of what counts as multimodality. Finally, the author discusses ways that thinking with posthumanist concepts such as affect, embodiment, relationship, movement, and place can enhance both multimodal literacy instruction and students’ engagement with literacy.
Artificial intelligence (AI) is increasingly used in health care. Understanding the factors associated with attitudes toward AI-assisted medical consultations is necessary. This study investigated ...the associations of health literacy, digital literacy, perceived distrust, and efficiency of AI with attitudes toward AI-assisted medical consultations by using a sample of the general population in Taiwan. Data were collected through an online survey between July and September 2020. A health literacy scale comprising three dimensions (health care, disease prevention, and health promotion) and a digital literacy scale were employed. Path analysis was performed to identify direct and indirect associations between health literacy and digital literacy, perceived distrust, the efficiency of AI, and attitudes toward AI-assisted medical consultations. In total, 1363 respondents completed the questionnaire. Two health literacy dimensions were directly associated with attitudes toward AI-assisted medical consultations, and the association was mediated by perceived distrust and the efficiency of AI. The association between digital literacy and attitudes toward AI-assisted medical consultations was fully mediated by perceived distrust of AI and its efficiency. Emotional perceptions are essential in the association between digital literacy and attitudes toward AI-assisted medical consultations. These results highlight the importance of subjective evaluations of AI used in doctor-patient interactions.
•Health literacy may directly and positively affect attitudes toward AI-assisted medical consultation.•Perceived distrust of AI is an essential factor between literacy and attitudes toward AI-assisted medical consultation.•Perceived efficiency of AI is an essential factor between literacy with attitudes toward AI-assisted medical consultation.
Lifelong learning is an established concept in international education, with the discourse surrounding it implying that it is globally relevant. Nevertheless, lifelong learning takes place in ...specific local contexts in which features such as language, location and content are distinctive. This raises the question: How is an understanding of the global concept of lifelong learning enriched by a study of such learning in the Global South? This article examines the circumstances surrounding local language literacy in Africa, and suggests that the associated literacy practices help us to refine the concept of lifelong learning. The data for this article are taken from interviews the authors conducted in Ethiopia, Kenya, Cameroon, Ghana and Burkina Faso with 95 adults who had completed local-language literacy instruction within the previous 20 years and who were asked to identify the changes in their lives that had come about after learning to read, write and calculate in their own language. The study provides compelling evidence that lifelong learning has a local reality separate from the global discourse. It contributes to understandings of lifelong learning, demonstrating that once people learn to read in their own language, their literacy skills continue to serve them for engaging in new, literacy-based learning throughout the rest of their lives. Important knowledge from outside of the local community also becomes accessible to them, contributing further to lifelong learning. Thus Northern institutions committed to expanding the lifelong learning options of adults in the Global South must recognise that lifelong learning is significantly enhanced by local-language literacy programming and publication. Savoir local, savoir mondial: influence de l'alphabétisation en langues locales sur l'apprentissage tout au long de la vie dans les contextes ruraux d'Afrique - L'apprentissage tout au long de la vie est un concept bien établi dans l'enseignement international, et le discours sur le sujet sous-entend qu'il est applicable à l'échelle mondiale. Il a cependant lieu dans des contextes locaux spécifiques aux caractéristiques distinctes telles que langue, site et contenu. Ce fait soulève la question suivante : Dans quelle mesure une interprétation du concept mondial d'apprentissage tout au long de la vie peut être enrichi par une étude menée sur ce concept dans l'hémisphère Sud ? Les auteurs de cet article examinent les circonstances de l'alphabétisation en langues locales en Afrique et avancent que les pratiques de l'écrit associées nous aident à affiner le concept d'apprentissage tout au long de la vie. Les données collectées pour cet article proviennent d'interviews menées par les auteurs dans plusieurs pays (Ethiopie, Kenya, Cameroun, Ghana et Burkina Faso) avec 95 adultes ayant achevé au cours des 20 dernières années un programme d'alphabétisation en langue locale. Ils ont été priés de définir les changements intervenus dans leur vie après leur apprentissage de la lecture, de l'écriture et du calcul dans leur langue. L'étude fournit des preuves convaincantes que l'apprentissage tout au long de la vie connaît une réalité locale distincte du discours mondial. Elle contribue à élaborer des interprétations de l'apprentissage tout au long de la vie en démontrant que lorsque les individus apprennent à lire dans leur langue, leurs compétences lettrées continuent à leur être utiles leur vie durant pour entamer de nouveaux apprentissages à partir de ces bases. Ils accèdent en outre à des informations importantes provenant de l'extérieur de la communauté locale, ce qui contribue également à l'apprentissage tout au long de la vie. Les institutions de l'hémisphère Nord consacrées à multiplier les opportunités d'apprentissage tout au long de la vie pour adultes dans l'hémisphère Sud doivent par conséquent reconnaître que cette forme d'apprentissage est considérablement valorisée par une programmation de l'alphabétisation en langues locales ainsi que par un travail de publication afférent.
The potential benefit of using technology to increase patients' engagement in their health care rests on the assumption that patients have access to the Internet and devices, and also possess the ...skills to use both. The definition of literacy changes as new technologies emerge (Leu, Kinzer, Coiro, Castek, & Henry, 2013); however, regardless of the technology used, whether ink and paper or pixels and screens, being literate involves decoding and comprehending words as well as understanding and interpreting the world (Friere & Macedo, 1987). ...to be literate requires individuals to be able to make sense of texts across a variety of media and then apply that to their daily lives. Access to broadband Internet service is so critical that the American Medical Informatics Association (2017) urged the Federal Communications Commission to “consider access to broadband among the social determinants of health when developing future policies and programs” (para 1). ...the increased dependence on technology in the realm of health creates a barrier to care for those who have limited Internet access or low digital literacy skills, which threatens to add another layer of disparity.
Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few ...validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self‐efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32‐item self‐reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first‐ and second‐order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four‐factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notes What is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.
Despite acknowledgment that language-minority children come from a wide variety of home language backgrounds and have a wide range of proficiency in their first (L1) and second (L2) languages, it is ...unknown whether differences across language-minority children in relative and absolute levels of proficiency in L1 and L2 predict subsequent development of literacy-related skills. The purpose of this study was to identify subgroups of language-minority children and evaluate whether differences in level and rate of growth of early literacy skills differed across subgroups. Five-hundred and twenty-six children completed measures of Spanish and English language and early literacy skills at the beginning, middle, and end of the preschool year. Latent growth models indicated that children's early literacy skills were increasing over the course of the preschool year. Latent profile analysis indicated that language-minority children could be classified into nine distinct groups, each with unique patterns of absolute and relative levels of proficiency in L1 and L2. Results of three-step mixture models indicated that profiles were closely associated with level of early literacy skills at the beginning of the preschool year. Initial level of early literacy skills was positively associated with growth in code-related skills (i.e., print knowledge, phonological awareness) and inversely associated with growth in language skills. These findings suggest that language-minority children are a diverse group with regard to their L1 and L2 proficiencies and that growth in early literacy skills is most associated with level of proficiency in the same language.
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