The paper is dedicated to issues of creativity within several models with a special focus on the Piirto model of creativity. Creativity and innovation are seen as a fundamental competence that ...enables participation in all forms of social life and work. Creativity in the service of man means being able to solve problems in environments that are becoming increasingly complex. Creativity as such requires a certain degree of literacy. The Piirto model offers a conceptual framework for understanding talent and/or creativity. The model can serve as a framework for interpreting functional literacy that emphasizes the role of family environment, culture and community, school, gender identity, and the factors of chance, ie happiness. In this paper, we will offer the basic starting points of the Piirto model of talent development, and try to interpret this model as a framework in understanding functional literacy.
International Literacy Day (ILD) has been celebrated on 8 September every year since 1967. The theme for ILD 2023 was Promoting literacy for a world in transition: Building the foundation for ...sustainable and peaceful societies. The theme for the 2023 Australian Council of Adult Literacy (ACAL) Conference, held in Adelaide on 7-8 September, was Dynamic dialogues, vibrant literacies: Reflect, connect, grow. At the conference, ACAL President Jo Medlin melded both themes in a speech that explicated four points of advocacy for adult literacy. In doing so, she presented the audience with practical ways to take part in this advocacy. We are grateful to Jo and ACAL for permission to reprint the speech here, so that readers of Fine Print can contribute to this advocacy.
One of the ironic facts that existed in our society is functional illiteracy. It does not mean that people cannot read or write. People know how to read and write but are unable to understand the ...meaning of a text they read. Thus, this research was held to answer the question of “How can students’ awareness of functional literacy be improved?†This research applied a classroom action research. The results showed that functional literacy was not working due to several reasons such as the students’ ignorance of the surroundings, misunderstanding of the instructions, and lacking reading comprehension and language mastery. Students’ awareness of functional literacy was improved by implementing regular instructional announcements and reminders. The functional literacy which was also measured from the students’ reading comprehension increased from the pre-test, which was 34.09, to 63.17 on the 1st cycle and 69.69 on the 2nd cycle. It can be concluded that functional literacy requires practice and habituation. Students reading comprehension and language mastery are the other matters to be considered in the success of functional literacy. The last, habituation that is directly related to daily life needs sustainable practices, not only in the classroom but also outside in order to become a habit and they can live well in the society.
Purpose. The article is devoted to the topic of formation functional literacy of secondary school students which is relevant in modern sociocultural conditions. The subject of analysis is the most ...effective methods and technologies of formation the students’ functional literacy. The author aims to present the main directions of management of the formation and assessment of functional literacy at the regional level (on the example of the Samara region).
Methods and methodology of the work. The research is based on the cognitive paradigm of education. The basis of the research is the cognitive approach and the corresponding principles of humanity and socio-consciousness.
Results. The results of the work are that the management of the formation and assessment of functional literacy at the regional level (on the example of the Samara region) is based on the coordinative actions of head of the educational organization, teachers, parents, as well as student’s psychological readiness to form functional literacy. The author makes the assumption that it is necessary to develop methodology and tools for the formation and development of criteria for assessing students’ functional literacy.
Practical implementations. The results of the study can be applied in the field of basic general and secondary general education.
Literacy competence becomes a fundamental need for students to support their learning process at school. Likewise, the contribution of functional literacy is very important in living a social life ...and communicating in the current 4.0 era effectively. This article aimed to describe the form of functional literacy and the obstacles in the implementation of functional literacy program in junior high schools in Yogyakarta. This article used library research and direct observation of the implementation of functional literacy in schools as the research method. The results of the study showed that, first, functional literacy program implemented in schools was still merely accustomed to reading and writing. Schools, in general, have made literacy programs such as reading posts, library visits, work exhibitions, meaningful writing, writing as a response, writing exhibitions, and creative and academic writing. However, the implementation of functional literacy towards the development, learning, and functional needs of students has not been planned and implemented optimally. Second, the constraints on the implementation of functional literacy came from the students and the schools. In addition to the students' lack of motivation, feeling unfocused, tired, and bored also hindered the effectivity of literacy program implementation. The constraints stemming from schools included the lack of budget for literacy programs, the lack of time allocation and new reference sources, and no collaboration between school members in the implementation of literacy programs. The literacy programs were implemented using top-down approach, and have not yet referred to the basic functional needs of students.
Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional ...illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community's development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.
Perception has the important role in determining the worldview and impacts significantly, including on the functional literacy programs. The aim of this study is to reveal the perception of the ...illiterate in functional literacy programs. This research uses the qualitative approach with the type of phenomenology research. The research was conducted in Kadur Sub-district, Pamekasan Regency. The informants used were 6 persons who were illiterate in the functional literacy program. Data collection techniques use in-depth interviews and documentation studies. Analysis of this research data using Miles and Huberman model. The results of the study show several peceptions that formed in the functional literacy programs. Based on the research, it can be concluded that illiterate people perceive the functional literacy program as a place of fulfilment of desire, including the desire to get reward, acknowledgement, and appreciation of figure. As a place of fulfilment of needs, including the need to socialize, facing the times, empowered, and worship. The benefits of this research can be used for literacy education practitioners to improve the quality of the program by accommodating the wishes and needs of the learning community
The authors investigate the problem of the formation of readiness of future language teachers to design educational situations that foster value orientations in schoolchildren. A complex semiotic ...structure – creolized text – was chosen as a tool for constructing such educational situations. The authors continue to study the educational potential of film fragments – creolized texts – used as a didactic means of teaching to make detailed utterances, as well as a model for improving students’ speech. The purpose of the study is to substantiate possibility of using classical works of Russian cinematography in teaching philology students, as well as of using a specialized case study of educational situations for a language teacher capable of developing reading skills and forming educational actions of schoolchildren. Among the specific research objectives, the authors consider the determination of the educational potential of using creolized texts in the process of professional training of future teachers of the Russian language, the analysis of how schoolchildren perceive the screen adaptations of the Russian literature. The research was carried out based on theoretical research method and experimental work in order to test the hypothesis about the effectiveness of the use of creolized texts in the linguo-methodological training of philology students. As a result, we justify the idea of including the method of focused attention into the classification of communicative methods of teaching reading.
Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system ...develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? The present research aimed to explore how students in today's schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
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