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Health literacy has gained momentum in the Western world, yet in Europe the concept of health literacy is only marginally integrated in research, policy and practice. The present paper presents how translation may act as an influential factor with regard to integration of the health literacy notion in Europe. This study has compared five data sources that provide translations of health literacy: The European Union's Health Strategy; the translations applied in the European Health Literacy Project; national health expert opinions and Google Translate. The comparison integrated Peter Fawcett's translation techniques as a framework for analysis. The results showed a total of 28 translations: 22 from the European Union Health Strategy; 6 from the HLS-EU project; 17 from experts; 25 from Google Translate. Some countries are consistent in translations of health literacy, other countries diverge, the reasons being that health literacy is not yet mainstreamed and the translations are primarily driven by a latent polarized discourse of the concept of literacy. The study showed that translations in general reveals enriched insights in the cohesion of health literacy as one notion and provides the European Health Literacy Glossary that can inform health professionals, academia and decision-makers to further advance health literacy across Europe.

A recent report from the UN makes the case for "global data literacy" in order to realise the opportunities afforded by the "data revolution". Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed - which we call "data infrastructure literacy". We illustrate this notion with examples of "inventive data practice" from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.

The Brazilian government focuses on the economy, thus national education policy is on the back burner, receiving less financial resources. This increases educational problems. Economic development occurs when information literacy is considered important; however we must consider multiple factors such as human and social development which is the outcome of building knowledge. This paper aims to investigate how information literacy is treated in Brazil by means of an in-depth literature review about this topic in the education and policy field and to discuss the current situation regarding initiatives that stimulate learning and effective citizenship. Afterwards, there is a description of the historical and theoretical aspects of information literacy studies between 2000 and 2013. The article contributes to the elaboration of that topic and it develops the building and dissemination of knowledge around the country.

A recent report from the UN makes the case for "global data literacy" in order to realise the opportunities afforded by the "data revolution". Here and in many other contexts, data literacy is characterised in terms of a combination of numerical, statistical and technical capacities. In this article, we argue for an expansion of the concept to include not just competencies in reading and working with datasets but also the ability to account for, intervene around and participate in the wider socio-technical infrastructures through which data is created, stored and analysed – which we call "data infrastructure literacy". We illustrate this notion with examples of "inventive data practice" from previous and ongoing research on open data, online platforms, data journalism and data activism. Drawing on these perspectives, we argue that data literacy initiatives might cultivate sensibilities not only for data science but also for data sociology, data politics as well as wider public engagement with digital data infrastructures. The proposed notion of data infrastructure literacy is intended to make space for collective inquiry, experimentation, imagination and intervention around data in educational programmes and beyond, including how data infrastructures can be challenged, contested, reshaped and repurposed to align with interests and publics other than those originally intended.

Digital literacy often serves as an 'umbrella' term for a range of distinct educational practices which seek to equip the user to function in digitally rich societies. This article explores two of these practices, information literacy and media literacy and through an examination of their histories and practices proposes a future direction for digital literacy. The article consists of three main sections. Section one considers the history of information literacy. The gradual development and refinement of information literacy is traced through a number of key texts and proclamations. Section two is concerned with media literacy. It is noted that media literacy education evolved in three broad strands with each pursuing differing political ends and utilising different techniques. The three approaches are still evident and differences in contemporary media education practices can be understood through this framework. The final section argues that while media and information literacy offer much there are deficiencies in both: media literacy lacks a full engagement with the nature of digital technology and how digital technology affords users new communicative practices while information literacy has not fully developed a critical approach in the way media literacy has. It is asserted that integrating and strategically revisiting both approaches offers a digitally aware and critically nuanced direction for digital literacy.

The Brazilian government focuses on the economy, thus national education policy is on the back burner, receiving less financial resources. This increases educational problems. Economic development occurs when information literacy is considered important; however we must consider multiple factors such as human and social development which is the outcome of building knowledge. This paper aims to investigate how information literacy is treated in Brazil by means of an in-depth literature review about this topic in the education and policy field and to discuss the current situation regarding initiatives that stimulate learning and effective citizenship. Afterwards, there is a description of the historical and theoretical aspects of information literacy studies between 2000 and 2013. The article contributes to the elaboration of that topic and it develops the building and dissemination of knowledge around the country.

Informationskompetenz ist heute als Begriff , Konzept und praktisches Tätigkeitsfeld von Bibliotheken weltweit etabliert. Entstehung, Verbreitung und Entwicklung von "Informationskompetenz" im deutschsprachigen Raum stehen in engem Zusammenhang mit dem in den USA und international seit den 1980er Jahren diskutierten und praktisch umgesetzten Konzept der "Information Literacy". Auch wenn die beiden Begriffe in der Regel gleichbedeutend verwendet werden, zeigt ein Vergleich der vorwiegend aus englischsprachigen Ländern – insbesondere den USA, Australien und Großbritannien – stammenden Literatur zur Information Literacy mit deutschsprachigen Publikationen zur Informationskompetenz neben zahlreichen Gemeinsamkeiten auch unterschiedliche Tendenzen und Schwerpunkte, die sich einerseits auf die zeitverschobene historische Entwicklung, andererseits auf unterschiedliche bildungs- und berufspolitische, institutionelle und terminologische Rahmenbedingungen zurückführen lassen. Einige dieser Gemeinsamkeiten und Unterschiede werden aus historischer Perspektive sowie mit Blick auf aktuelle inhaltliche Themen und Desiderate näher beleuchtet.

This thesis is about the Albanian public's understanding and awareness of Information Literacy (IL) and the role of libraries in implementing policies, fostering Life Long Learning (LLL), and IL. Our research, carried out through a questionnaire, targets the national level, but for the purpose of this research , was distributed only in Central Albania. The survey has shown, that the government and its ministries, libraries and universities, lack an understanding of the concept and use of IL. There are no national strategies, programmes, seminars or IL courses offered or planned to be offered yet, within the various curricula. The concept is often confused with Information and Communication Technology (ICT), and libraries also lack the right infrastructure to support the development of a global knowledge society. Our findings and conclusions on the current state of IL, as it affects the daily life of Albanians, shed light on the importance of IL in the future development of Albanian citizens. This study wants to promote a national discussion on IL issues and it will be helpful for the ministries, libraries, universities, as well as other governmental institutions, to prepare "A National Action Plan" for Information Literacy and its future in Albania. New library and education strategies and initiatives will be proposed, including the outlining of changes in curricula, support and advancement, in the following document. Information Literacy is urgently needed in Albania. New realities require new skills to navigate, evaluate and use information. Universities, libraries and library associations, collaborating with other institutions, are crucial in assisting all levels of users in using information properly in professional and daily life decisions. ; Magistrsko delo se ukvarja z raziskovanjem informacijske pismenosti (IP) v Albaniji in vlogo knjižnic pri vzpostavljanju in izvajanju politike opismenjevanja in vseživljenjskega učenja. Uporabljena je bila raziskovalna metoda ankete. Cilj raziskave je bil prispevati nacionalno razpravo o vprašanjih IP in koristiti ministrstvom, knjižnicam, univerzam in drugim državnim institucijam pri pripravi nacionalnega akcijskega načrta za IP in njeno prihodnost v Albaniji. Raziskava je pokazala pomanjkanje razumevanja koncepta IP med raznimi akterji od vlade, ministrstev do knjižnic in univerz. Albanija nima nacionalne strategije niti programov in seminarjev na temo magistrskega dela. Sam koncept IP je pogosto zamenjan z konceptom Informacije in komuniciranje. Tudi knjižnice nimajo ustrezne infrastrukture, da bi razvijale znanje v družbi. Naši rezultati in zaključki o trenutnem stanju IP in njenem vplivu na albansko vsakdanje življenje bodo osvetlili pomen IL v prihodnjem razvoju albanske družbe in albanskih državljanov. Predlagamo nove knjižnice in izobraževalne strategije in pobude, vključno s spremembami v učnih načrtih in drugih dokumentih. Informacijska pismenost je nujno potrebna v Albaniji. Nove razmere zahtevajo nova znanja in spretnosti za navigacijo, vrednotiti in uporabljati podatke. Univerze, knjižnice, knjižnična združenja v sodelovanju z drugimi institucijami so ključnega pomena, da bi se državljane usposobilo za ustrezno uporabo informacij v strokovnih in vsakodnevnih življenjskih odločitvah.

The problem of illiteracy has been the object of many studies during recent decades. In Ethiopia, a country which reports one of the lowest literacy rates in Africa, the Yemissrach Dimts Literacy Campaign (YDLC) was started in 1962. Its activities were concentrated to rural areas and directed primarily towards adults. The present study is an evaluation of the Campaign. The investigation was conducted between 1974-1976 with the purpose of describing and analysing Campaign activities, focussing on student achievement, the teaching process, and benefits experienced by participants of the Campaign. Another important objective was to consider the role of the Campaign within a wider socio-economic and political context. The main sample consisted of 466 literacy students in eight different schools from the regions of Wollo, Wollega, Shoa and Gamu Gofa. An additional group of 66 adult villagers also took part in the interview studies. In addition to the interviews, researchers' methodology included achievement testing and classroom observations. The results of our study indicate that students became literate after one to two years at the literacy school. However, individual participants stated that they had not experienced substantial benefits arising from their literacy skills. When students were taught to read in Amharic campaign teachers used a combination of synthetic and analytic methods. The influence of traditional reading methods was clearly visible. Motivation for sending children to school appeared fairly strong, but adults declared that it was seldom possible for themselves to attend school; Contrary to what one might expect traditional values did not seem to be the reason for this. In the case of women and girls, however, tradition was probably a major obstacle. YDLC as an educative phenomenon is also discussed in an overall development perspective. A critical appraisal of evaluative strategies for development programmes in included. ; digitalisering@umu

International comparisons of levels of literacy have in some countries been interpreted as an indication of a prevailing literacy crisis that demands political actions to avoid negative impact on national competitiveness, democracy, and coherence. Special attention is focused in the Danish crisis discourse on literacy as a reading competence and on migrants who, in particular, have become symbols of the crisis. In this article, the values and beliefs embedded in the political actions taken in the wake of the literacy crisis are analysed and the implications of the functionally based discursive construction of the literacy crisis for migrants are discussed. Based on an understanding of literacies as historically situated practices and value systems it is argued that the construction of the Danish literacy crisis can be seen as an ideological phenomenon aimed at changing pedagogical and educational values and practices. In addition, the specific construction of the literacy crisis leads to an increased pressure on migrants to adjust and adapt to a monolingual standard of literacy, and to certain valued literacy practices. ; peerReviewed

Digital literacy often serves as an 'umbrella' term for a range of distinct educational practices which seek to equip the user to function in digitally rich societies. This article explores two of these practices, information literacy and media literacy and through an examination of their histories and practices proposes a future direction for digital literacy. The article consists of three main sections. Section one considers the history of information literacy. The gradual development and refinement of information literacy is traced through a number of key texts and proclamations. Section two is concerned with media literacy. It is noted that media literacy education evolved in three broad strands with each pursuing differing political ends and utilising different techniques. The three approaches are still evident and differences in contemporary media education practices can be understood through this framework. The final section argues that while media and information literacy offer much there are deficiencies in both: media literacy lacks a full engagement with the nature of digital technology and how digital technology affords users new communicative practices while information literacy has not fully developed a critical approach in the way media literacy has. It is asserted that integrating and strategically revisiting both approaches offers a digitally aware and critically nuanced direction for digital literacy.

Information literacy is a set of competencies such as how to find, use and evaluate information effectively. Information literate people is people who know when they need information, and able to identify, locate, evaluate, organize, and use information effectively to address and help resolve personal, job-related, or broader social issues and problems. In 2013, UNESCO reported the rate of adult literacy among several countries in Asia. It is likely that the adult literacy rate had growth 5% in 2015. However, the current body of literature has shown a dramatic increase in those percentages. Nowadays, information literacy instruction has been adopted in many contexts (health, environmental, education, politic, etc) and the condition of people in rural communities less literate than the urban communities. The aim of this paper was to discuss the appropriate model of information literacy in rural communities. This study assists them to use information in regard to environmental problems, increase their economic value, and rise up their social welfare. This study is based on action research approach. Results showed that information literacy model facilitates improvements in the social welfare through collaboration between community and government along students' participations. The study suggests that collaboration in social welfare is very important and the application of information literacy can help the society to minimize the knowledge gap for their environmental problem-solving and sustainability.

Energy plays an important role in everyday activities, whether at a personal, institutional, corporate or social level. In this context, an informed or literate public is critical for the longterm conservation, management, pricing and use of increasingly scarce energy resources. A series of surveys were used to probe the literacy of Canadians with regard to energy issues ranging from relative ranking and importance of energy compared to other national issues, preference for various fuel types and willingness to pay for offsetting environmental impacts from energy generation. In addition, they were asked how Canada's government should prioritize national energy independence over trade, even if ultimately reducing imports might impact national economic health. The survey revealed that Canadians have a good general knowledge of energy use and relative cost but lack detailed knowledge about sources of energy fuels, as well as sources and linkages with environmental impacts. However, an overwhelming majority of respondents indicated they were concerned about environmental issues; most seemed to direct that concern towards fuels such as coal and nuclear power where support was low compared to a relatively unconcerned view about the often substantial environmental effects of hydro dams or wind farms. Canadians say they have been willing to make adjustments to their own energy-consumption habits, to save money and conserve energy. Further, respondents generally expressed a willingness to pay a surcharge on monthly utility bills, if it would help mitigate the environmental impact of energy generation. There were limits to this view. Support for extra charges falls off rapidly as the costs go up; drivers showed themselves highly resistant to switching their commute to transit, even despite rising gas prices; and respondents were less enthusiastic to the idea of installing home solar panels or switching to electric cars, even when offered a subsidy to do so. In spite of some limitations regarding overall energy literacy, Canadians are also highly skeptical about the information they do get from virtually every stakeholder in the energy arena. In terms of trust and confidence, overall, respondents said they were more willing to listen to academics and economic experts; only a small majority was willing to fully trust those information sources at even low levels. In this serious topic area, respondents indicated they could not trust the credibility of environmental groups, and considered the oil and gas industry and governments by far the least trustworthy sources of information. Finally, in terms of future policy development, most cite the importance of Canada's energytrading relationship with the United States, but believe it is too dominant, and should diminish, with more effort focused on opening up new export markets elsewhere.

The following syllabus is for a course on "social movement literacy†(SML). The course is currently being taught at Grateford State Prison (just outside of Philadelphia). The basic purpose of SML is to help educate students on how to properly read and understand the nature and function of social movements. SML is not reducible to learning about a handful of specific social movements; instead, SML establishes core skills and knowledges that enable people to recognize, discuss, perhaps participate in and, if need be, intelligently critique, the ideologies, political motivations, and tactics of social movements.

Research over the last few decades has supported the contention that 'there are different literacy practices in different domains of social life ….[and] these change over time' (Hamilton, Tett, & Crowther, 2012, p.3). In this article, the authors use 'political literacy', as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire's thinking in the black consciousness (BC) movement in South Africa during the 1970s, the authors consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a 'political class' currently run in the community. They found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the 'political class' leaned towards what Freire termed the authoritarian left. (DIPF/Orig.)