Suchergebnisse

Purpose
This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation.


Design/methodology/approach
The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022.


Findings
The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates.


Originality/value
First, this study provides a more complete, more reliable and more current assessment of the graduation requirement's presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.

The advent of a democratic dispensation in South Africa in 1994 officially made it possible for historically disadvantaged groups, Black students in particular, to gain access to higher education at historically White universities. These universities, however, use English for teaching and learning, a second language to the majority of these students. Moreover, such students are products of Bantu Education, a tool used by the apartheid government to ensure that they leave secondary school with poor English skills. Both these factors constitute an obstacle to the students' capacity to handle the demands of university education in English. South African universities have responded to this challenge by introducing academic language programmes to help the students bridge the language gap between high school and university education. Most of these programmes mainly focus on the teaching of reading, writing and thinking in English, a combination of skills known as academic literacy in the South African higher education context. This study explores the validity of a test of academic literacy used for summative assessment at a university of technology. Evidence suggests that the test possessed an acceptable degree of validity.

This dissertation follows career-oriented college women over the course of their education in liberal arts programs and seeks to explain why so many of them, in departure from original plans of combining work and marriage, married and became full-time mothers. Using diaries, personal correspondences, and student publications, in conjunction with works from the social sciences, philosophy, and literature, I argue that these women's experiences need to be understood in the context of cultural conflicts over the definition of class, status, and national identity. Mid twentieth-century college women, I propose, began their education at a moment when the convergence of long-contested developments turned campuses into battlegrounds over the definition of the values of an expanding middle class. Social leadership positions came within reach of new ethnic and religious groups at the same time that changes in the dating behavior of educated youth accelerated. Combined, these trends fed anxieties about a loss of cultural cohesion and national unity. In the interest of social stability, educators and public commentators tried to turn college women into brokers of cultural norms who would, as wives, socialize a heterogeneous population of men to traditional mores and values. This interest of the state to hold educated female youth accountable for the reproduction of a homogenous culture then merged with the desire of gender conservative students to legitimate their own identity in the face of challengers. In encounters with peers, women who aspired to professional careers and academic success learned that their gender performance disqualified them as members of an educated elite. Suffering severe blows to their self-esteem as a result of what I call "sex and gender baiting," they reformulated their goals for their postgraduate futures. Drawing on expressions of shame and fear in diaries and letters, I show through women's own voices the severity of the personal conflicts gender non-conformists experienced, offer insights into the relationship between historical actors and cultural discourses, and illustrate how the personal and the intimate shape the public and the political.

This paper reports the results of analysing desk-based data on organisational support for high performance athletes to develop their financial literacy and self-management skills when transitioning out of sport. There are two research questions: (1) Do sport organisations provide support schemes or other interventions such that high-performance athletes develop their financial literacy and self-management skills? and (2) Do sport organisations provide financial support schemes for high-performance athletes' retirements? If so, what do they involve? Desk-based data collection was applied to 23 sporting organisations; these comprised 21 national organisations representing 19 countries, the International Olympic Committee (IOC) and the Oceanic National Olympic Committee (ONOC). Fifteen of the 23 organisations, representing 14 countries, provided some support or interventions on financial planning and self-management within their career assistance programmes. The findings also indicate that most organisations in 17 different countries did not provide any financial support for athletes' retirements. While a number of sport organisations have developed appropriate interventions to assist high-performance athletes to develop financial literacy and self-management skills, such schemes appear only to be provided to high-performance athletes who have competed at the highest level e.g., Olympics, world championships, etc. Support for athletes at lower levels should also be developed and delivered by national governments, or by national sport organisations.

Critical Information Literacy does not dispense with teaching 'rules' (of grammar, citation, research, writing, etc.), but also places these elements within larger frameworks of critical dialogue, creative thinking and learning, and political and historical inquiry. All of these elements together empower students far more than a mastering of the rules and techniques of research. "Research and Documentation for the Information Age" is the critical information literacy course currently offered by the Library department at New York City College of Technology. With the luxury of three credits, we emphasize integration of library skills into all facets of assignments rather than presenting them as discrete competencies to be mastered and measured. Students come away not only with the ability to succeed in the world, but also with an ability to better understand their world's origins, structures, and functions, and with a clearer idea of how those structures are contingent and open to challenge. In other words, critical information literacy enables students to believe that they have the ability to change that world.

Lolita: A name that conjures up images of preadolescent allure and perversion. The Lolita look has become a main stay not only of movies, books, and magazines but also of advertising, particularly fashion advertising. In this brief study, Galician's model for media literacy is applied to four illustrative fashion advertisements. The sexualization of preadolescent and adolescent girls has implications for their psychological and physical well-being.

Literacy skills of Indonesian students in every level are still low compared to other ASIAN countries. To overcome this problem, Indonesian government has developed many programs in improving literacy skills. However, the program has not given significant result since it is only done in formal school. Whereas current studies show that children developed the embryonic knowledge that leads to official literacy skills in their early childhood period at home and Early Childhood Education centre long before they enter formal school. Therefore, it is needed comprehend studies of early literacy development program in Indonesian setting involving the family and society to improve the literacy skills of the children. Therefore, this study describes strategies to strengthen literacy practices for children at home setting and society in one of Indonesian villages through Participatory Action Research (PAR) method. Focus group discussion (FGD) which involved 30 parents, 3 kindergarten teachers and 3 childrens as participants becomes the main technique in gathering the data. In addition, interview was also conducted to get deeper information from particular participant. Furthermore, based on FGD, there are some factors that could strengthening literacy practices for the children such as, good library facilities, varied and sustainable library programs, improving parents' skills on literacy stimulation techniques for children and providing literacy community at rural area level. Moreover, as a result of FGD activities, the participants and facilitators developed a program called "Pohon Literasi (Literacy Tree)." Then, this program was implemented in three cycles. Each cycle took one week period of implementation. In conclusion, this program could increase reading interest of children and family members.

<div><p><em>The youth of today is very much materialistic on one hand and on the other is forgetting the traditional roots of the culture they are born in. With the time we are rapidly moving towards the western culture and thus the vices of the same are also entering in out day today life. Where saving and investing was considered essential part of an earning youth today they focus more on acquiring assets than on financial planning. The financial literacy of the newly employed youth is deteriorating day by day. The study ahead covers certain some issues where they study the financial literacy of the newly employed youth along with the choices they are making in the financial sector.</em></p></div>

The goal of research was the comparison of legal literacy level of elementary and secondary school teachers. The research design was a descriptive-correlational method. By using stratified sampling method 158 teachers were selected and pariticipated in the study. Research tool was a researcher made questionnaire beasd on the dimentions of legal literacy. The results showed that the teachers of elementary and secondary schools have not appropriate legal literacy. The findings also indicate that there is a significant difference in legal literacy between male and female teachers, and there is no significant difference between the legal literacy of elementary and secondary school teachers.

This study determined the computer literacy and job performance of government employees and officials in the Municipality of Calinog, Calinog, Iloilo, Philippines as practice by the respondents. Descriptive type of research was utilized in the study. Results showed that respondents are skilled in computer operations skills, set up maintenance and troubleshooting, word processing, introductory desktop publishing, spreadsheet/graphing, databases networking, telecommunications but moderately skilled in media communication. They are average and high in different aspects of job performance. It means that in these aspects, there are still areas for improvement.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- Introduction -- 1 Literacy in Place and Motion -- 2 Methodology for Mobile Literacy -- 3 School Systems of (Im)mobility -- 4 Mobile Collaborations -- 5 Conclusion: Pedagogy for the Present -- Appendix A: Overview of Student Participants -- Appendix B: Nadif's Literary Analysis (Argument) for AP English -- Appendix C: Scan of Sections of From the Hood to the Halls: Urban Fiction Meets Hip Hop Literacies Survival Guide -- Appendix D: Katherine's Autobiography for Dual Enrollment English -- Appendix E: Transit Authority of the River City, Route 29 -- Appendix F: Nadif's Proposal Essay for ENG 102, College Composition -- Appendix G: Regular English Education Sketches -- Appendix H: Nadif's Research Essay for ENG 102, College Composition -- Appendix I: Part Two of James's Review of Nadif's "An Appeal to the People Essay" -- Index

This paper presents the findings of research which explored Scottish school libraries' information provision and information literacy support in the run-up to two major political events: the 2014 Scottish Independence Referendum (SIR) and the 2015 General UK Parliamentary Election (GE). To do this, the project identified, through an online survey, what political information seeking secondary school students engaged in through school libraries, what information provision and information literacy support was available to students relating to political issues and events, and what barriers school libraries faced in providing these aspects of political education. It also identified what information seeking students engaged in, what levels of information provision and information literacy support relating to politics are provided by school libraries, and to explore the perceptions and experiences of library staff relating to work in this area. Analysis of the results indicates that there are mixed levels of provision across school libraries in Scotland and that this variation may be influenced by inconsistent policies from local councils and individual schools themselves, as well as variations in the experience and views of library staff. Key activities to support young people's political education are identified, and several reasons library staff do not engage in political work are discussed. The findings are linked to previous research, with a discussion of the need to encourage and support school library staff to contribute to the political education of students alongside teaching staff. Several recommendations for schools and library staff are made, relating to a consideration of the role of school libraries, how they can provide relevant political information, the importance of clear policies around political information provision and the support required for school library workers.

Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors' 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines from accreditation authorities, and professional social work practice standards. The literature review engages the reader in a robust definition of "information literacy" as applied to social work practice and its connection to social justice and anti-oppressive pedagogy. The findings and subsequent discussion center on current systemic obstacles in ensuring social work graduates enter the profession with sufficient information literacy (IL) skills for an ethical, research-informed, data-driven practice and conclude with recommendations for the evolution of integrated ILI at a local level within social work curricula. Collaborative and sustainable partnerships among academic librarians and social work faculty are essential for educating information literate social work practitioners of tomorrow.