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Guy Ash's List: literacy skills

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail

    • Information Literacy in the Study of American Politics: Using New Media to Teach Information Literacy in the Political Science Classroom.
      Authors:
      Cope, Jonathan1 jonathan.cope@csi.cuny.edu
      Flanagan, Richard1
      Source:
      Behavioral & Social Sciences Librarian; Jan-Mar2013, Vol. 32 Issue 1, p3-23, 21p
      Document Type:
      Article
      Subject Terms:
      *INTERNET
      *INFORMATION literacy
      *BLOGS
      *EDUCATION
      ELECTIONS -- United States
      PRACTICAL politics -- United States
      COLLEGE students
      SOCIAL media
      Geographic Terms:
      UNITED States
      NEW York (State)
      Author-Supplied Keywords:
      blogs
      information literacy
      Internet literacy
      media literacy
      political campaigns
      political science
      Abstract:
      Students have access to a vast amount of information about American politics through new media outlets (e.g., the Internet). We survey the perils and promise of this new landscape through a case study of a political science class at the College of Staten Island, City University of New York (CUNY), that examined congressional races in the 2010 election season. We find that students have access to a diversity of information and opinion about House of Representative races that would have been unthinkable a decade ago. However, the students’ information literacy skills and the ability of students to sort and weigh the value of various perspectives to inform their own conclusions was limited. Unlike much of the celebratory tone of studies that proclaim the emancipatory value of new media for citizens and students alike, we argue that educators interested in the potential of new media must devote considerable attention to both the variety and reliability of new media outlets, as well as provide the historical and political context for information that students gather, with the goal of developing a deeper form of information literacy for students. New media offers much potential, but great challenges to educators as well. [ABSTRACT FROM PUBLISHER]
       
      Copyright of Behavioral & Social Sciences Librarian is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
      Author Affiliations:
      1College of Staten Island, City University of New York, Staten Island, New York
      ISSN:
      01639269
      DOI:
      10.1080/01639269.2013.750198
      Accession Number:
      85587959
      Database: 
      Library, Information Science & Technology Abstracts

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail internet Literacy skills

    • Using Distance Learning to Increase Literacy Among TANF Participants.
      Authors:
      Thomas, Rebecca L.1 Rlthomas@uconn.edu
      Source:
      Journal of Technology in Human Services; Jul-Sep2009, Vol. 27 Issue 3, p216-226, 11p, 1 Chart
      Document Type:
      Article
      Subject Terms:
      *COMPUTER assisted instruction
      *INTERNET in education
      *EMPLOYEES -- Training of
      *EDUCATIONAL technology
      *DISTANCE education
      Author-Supplied Keywords:
      adult basic education
      distance learning
      employment
      GED
      literacy
      online exercises
      TANF
      Abstract:
      Technology and Education for Career Heights (Project TECH) was designed to help Temporary Assistance to Needy Families participants enhance their literacy through distance learning as a means to promote job retention and career advancement. The evaluative research presented in this report was intended to gather information from the participants of Project TECH about their experience with distance learning training curriculum. The report describes Project TECH and what happens when participants who are low-income workers are given a computer, basic training software, Internet access, and training coupled with instruction form a instructor who met with them face to face weekly and provided daily online coaching and instruction. It highlights participants' experience with online instruction and the use of computers in their homes, and it concludes with lessons learned from the project. The information is useful for those wanting to design and develop a distance learning program to increase adult literacy for families that needs to comply with Temporary Assistance to Needy Families work requirements and other demands. [ABSTRACT FROM AUTHOR]
       
      Copyright of Journal of Technology in Human Services is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
      Author Affiliations:
      1University of Connecticut, West Hartford, Connecticut.
      ISSN:
      15228835
      DOI:
      10.1080/15228830903093213
      Accession Number:
      43428813
      Database: 
      Library, Information Science & Technology Abstracts

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail texting increase Literacy skills

    • Section:
      Movers and Shakers
        

      JOANNA AXELROD, ESCONDIDO PUBLIC LIBRARY, CA

       

      Whether she's moderating a book club or texting reminders to teenage community volunteers, youth services librarian Joanna Axelrod speaks the language of teens and tweens. She finds out what they want and develops services so the Escondido Public Library can meet those needs.

        

      "You can't be intimidated or hesitant to get in their faces and talk to them," says Axelrod. "Developing personal relationships, especially with teens, is so important."

        

      Those relationships are the key to giving teens positive adult role models, obtaining honest feedback about library collections, and getting youth to participate, Axelrod says.

        

      Axelrod earned "street cred" with teens in 2008, when she won a regional texting championship, says Cynthia Smith, deputy city librarian. The "Texting Librarian," as the Escondido library has dubbed her, is constantly improving her tech skills, Smith says. (Axelrod says that she types 90 words a minute and sends 1500 texts a month.) Her tech savvy not only earns her respect from teens, it also gives her new tools to incorporate into her programs.

        

      But Axelrod's success is more about people skills than technology. When she became a youth librarian in 2007, she expanded the existing teen library advisory council. The renamed Crafty C.A.T.S. (Community Action Teen Services) participants had a new focus--Escondido. Teens and tweens of both genders paint over graffiti and knit caps for newborns and chemotherapy patients and blankets for the local animal shelter.

        

      Axelrod also started the monthly In BeT(w)een Book Club (at the library and online at escoteens.ning.com/group/inbetweenbookclub) and put on a "Twilight" prom.

        

      "She's just the personification of what teen librarians need to be doing," Smith says. "She takes kids to the next level and actually gets them interested in reading."

        

      As a result, the number of teens who signed up for the summer reading program increased from 206 in 2007 to 537 in 2010. Historically, about a third of the teens completed the program, but under Axelrod's leadership, 55 percent have, says Smith. And 50 teens volunteered to help with the library's 2010 summer children's reading program. Axelrod has shared tips on engaging teens and tweens at California Library Association and American Library Association conferences.

        

      Her attitude picks up where her actions leave off. "I'm the antithesis of the stereotypical librarian," Axelrod says. "I'm young, energetic, outgoing, loud, and personable. These qualities really work to my advantage."

         Vitals  

      CURRENT POSITION Youth Services Librarian II

        

      DEGREE Master of Science in Information, summa cum laude, University of Michigan School of Information, Ann Arbor, 2005

        

      COLLEAGUES CALL HER "Library Barbie" for wearing stylish sparkly fashion

        

      FOLLOW @escolibrary; so-calconnection.blogspot.com

        

      PHOTO (COLOR)

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail computer literacy

    • Partnering with IT to Help Disadvantaged Students Achieve Academic Success.
      Authors:
      Clarke, Janet H.1 janet.clarke@stonybrook.edu
      Source:
      Public Services Quarterly; Jul-Sep2012, Vol. 8 Issue 3, p208-226, 19p, 2 Charts, 1 Graph
      Document Type:
      Article
      Subject Terms:
      *EDUCATION
      *LIBRARY research
      *COMPUTER literacy
      CHILDREN with social disabilities
      COMPENSATORY education
      EFFECTIVE teaching
      SPECIAL education
      Company/Entity:
      STONY Brook University
      Abstract:
      This case study will describe how the Stony Brook University Libraries instruction program partnered with another student support service (student computing office) to nurture a relationship with the Educational Opportunities Program (EOP) over several years to provide their students with the library research and computer skills needed to succeed in college. EOP is a state-funded program aimed at economically disadvantaged students whose high school education has not fully prepared them for college success. [ABSTRACT FROM PUBLISHER]
       
      Copyright of Public Services Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
      Author Affiliations:
      1Stony Brook University Libraries, Stony Brook, New York, USA
      ISSN:
      15228959
      DOI:
      10.1080/15228959.2012.702597
      Accession Number:
      78448592
      Database: 
      Library, Information Science & Technology Abstracts

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail social

  • Apr 17, 13

    " Txting 2 Lrn
    Author(s):
    Trubek, Anne
    Source:
    Instructor, v121 n5 p49-50 Spr 2012. 2 pp.
    Peer Reviewed:
    No
    ISSN:
    1049-5851
    Descriptors:
    Telecommunications, Handheld Devices, Educational Technology, Adolescents, Literacy Education, Teaching Methods, Phonology, Reading Skills, Secondary Education
    Abstract:
    The average American teen texts a lot: 3,339 messages per month, according to a recent Nielsen survey. That's more than 130 of them a day, everyday or a text every 10 minutes, almost around the clock. However one looks at it, cell phones have revolutionized the way kids communicate. How should teachers respond? Historian Niall Ferguson's opinion piece in "Newsweek," "Texting Makes U Stupid," exemplifies the general line of attack: Teens who text do not read books, he asserts. Such attacks are easy to find--perhaps because they're easy to write. They are not based on research. In fact, if one looks at studies on texting, a different conclusion emerges: Texting increases literacy, and it improves, of all things, spelling. This article offers tips on how to incorporate texting into one's lessons.
    Abstractor:
    ERIC
    Number of Pages:
    2
    Publication Type:
    Journal Articles; Reports - Descriptive
    Availability:
    Full Text from ERIC Available online: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ973527
    Scholastic. 557 Broadway, New York, NY 10012. Tel: 800-724-6527; Tel: 866-436-2455; Web site: http://teacher.scholastic.com/products/instructor/subscribe.asp
    URL:
    http://teacher.scholastic.com/products/instructor/index.htm
    Journal Code:
    AUG2012
    Entry Date:
    2012
    Accession Number:
    EJ973527
    Database:
    ERIC
    Full Text Database:
    Academic Search Complete

    Translate Full Text:

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    Txting 2 Lrn
    Contents

    ONLINE TOOLS

    Two recent studies show texting improves spelling

    The average American teen, you may not be shocked to discover, texts a lot: 3,339 messages per month, according to a recent Nielsen survey. Girls outpace boys, averaging more than 4,000 texts per month. That's more than 130 of them a day, every day, or a text every 10 minutes, almost around the clock. However you look at it, cell phones have revolutionized the way kids communicate.

    How should teachers respond? Chances are you have a colleague who laments texting as a sign of declining standards and a contributor to illiteracy. Historian Niall Ferguson's opinion piece in Newsweek, "Texting Makes U Stupid," exemplifies the general line of attack: Teens who text do not read books, he asserts. And they have no interest in culture: "Show a teenager Botticelli's Adoration of the Magi. You might get a cursory glance before a buzz signals the arrival of the latest SMS."

    Such attacks are easy to find--perhaps because they're easy to write. They are not based on research. (No negative association has been made between texting and reading skills.) In fact, if we look at studies on texting, a different conclusion emerges: Texting increases literacy, and it improves, of all things, spelling. Turn the page to find out how, and to discover the best ways to incorporate texting into your lessons.

    FACT: Texting helps students read.

    A British study published in the Journal of Computer Assisted Learning found a positive correlation between texting and literacy, concluding that texting was "actually driving the development of phonological awareness and reading skill in children." In other words, contrary to what you might think when faced with "creative" usages such as ur for your, 2 for to, and w8 for wait, kids who text may be stronger readers and writers than those who don't.

    FACT: Texting boosts phonology.

    To abbreviate message as msg or tonight as 2nite, you have to understand how sounds and letters work, or how words are put together. Texting encourages students to think about these relationships, helping them to understand how words are built. A study in the Australian Journal of Educational Development & Psychology showed that texting improves spelling because it increases these phonological skills.

    FACT: Students know when not to text.

    If you're worried about grading a pile of The Catcher in the Rye essays written in text speak, fear not. In research conducted for a dissertation at the City University in London, graduate student Veenal Raval found that most students avoid textisms in their schoolwork. "They are able to 'code-switch' the same way that I would… use slang when speaking to my friends and adopt a more formal means when talking to colleagues," Raval told the Telegraph. In other words, students change how they spell according to the circumstances and the audience. They know to spell out the word tomorrow in a paper, but when making plans with friends, they go with torn.

    FACT: Texting is a fun way to play with words.

    Why would an educator ever want to discourage kids from playing with words? The more adventurous kids are with spelling, usage, and grammar the better. Rather than pulling out our hair, we should remember that texting is writing. And srsly, what tableau could be more LOL-worthy than a gaggle of children sitting quietly by their lockers, writing away?

    FACT: Inventing new textisms is creative.

    Creating a textism isn't easy. You have to break the word into something short and catchy without sacrificing meaning. Try it: Choose a longish word, and come up with an abbreviation you might use in a text. The 160-character limit promotes creativity among texters just as tight metrical and rhyming patterns do among poets.

    FACT: Textisms have historical roots.

    Abbreviations are a natural part of the evolution of language. OK, the most popular American word in the world, was invented during the age of the telegraph, because it was concise. Teachers found OK as inappropriate then as they do c u !8r today. But OK found its way into our lexicon soon enough, and these days we couldn't do without it. The most popular textisms are already becoming official: The Oxford English Dictionary added OMG last year. New technologies--from the printing press to the telegraph to the cell phone--inevitably inspire new spelling, new abbreviations, and new words.

    FACT: Texting does not distract students.

    Well, it's no more of a distraction than the time-honored habit of secretly passing notes (those kids--always writing!). It is just the latest back channel for students to use during class. Of course, teachers should have rules about when kids can text, and for what reason. Not because texting itself is bad, but because students should be paying attention to the teacher.

    Other than setting firm cell-phone policies, one way to minimize back-channnel texting is to openly embrace the platform in your classroom as a tool for learning. Your willingness to explore students' favorite form of communication may help to establish mutually respectful boundaries. See our fresh ideas for incorporating texting into your lessons on the next page."

    web.ebscohost.com.oclc.fullsail.edu/...detail texting

    • An Investigation of Two-Way Text Messaging Use With Deaf Students at the Secondary Level.
      Authors:
      Akamatsu, C. Tane1 tane.akamatsu@tdsb.on.ca
      Mayer, Connie2
      Farrelly, Shona1
      Source:
      Journal of Deaf Studies & Deaf Education; Winter2006, Vol. 11 Issue 1, p120-131, 12p
      Document Type:
      Article
      Subject Terms:
      HEARING impaired children
      TEENAGERS
      COMMUNICATION & technology
      TEXT messages (Telephone systems)
      SURVEYS
      Abstract:
      Deaf and hard-of-hearing students are often delayed in developing their independent living skills because of parental restrictions on activities outside the home due to worries about their child's inability to communicate, their whereabouts, and their general safety. Recent accounts of the use of two-way text messagers suggests that, like electronic mail, distance communication problems that have long plagued deaf people may be ameliorated—by the use of such technology (M. R. Power & D. Power, 2004; S. S. Rhone & Cox News Service, 2002). This project was designed as an initial foray into investigating the use of two-way text messaging technology as a way of increasing the independence of deaf adolescents and reducing their parents' anxiety about their safety and responsibility. All the deaf and hard- of-hearing students in the deaf and hard-of-hearing programs at two urban high schools (ages 13-19), the staff of the deaf departments at these two schools, and the parents/guardians of the students participated in this study. Preuse surveys, postuse surveys, and monthly statistics on the number of times each pager was used enabled us to chart how often the participants used the technology. The data were used to identify concerns that parents have about student independence and safety, the extent to which deaf students engage in independent activities, and expectations surrounding how two-way text messaging use might increase independence and literacy skills. The data collected on this project to date confirm that two-way text messaging technology is indeed useful for deaf adolescents and helps alleviate some of the concerns that have kept them from developing independence as quickly or readily as their hearing peers. The potential policy implications for this research are discussed. [ABSTRACT FROM AUTHOR]
       
      Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
      Author Affiliations:
      1Toronto District School Board
      2York University
      ISSN:
      10814159
      DOI:
      10.1093/deafed/enj013
      Accession Number:
      19525408
      Database: 
      Education Research Complete

  • Apr 17, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail television

    • <div class="citation-wrapping-div"><dl xmlns:viewextensions="http://www.ebscohost.com.oclc.fullsail.edu:81/schema/viewExtensions" class="citation-fields" id="citationFields"><dd class="citation-title color-s4"><a rel="nofollow" name="citation"><span>Study: PBS Cartoon Show Boosts Early-Reading <strong>Skills</strong>. </span></a></dd><dt>Source:</dt><dd><a rel="nofollow" title="Search for Education Week" id="link">Education Week</a>. 2/25/2009, Vol. 28 Issue 22, p4-4. 1/6p. 1 Cartoon or Caricature. </dd><dt>Document Type:</dt><dd>Article</dd><dt>Subject Terms:</dt><dd>*<a rel="nofollow" title="Search for EDUCATION -- Research" id="linkEDUCATION--Research">EDUCATION -- Research</a><br>*<a rel="nofollow" title="Search for CHILDREN'S television programs" id="linkCHILDREN'Stelevisionprograms">CHILDREN'S <strong>television</strong> programs</a><br>*<a rel="nofollow" title="Search for ANIMATED television programs" id="linkANIMATEDtelevisionprograms">ANIMATED <strong>television</strong> programs</a><br>*<a rel="nofollow" title="Search for LITERACY" id="linkLITERACY"><strong>LITERACY</strong></a><br>*<a rel="nofollow" title="Search for PRESCHOOL children" id="linkPRESCHOOLchildren">PRESCHOOL children</a></dd><dt>Reviews &amp; Products:</dt><dd><a rel="nofollow" title="Search for WORDWORLD (TV program)" id="linkWORDWORLDTVprogram">WORDWORLD (TV program)</a></dd><dt>Abstract:</dt><dd>The article reports on a study conducted by researcher Michael Cohen investigating the impact of the public-<strong>television</strong> cartoon "WordWorld" on pre-<strong>literacy</strong> <strong>skills</strong> in preschool students. Results suggest that the show <strong>increases</strong> emerging <strong>literacy</strong> <strong>skills</strong>, including oral vocabulary and word recognition. Details are also given summarizing the methodology and scope of the study.</dd><dt>Full Text Word Count:</dt><dd>279</dd><dt>ISSN:</dt><dd>02774232</dd><dt>Accession Number:</dt><dd>36856172</dd><dt>Database:<br/> </dt><dd>Academic Search Complete</dd></dl></div><br/> <br/><br/> <div class="widget-loading loading"></div><br/> <br/> &lt;!-- WorldCat Widgets--><br/> <br/><br/> &lt;!-- Full text will be rendered in this placeholder if citation is being displayed with<br/> full text. --><br/> <div class="ft-translation hidden"><label for="transLanguage">Translate Full Text:</label></div><div class="ft-translation"><a rel="nofollow" name="Translate">&nbsp;</a><select name="transLanguage" title="Choose Language" id="transLanguage"><option value="" selected="selected">Choose Language</option><option value="Arabic">الإنجليزية/العربية</option><option value="Bulgarian">английски език/български</option><option value="SimplifiedChinese">英语/简体中文</option><option value="TraditionalChinese">英語/繁體中文</option><option value="Czech">angličtina/čeština</option><option value="Danish">Engelsk/dansk</option><option value="Dutch">Engels/Duits</option><option value="French">Anglais/Français</option><option value="German">Englisch/Deutsch</option><option value="Greek">Αγγλικά/Ελληνικά</option><option value="Hausa">English/Hausa</option><option value="Hebrew">אנגלית/עברית</option><option value="Hindi">अंग्रेज़ी/हिंदी</option><option value="Hungarian">angol/magyar</option><option value="Indonesian">Inggris/bahasa Indonesia</option><option value="Italian">Inglesi/Italiano</option><option value="Japanese">英語/日本語</option><option value="Korean">영어/한국어</option><option value="Norwegian">Engelsk/Norsk</option><option value="Persian">انگليسی/فارسی</option><option value="Polish">angielski/polski</option><option value="Portuguese">Inglés/Português</option><option value="Pashto">English/Pashto</option><option value="Romanian">Engleză/română</option><option value="Russian">Английский/Русский</option><option value="Spanish">Inglés/Español</option><option value="Serbian">English/Serbian</option><option value="Swedish">Engelska/svenska</option><option value="Thai">อังกฤษ/ไทย</option><option value="Turkish">İngilizce/Türk</option><option value="Ukranian">Англійська/Українська</option><option value="Urdu">انگریزی/اردو</option></select>&nbsp;<input title="Translate" type="button" value="Translate" class="translate" id="translateBtn"><input title="Back to English" type="button" value="Back to English" class="translate" id="translateOriginal"></div><div style="display: none;" id="translationProgressContainer"><span>Translation in Progress:</span><div class="translationProgressBar"><div class="bg-p1" id="translationProgressBar"> </div></div></div><div style="display: none;" class="medium-normal translation-message" id="translationErrorContainer"> </div><div style="display: none;" id="translationDisclaimerContainer"><div class="translation-message"><span class="medium-bold"><span class="txt-red" id="translationDisclaimerLine1"> </span></span><span class="medium-normal" id="translationDisclaimerLine2"> </span><span class="medium-bold" id="translationDisclaimerLine3"> </span><div class="medium-normal">Translations powered by Language Weaver Service<br></div></div></div>&lt;script type="text/javascript"><br/> ep.getInstance("ep.controller.control.translation");<br/> ep.require( "common/translation.css" );<br/> &lt;/script><div xmlns:viewextensions="http://www.ebscohost.com.oclc.fullsail.edu:81/schema/viewExtensions" class="full-text-container border" id="rs_full_text_container_title"><h2 class="hidden">HTML Full Text</h2><h2 class="ft-title border color-p4 bar4 textToSpeechDataContainer">Study: PBS Cartoon Show Boosts Early-Reading <strong>Skills</strong> </h2><section data-text-to-speech-cache-key="a9h_36856172" data-text-to-speech-author="" data-text-to-speech-additional-filename="20090225" data-text-to-speech-title="Study: PBS Cartoon Show Boosts Early-Reading Skills. " class="full-text-content textToSpeechDataContainer" id="TextToSpeech"><span id="textToSpeechPlaceholder"> <div class="readspeakerContainer"><div class="rsbtn rs_skip rs_preserve rspaused rs-no-touch rsexpanded" id="readspeaker_button"><a rel="nofollow" accesskey="L" href="http://app.rs.ebscohost.com.oclc.fullsail.edu:81/cgi-bin/rsent?customerid=5845&amp;lang=en_us&amp;readid=rs_full_text_container_title&amp;url=http%3A%2F%2Fweb.ebscohost.com.oclc.fullsail.edu%3A81%2Fehost%2Fdetail%3Fvid%3D51%26sid%3D9a358694-86e9-4b8e-a4fd-b0a75c2fc5ba%2540sessionmgr14%26hid%3D23%26bdata%3DJnNpdGU9ZWhvc3QtbGl2ZQ%253d%253d&amp;speedValue=medium&amp;download=true&amp;audiofilename=StudyPBSCartoonShowBoosts-20090225" class="rsbtn_play" id="readspeaker_link"><span class="rsbtn_left rsimg rspart"><span class="rsbtn_text"><span>Listen</span></span></span><span class="rsbtn_right rsimg rsplay rspart"></span></a><span class="rsbtn_exp rsimg rspart"><a rel="nofollow" data-rsphrase-play="Play" data-rsphrase-pause="Pause" title="Pause" class="rsbtn_pause rsimg rspart"><span class="rsbtn_btnlabel">Pause</span></a><br/><a rel="nofollow" title="Stop" class="rsbtn_stop rsimg rspart"><span class="rsbtn_btnlabel">Stop</span></a><br/><span class="rsbtn_player rsimg rspart"><br/><label for="ep_rsselect_accent" class="hidden">Select:</label><br/><select class="rsselect_accent" id="ep_rsselect_accent"><br/><option value="en_us" selected="selected">American Accent</option><br/><option value="en_au">Australian Accent</option><br/><option value="en_uk">British Accent</option><br/></select><br/><a rel="nofollow" title="Settings" class="rsbtn_settings rsimg rsplaypart"><span class="rsbtn_btnlabel">Settings</span></a><br/><a rel="nofollow" title="Download mp3" class="rsbtn_dl rsimg rsplaypart"><span class="rsbtn_btnlabel">Download mp3?</span></a><br/></span><br/><a rel="nofollow" title="Close Player" class="rsbtn_closer rsimg rspart"><span class="rsbtn_btnlabel">Close</span></a></span><div style="display: none;" class="settings_holder"></div></div></div></span><br/><br/><dt class="medium-bold">Section: </dt><dd class="medium-normal">NEWS IN BRIEF: REPORT ROUNDUP</dd><br/><br/><a rel="nofollow" id="AN0036856172-3"> </a><p class="medium-bold">"The Effects of WordWorld Viewing on Preschool Children's Acquisition of Pre-<strong>Literacy</strong> <strong>Skills</strong> and Emergent <strong>Literacy</strong>" </p><br/><p class="body-paragraph">Watching "WordWorid," a public-<strong>television</strong> show in which letter-shaped cartoon characters morph into words, significantly <strong>increases</strong> preschoolers' emerging <strong>literacy</strong> <strong>skills</strong>, says a new federally financed evaluation of the program.</p><br/><br/><p class="body-paragraph">The findings, which were shared by researchers this month, come from an ongoing study of 798 children attending prekindergarten classes in five states.</p><br/><br/><p class="body-paragraph">According to Michael Cohen, one of the study's principal investigators, the children were randomly assigned to either an experimental group, where they watched the Public Broadcasting Service series for 15 minutes a day, or to their regular preschool classes.</p><br/><br/><p class="body-paragraph">Six weeks later, the study found, the gains the program viewers had made in expanding their oral vocabulary <strong>skills</strong> and in reading and recognizing words significantly outstripped those of their counterparts in regular classes.</p><br/><br/><p class="body-paragraph">The reading and word-recognition improvements were greatest, the researchers said, among children who were older, lived in rural areas, and started out with higher vocabulary scores. In the area of phonological awareness, or sensitivity to words' sound structures, the biggest improvements came among children with low initial test scores and those of less educated parents.</p><br/><br/><p class="body-paragraph">"The story with these results," said Mr. Cohen, who is the president of the Michael Cohen Group, a New York City-based research organization, "is that the most basic preliteracy <strong>skills</strong> showed up as significant gains for the children who needed them the most." — DEBRA VIADERO</p><br/><br/><p class="body-paragraph">Young children improved their vocabulary and reading <strong>skills</strong> by watching the <strong>television</strong> series for six weeks, 15 minutes a day.</p><br/><br/><p class="body-paragraph">• <a rel="nofollow" href="http://www.edweek.org/go/rr">www.edweek.org/go/rr</a></p><br/><br/><p class="body-paragraph">CARTOON</p></section></div>

  • Apr 18, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail social networks posting contributed to an increase in literacy skills

      • Author On–Line: using asynchronous computer conferencing to support literacy.

        Images

        Black and White Photograph
        Authors:
        Clarke, L.
        Heaney, P.1
        Source:
        British Journal of Educational Technology. Jan2003, Vol. 34 Issue 1, p57-66. 10p. 1 Black and White Photograph.
        Document Type:
        Article
        Subject Terms:
        *COMPUTER conferencing
        *EDUCATION
        Geographic Terms:
        NORTHERN Ireland
        IRELAND
        NAICS/Industry Codes:
        611710 611710
        611699 611699
        923110 923110
        Abstract:
        The Author–On–Line (AOL) project used asynchronous computer conferencing to support the teaching and learning of literacy with pupils aged 10–11 years from two schools, one in Northern Ireland and one in the Republic of Ireland. The AOL–APT Model presented here summarises the key components of the project: Author, Pedagogy and Technology (APT), each of which is examined in turn. This phase of the project focused on a novel that gave rise to an issues–based approach related to landmines. It began with pupils posting book reviews on the NINE web site (Northern Ireland Network for Education) and developed as they used its asynchronous conferencing system to engage in on–line discussion with their peers, with the author (as himself and in the assumed role of the main character) and with the Minister for International Development. The project, which provides a venue for online, social, situated learning, is ongoing, but it has allowed us to suggest salient elements of a possible framework for the future development of this and similar initiatives.[ABSTRACT FROM AUTHOR]
         
        Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
        Author Affiliations:
        1Steelstown Primary School, Londonderry email: PHeaney@manage.nine.org.uk
        ISSN:
        00071013
        Accession Number:
        9079539
        Database: 
        Academic Search Complete
        Publisher Logo: 
        Images:

  • Apr 19, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail Media literacy

      • Unpacking New Media Literacy.

        Images

        Diagram
        Authors:
        "Victor" CHEN, Der-Thanq1
        WU, Jing1
        WANG, Yu-mei2
        Source:
        Journal of Systemics, Cybernetics & Informatics. 2011, Vol. 9 Issue 2, p84-88. 5p. 1 Diagram.
        Document Type:
        Article
        Subject Terms:
        *MEDIA literacy
        *TWENTY-first century
        *COMPUTER literacy
        *CITIZENS
        *UBIQUITOUS computing
        *INFORMATION literacy
        Author-Supplied Keywords:
        computer literacy and new media literacy
        new media
        Abstract:
        The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writingunderstanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of new media and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacy and propose a framework for a systematic investigation of new media literacy.[ABSTRACT FROM AUTHOR]
         
        Copyright of Journal of Systemics, Cybernetics & Informatics is the property of International Institute of Informatics & Cybernetics, IIIS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
        Author Affiliations:
        1National Institute of Education, Nanyang Technological University, Singapore
        2School of Education, University of Alabama, Birmingham, USA
        ISSN:
        16904524
        Accession Number:
        83259046
        Database: 
        Academic Search Complete
        Images:

  • Apr 19, 13

    web.ebscohost.com.oclc.fullsail.edu/...detail Media Literacy

    • The media and the literacies: media literacy, information literacy, digital literacy.
      Authors:
      Koltay, Tibor1 koltay.tibor@abk.szie.hu
      Source:
      Media, Culture & Society. Mar2011, Vol. 33 Issue 2, p211-221. 11p.
      Document Type:
      Article
      Subject Terms:
      *MEDIA literacy
      *MASS media
      *INFORMATION literacy
      *POPULAR culture
      *MASS markets
      Author-Supplied Keywords:
      digital literacy
      information literacy
      literacies
      media literacy
      media production
      Abstract:
      With the advent of digital technologies, awareness of media is acquiring crucial importance. Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages.This article gives an overview of the nature of these literacies, which show both similarities to and differences from each other. The various contexts of their functioning are outlined and additional literacies are mentioned. Especial attention is given to the question of the blurring line between media consumers and producers.[ABSTRACT FROM PUBLISHER]
       
      Copyright of Media, Culture & Society is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Copyright applies to all Abstracts.
      Author Affiliations:
      1Szent István University, Jászberény, Hungary
      Full Text Word Count:
      4936
      ISSN:
      01634437
      DOI:
      10.1177/0163443710393382
      Accession Number:
      59569702
      Database: 
      Academic Search Complete
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