Related Research Articles
Literacy is the ability to read and write. Broadly, literacy may be viewed as "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices. Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some purpose. Beliefs about reading and writing and their value for society and for the individual always influence the ways literacy is taught, learned, and practiced.
Media literacy is an expanded conceptualization of literacy that includes the ability to access and analyze media messages as well as create, reflect and take action, using the power of information and communication to make a difference in the world. Media literacy is not restricted to one medium and is understood as a set of competencies that are essential for work, life, and citizenship.
The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.
Historical thinking is a set of critical literacy skills for evaluating and analyzing primary source documents to construct a meaningful account of the past. Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to historical content knowledge such as names, dates, and places. This dichotomous presentation is often misinterpreted as a claim for the superiority of one form of knowing over the other. The distinction is generally made to underscore the importance of developing thinking skills that can be applied when individuals encounter any historical content. History educators have varying perspectives about the extent they should emphasize facts about the past, moral lessons, connections to current events, or historical thinking skills and different belief about what historical thinking involves.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Statistical literacy is the ability to understand and reason with statistics and data. The abilities to understand and reason with data, or arguments that use data, are necessary for citizens to understand material presented in publications such as newspapers, television, and the Internet. However, scientists also need to develop statistical literacy so that they can both produce rigorous and reproducible research and consume it. Numeracy is an element of being statistically literate and in some models of statistical literacy, or for some populations, it is a prerequisite skill. Being statistically literate is sometimes taken to include having the abilities to both critically evaluate statistical material and appreciate the relevance of statistically-based approaches to all aspects of life in general or to the evaluating, design, and/or production of scientific work.
Health literacy is the ability to obtain, read, understand, and use healthcare information in order to make appropriate health decisions and follow instructions for treatment. There are multiple definitions of health literacy, in part, because health literacy involves both the context in which health literacy demands are made and the skills that people bring to that situation.
Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. Scientific literacy is chiefly concerned with an understanding of the scientific method, units and methods of measurement, empiricism and understanding of statistics in particular correlations and qualitative versus quantitative observations and aggregate statistics, as well as a basic understanding of core scientific fields, such as physics, chemistry, biology, ecology, geology and computation.
Ecological literacy is the ability to understand the natural systems that make life on earth possible. To be ecoliterate means understanding the principles of organization of ecological communities and using those principles for creating sustainable human communities. The term was coined by Frank Herbert in his novel Dune - Liet-Kynes’s father tells him ‘You must cultivate ecological literacy among the people’ </ref>. It was later developed by American educator David W. Orr and physicist Fritjof Capra in the 1990s – thereby a new value entered education; the "well-being of the earth".
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2014. Nationally, over 20% of adult Americans have a literacy proficiency at or below Level 1. Adults in this range have difficulty using or understanding print materials. Those on the higher end of this category can perform simple tasks based on the information they read, but adults below Level 1 may only understand very basic vocabulary or be functionally illiterate. According to a 2020 report by Gallup based on data from the U.S. Department of Education, 54% of adults in the United States lack English literacy proficiency.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
Religious literacy is the knowledge of, and ability to understand, religion. The importance of being religiously literate is increasing as globalisation has created greater links and migration between societies of different faiths and cultures. It has been proposed that including religious literacy as an aspect of public education would improve social cohesion. In addition to being familiar with and comprehending the nature of religious experience, religious literacy is a fundamental understanding of the complexities, contradictions, and difficulties of at least one religious tradition. It embraces diversity and promotes balanced and wise engagement with the religious aspects of human cultures.
Agricultural literacy is a phrase being used by several universities to describe programs to promote the understanding and knowledge necessary to synthesize, analyze, and communicate basic information about agriculture with students, producers, consumers, and the public. These programs focus on assisting educators and others to effectively incorporate information about agriculture into subjects being taught or examined in public and private forums and to better understand the impact of agriculture on society.
The term emotional literacy has often been used in parallel to, and sometimes interchangeably with, the term emotional intelligence. However, there are important differences between the two. Emotional literacy was noted as part of a project advocating humanistic education in the early 1970s.
Visionlearning is a free, web-based resource for students and educators in the science, technology, engineering and mathematics (STEM) disciplines. Geared toward those studying at high school and undergraduate levels, Visionlearning takes advantage of recent advances in new media to provide students and educators with learning and teaching materials. Research by project personnel has shown that this peer-reviewed and bilingual content improves student understanding of science and facilitates multidisciplinary teaching. The project also strives to build community around improving STEM education.
Worldreader is a 501(c)(3) global nonprofit organization working with partners to get children reading at least 25 books a year with understanding.
Professor Tom Lowrie was appointed a Centenary Professor at the University of Canberra, Australia, in 2014. He has an established international research profile in the discipline area of STEM education and mathematics education.
MediaSmarts is a Canadian non-profit organization and registered charity based in Ottawa, Ontario, that focuses on digital and media literacy programs and resources. In particular, the organization promotes critical thinking via educational resources and analyzes the content of various types of mass media.
21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based.
References
- 1 2 3 "Geo-Literacy". Archived from the original on April 16, 2014. Retrieved June 26, 2012.
- ↑ Rosenberg, Matt (May 13, 2012). "Geo-Literacy". About.com. Archived from the original on April 12, 2014. Retrieved June 26, 2012.
- ↑ "Fund for Geo-Literacy". Archived from the original on June 25, 2012. Retrieved June 26, 2012.
- ↑ "What is Geo-Literacy?". Kid World Citizen. May 13, 2012. Retrieved June 26, 2012.
- ↑ "Module Author Meeting Agenda" . Retrieved June 26, 2012.
- ↑ "Geo-Literacy: How Well Adults Understand the World in Which They Live" . Retrieved June 26, 2012.
- ↑ Ball, Ashley. "Geo-Literacy: Using Technology to Forge New Ground". Edutopia. Retrieved 6 July 2012.
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