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This article draws on the ideas of Anderson (1991) in discussing the role played by the National Literacy Crusade of 1980 in imagining the Nicaraguan nation. As the article demonstrates, the National Literacy Crusade had the potential to create a sense of communion with a mass of anonymous others that is, according to Anderson, the hallmark of modern nations. At the same time, it was also a project that sought to foster a particular national identity centred around the anti–imperialist and socialist nationalism of the Sandinista National Liberation Front.

This research documents the background to the development of media literacy as a matter of public policy, both within the European Union and internationally, and examines considerations that may be important in the emerging Irish debate on media literacy.

This paper focuses on one of the potential benefits to improving the Nation's literacy the economic payoffs. A more literate workforce provides economic benefits to the members of the workforce themselves, to employers, and to society. Workers who improve their basic skills through participation in workplace literacy programs should be more productive and hence earn higher wages and have greater job security. Employers with more productive workers will be more competitive in their industries and will be more profitable. Society gains by having a more productive and stable economy, by having more individuals employed with higher earnings and thus paying more in taxes, and by having fewer individuals unemployed who would otherwise be drawing transfer income from the government. The key nexus in the argument that workplace literacy engenders significant economic benefits is that a more literate worker will be more productive on the job. Were that not the case, the economic benefits to workplace literacy programs would all but evaporate. Whereas literacy advocates would easily accept the notion that more literate workers are more productive, the evidence is far from clear. In fact, the status quo provides a strong counterargument. The business sector is characterized by a very low incidence of workplace literacy programs despite the fact that there is a substantial need, as measured by the percentage of the workforce who are deficient to some extent in basic skills (see Hollenbeck 1993). It can be legitimately asked why, if workplace literacy programs are so beneficial economically, is there such a paucity of programs? Why haven't more employers increased their profits by adopting such programs? This paper presents findings that suggest that there are substantial productivity payoffs to workplace literacy programs. The answer to the question as to why there is such a low incidence of programs is that there must be market failures such as inaccessible capital, lack of information, or uncertainty about costs or payoffs that are dampening more widescale adoption of programs. In the next section of the paper, I review prior literature on the economic payoffs to workplace literacy programs and suggest a model for determining their payoffs. The third section describes the data that I use to analyze the issue, which come from two national surveys of individuals. The fourth, fifth, and sixth sections of the paper present my empirical findings. In the fourth section, I analyze participation in workplace literacy programs the characteristics of the individuals who participate. The fifth section presents tabular analyses of program characteristics as reported by the participants and in the sixth section, I analyze the economic benefits to workers from participation. The final section presents conclusions.

Examining the Literacy within Numeracy to Provide Access to the Curriculum for AllIntroduction; Numeracy and Mathematics; Vocabulary and Mathematical Knowledge; Literacy and Early Numeracy; Numeracy as an Enabler of Inclusive Practice; Numeracy within and across Curricula and Education; Enhancing Access to the Curriculum through Numeracy; Personalising Learning through Numeracy; Conclusion; References; Leadership Approaches to Inclusive Education: Learning from an Irish Longitudinal Study; Introduction; The Irish Educational Context; International Perspectives on Inclusive Education

"Data is the new soil" ("Daten sind der neue Boden"). Daten sind heute im Zuge der Digitalisierung zu einem wesentlichen Element für Innovation und nachhaltiges Wachstum geworden. Wir sind an einem Punkt angelangt, an dem ohne digitale Daten nicht nur Wirtschaft, Politik und Wissenschaft, sondern auch Teile der Gesellschaft zum Stillstand kommen würden. Die fortschreitende Datafizierung erfordert für eine aktive Teilnahme am gesellschaftlichen und wissenschaftlichen Leben, die Fähigkeit zum selbstbestimmten, sozial verantwortlichen und kompetenten Umgang mit Daten. Der Zugang zu Daten, die technischen Möglichkeiten des Umgangs mit ihnen und Data Literacy sind notwendige Voraussetzungen und bilden die Basis für Wissenschaft, Forschung und Innovation. Data Literacy, als kompetenter Umgang mit Daten, muss daher in Bildungseinrichtungen, in Wissenschaft und Forschung und insbesondere an Hochschulen vermittelt werden. Das Projekt data.RWTH der RWTH Aachen University nimmt sich der Herausforderung an, Data Literacy an die Studierenden aller Fakultäten und Disziplinen zu vermitteln. ; "Data is the new soil". Today, in the course of digitalisation, data has become an essential element for innovation and sustainable growth. We have reached a point where without digital data, not only the economy, politics and science, but also aspects of society would grind to a halt. The progressive datafication requires for an active participation in social and scientific life, the ability to deal with data in a self-determined, socially responsible and competent way. Access to data, the technical possibilities of handling it and data literacy are necessary prerequisites and form the basis for science, research and innovation. Data literacy, as the competent handling of data, must therefore be taught in educational institutions, in science and research and especially at universities. The data.RWTH project at RWTH Aachen University takes on the challenge of teaching data skills to students from all faculties and disciplines.

Political aspects of the 1980 literacy crusade and the current adult education program.

Without a doubt, one of the main characteristics of the past thirty years is the exponential development and use of the new technologies in our daily life. Henceforth, the digital technologies and Social Medias start to occupy an important place in the educative and social politics in the modern societies. The postmodernity is already affected by our traces that we leave during our navigation on the Web. Since then, new concepts came into existence. Digital Literacy, Digital Citizenship and ICTs, all these appellations, among others, have started to occupy the hardcore of researches of specialists who are trying to analyze in depth the role and the place of the new technologies in our daily life. The purpose of this article is, first of all, to define the Digital Literacy and its changing and unstable nature. Then, our key-question we will to discuss the implications and uses of new technologies in contemporary teaching / learning processes, especially in these conditions due of Covid-19. Finally, we will demonstrate the impact of Digital Literacy on Digital Citizenship.

In the burst of conscientious attention to the needs of society that appears to seize academics whenever the supply of students threatens their bread and butter, any discoveries about the usefulness of what they claim to know arouse a special interest. Would it not resolve many of the conflicts of today if the population at large were educated to the point of "political literacy"? A group of people in British public life have thought so and have published a report. Minogue however sets about this report with a profound scepticism and a deft and witty touch; his commentary, in which he predicts that the report will merely make of schools and universities "a breeding ground for quarrelsome bores," is almost unfailingly quotable. He dismantles the doubletalk that endows such terms as 'neutrality,' activity,' and 'deference' with quite arbitrary merits and demerits, and castigates the report for its blindness to what it is feasible to teach and what is not. The context of his remarks is the current political scene in Great Britain; but their applicability to the proper treatment of cant in higher education, like the incidence of that phenomenon itself, is universal.

Health literacy can be defined as the knowledge, motivation and competence to access, understand, appraise and apply information to make decisions in terms of healthcare, disease prevention and health promotion. Health literacy is a European public health challenge that has to be taken seriously by policy-makers. It constitutes an emerging field for policy, research and practice. However, recent research has shown that health literacy advancement is still at its infancy in Europe, as reflected in the scarce scientific health literacy literature published by European authors. From a total of 569 articles published until 2011 on this subject, the first author of only 15% of them is from Europe. This article conveys recommendations of different European stakeholders on how to accelerate the health literacy agenda in Europe. A general introduction on the current status of health literacy is provided, followed by two cases applying health literacy in the areas of prevention of communicable diseases and promotion of digital health. The current EU strategies integrating health literacy are listed, followed by examples of challenges threatening the further development of health literacy in Europe. Recommendations as to how European stakeholders involved in research, policy, practice and education can promote health literacy are given. It is vital that the European Commission as well as European Union Member States take the necessary steps to increase health literacy at individual, organizational, community, regional and national levels.

The National Council for the Social Studies (NCSS) has called for the development of a media literacy framework that goes beyond content analysis into investigating media forms. The M.I.T.S. framework, which stands for main ideas, images, text, and sounds, is inspired by the conceptual work of Marshall McLuhan (1964) and other media ecologists, who recognize screen media tends to generate different sensory responses from audiences when compared to print. The framework encourages students to carefully analyze the various aspects of screen media by isolating each dimension and examining it separately. The goal of the analysis is to foster students' awareness of how screen technology may evoke unique responses compared to print by playing upon different sensory perceptions. Ultimately, this can facilitate students taking a more critical perspective toward screen media and the various persuasive devices they regularly encounter. Recent political commercials are used to introduce the framework. Extensions and other practical concerns for implementation are also discussed.

The concept of financial literacy is gaining importance across the globe to achieve financial wellbeing. The governments worldwide are involved in finding effective approaches to enhance the financial literacy level for reducing poverty and sustainable development. The review of literature clearly depicts a lower level of financial literacy across the globe is low. Further, the demographics factors influence the level of financial literacy of an individual. Hence, an attempt has been made to study the impact of demographic factors like age, gender, caste, marital status, education level, profession, income level, saving percentage, family size and number of dependants on financial literacy has been analysed using Chi-square test. A sample of 385 is collected using Multistage Random Sampling Method from north part of Karnataka, India to achieve the objectives of the study. It is concluded that the demographic factors like education level, profession, income level, saving percentage, family size have an association with the level of financial literacy.

What is media literacy? -- Why are media important? -- How do search engines work? -- How do people get the news? -- What is the difference between advertising, public relations, and propaganda? -- Why are we attracted to characters and stories? -- Why do people prefer different kinds of music, movies, and TV shows? -- Who decides what makes media "good"? -- How do people decide who and what to trust? -- How do media companies make money? -- Is social media free? -- Why do people worry about stereotypes? -- Is my brother addicted to media? -- How do people become media literate?

Die vorliegende Arbeit diskutiert "Literacy" im Kontext des Deutschlernens in Taiwan, um zu erklären, wie die Kompetenz einer kriti- schen interkulturellen Kommunikation erzielt werden kann. Aus dem Anglo- Amerikanischen stammend und im Deutschen als pädagogischer Fach- und Sammelbegriff für Lese-, Erzähl- und Schrift- kultur geltend, werden dabei im Vergleich zum herkömmlichen Deutschlernen (Lese-, Hör-, Schreib- und Sprech-Verständnis) vor allem die aktive Politik, aktuelle Wirtschaft, pulsie- rende Gesellschaft und der neueste Stand der Wissenschaft, oder gar die hohe Kunst der sprachlichen Abstraktionsfähigkeit vermittelt. Literacy ist in diesem Sinne nach Gee (1991) mit den Sekundärdiskursen identisch, die im Deutschcurriculum durch inhaltlich- orientierte und Genre-basierende Hand- lungen mit einer soziokulturellen Perspektive vermittelt werden. Eine gerade- zu perfekte Möglichkeit, die Sprache als Kultur (Kramsch 1995)im dritten Bereich (Kramsch 2009) zwischen dem Eigenen und dem Fremden kritisch interkulturell zu betrachten, und eine Verpflichtung, die Identität des Deutschlernens in Taiwan anhand von Literacy neu zu durchdenken.

Mobile communication has become an important part of everyday life in Senegal, and text messages have turned out to be highly multilingual. So far Senegalese language policy has supported the use of the official language, French, in education and in writing in general, while the majority language, Wolof, has dominated the oral sphere. As SMS texts tend to include use of Wolof and other African languages as well as French, the question is whether texting will pave the way for African language literacy practices. The aim of this article is to study texting's potential impact on the status of African languages as written languages through the investigation of SMS messages written and received by fifteen students from Dakar. Ethnographic tools have been used to collect text messages in Wolof, Fulfulde and French, as well as English, Spanish and Arabic, and also data on the context of communication and on the writers' and receivers' interpretations of the use of different languages. The analysis shows that African languages are given different roles and values in texting, being used in monolingual messages, in functional codeswitching and in mixed code messages.