Promoting science literacy via science journalism: Issues and challenges

Science journalism is the source of much of the science an individual will encounter beyond formal education. Science-based media reports, which might have been associated with informal education, are increasingly becoming incorporated into formal school contexts. Unlike science textbooks, the science reported in the news is often tentative and sometimes contested. It can involve difficult socio-scientific issues. Descriptors of ‘science literacy’ generally include reading and responding critically to media reports of science. The challenge of using science-based news effectively encourages teachers to reassess their knowledge and pedagogical practices.
In addition to creating interest in science and making links beyond the classroom, news media can be used to introduce pupils to elements of science enquiry and teachers can promote basic literacy and critical reading skills through systematic and imaginative use of media reports with a science component.
This chapter explores the knowledge, skills and attitudes that underpin the use of science journalism in the classroom. The unique characteristics and constraints of science journalism that influence the way science is presented and perceived are considered, and the importance of media awareness as a foundation for critical reading of science news is argued. Finally the characteristics of teaching programmes to support critical engagement with science-based media reports are outlined and the opportunities for cross-curricular initiatives highlighted.

Men’s depression and suicide literacy: A nationally representative Canadian survey

Background: Male suicide prevention strategies include diagnosis and effective management of men’s depression. Fundamental to suicide prevention efforts is public awareness, which in turn, is influenced by literacy levels about men’s depression and suicide.

Aim: To examine sex differences in mental health literacy with respect to men’s depression and suicide among a cohort of Canadian respondents.

Methods: 901 English-speaking Canadian men and women completed online survey questionnaires to evaluate mental health literacy levels using 10-item D-Lit and 8-item LOSS questionnaires, which assess factual knowledge concerning men’s depression and suicide. Statistical tests (chi-square, z-test) were used to identify significant differences between sex sub-groups at 95% confidence.

Results: Overall, respondents correctly identified 67% of questions measuring literacy levels about male depression. Respondents’ male suicide literacy was significantly poorer at 53.7%. Misperceptions were especially evident in terms of differentiating men’s depressive symptoms from other mental illnesses,
estimating prevalence and identifying factors linked to male suicide. Significant sex differences highlighted that females had higher literacy levels than men in regard to male depression.

Conclusions: Implementing gender sensitive and specific programs to target and advance literacy levels about men’s depression may be key to ultimately reducing depression and suicide among men in Canada.

Effects of a book gifting programme on literacy outcomes for foster children: A randomised controlled trial evaluation of the Letterbox Club in Northern Ireland

The poor educational outcomes of children in care is a significant concern internationally. Whilst there have been many interventions developed to address this problem, very few of these have been rigorously evaluated. This article presents the findings of a randomised controlled trial that sought to measure the effectiveness of a book gifting programme (the Letterbox Club) that aims to improve literacy skills amongst children aged 7-11 years in foster care. The programme involves children receiving six parcels of books sent through the post over a six-month period. The trial, which ran between April 2013 and June 2014, involved a sample of 116 children in Northern Ireland (56 randomly allocated to the intervention group and 60 to a waiting list control group). Outcome measures focused on reading skills (reading accuracy, comprehension and rate) and attitudes to reading and school. The trial found no evidence that the book-gifting programme had any effect on any of the outcomes measured. Drawing upon some of the emergent themes from the accompanying qualitative process evaluation that sought to determine foster carer/child attitude towards and engagement with the parcels, it is suggested that one plausible reason for the ineffectiveness of the Letterbox Club, as intimated by carers and children (rather than explicitly explored with them), is the lack of support provided to the carers/children in relation to the packs received. Reflective of an ecological model of children’s development, it is recommended that for book-gifting programmes to be effective they need to include a focus on encouraging the direct involvement of foster carers in shared literacy activities with the children using the books that are gifted.

A definition of literary literacy: a content analysis of literature syllabuses and interviews with Portuguese lecturers of literature

The aim of this paper is to present a definition of literary literacy in the context of majors in languages, literatures and cultures, in Portugal. A definition of literary literacy was deduced from a content analysis of primary data sources and from the theoretical underpinnings of the transactional theory of reading. The primary data sources are fourteen Portuguese and English literature syllabuses from four Portuguese universities (Lisboa, Nova, Coimbra and Porto) and twelve interviews with Portuguese university lecturers of literature. Based on the findings of a content analysis of both syllabuses and interviews, from the lecturers‘ point of view, a literary literate student doing a major in languages, literatures and cultures must, above all, be able to contextualize literary texts and their authors both historically and culturally, must be able to present an interpretation as a coherent text, and must be able to do and organize bibliographical research.

Discussions sur les genres des québécoises de la génération X parlent d'autofiction au féminin

Ce mémoire porte sur la réception, par des lectrices de la génération X, de cinq oeuvres autofictionnelles écrites par les auteures québécoises Marie-Sissi Labrèche ( Borderline 2000 et La brèche 2003), Nelly Arcan (Putain 2001 et Folle 2004) et Mélikah Abdelmoumen (Le dégoût du bonheur 2001), lesquelles appartiennent à cette même génération. Leurs récits ont suscité un certain engouement public et obtenu un écho considérable dans la sphère médiatique et dans le milieu de la recherche universitaire. Les observateurs notent, de façon générale, que les narratrices autodiégétiques, alter ego des auteures, sont brutalement imparfaites, névrosées, mal dans leur peau, sexuellement soumises, assujetties aux désirs des hommes, et qu'elles ne parviennent pas à s'épanouir comme êtres humains, mais surtout, comme femmes. D'une part, les héroïnes rompent avec les représentations largement véhiculées dans les médias et dans la littérature québécoise contemporaine. D'autre part, leur profil correspond aux discours populaires sur la génération X, fréquemment qualifiée de génération sacrifiée, désabusée. Ma recherche, exploratoire, se fonde sur quatre approches théoriques : théorie des genres littéraires, théories de la réception, études féministes et gender studies, sociologie des générations. J'ai tenu cinq entretiens collectifs auprès de seize Québécoises de la génération X. J'ai réuni ces lectrices, qui s'étaient d'elles-mêmes intéressées aux récits, en petits groupe [i.e. groupes] de trois ou quatre participantes. Le compte-rendu et l'analyse de leurs discussions m'ont permis d'observer la portée sociale des récits éminemment personnels de Labrèche, d'Arcan et d'Abdelmoumen. Une interrogation m'a habitée du début à la fin de ma démarche : pourquoi et comment ces récits"parlent-ils", intellectuellement et émotionnellement, aux lectrices de la génération X? Je dégage de mon analyse quelques hypothèses interprétatives. D'abord, les lectrices ont du mal à distinguer les auteures et les narratrices. Elles tendent à appréhender les récits autofictionnels comme des autobiographies et elles procèdent à une lecture littérale des oeuvres. Ensuite, plus de la moitié des lectrices s'identifient, à différents degrés, aux narratrices. Comme ces dernières, les participantes à ma recherche affirment qu'elles ressentent une certaine pression sociale liée aux normes de beauté et de féminité et à l'hypersexualisation de l'espace public. En cela, leurs positions se rapprochent de celles du courant féministe radical. Cependant, les lectrices refusent d'être cantonnées dans un rôle de victime. Elles reprochent aux narratrices de s'autodétruire. Les femmes doivent, selon les participantes, se responsabiliser et se montrer critiques envers les modèles qui leur sont offerts. Enfin, les lectrices reconnaissent dans les héroïnes certains traits associés à la génération X. Elles attribuent en partie la souffrance des narratrices au contexte social dans lequel ces dernières évoluent. Mais elles estiment que cette souffrance est surtout tributaire de carences familiales. Les discussions des lectrices reflètent en quelque sorte leur propre appartenance à la génération X. Ainsi, l'importance qu'elles accordent à la sphère privée, par rapport à la sphère publique, constitue une des particularités des X qui ressort clairement des entretiens. Par ailleurs, leurs observations sont teintées d'un certain individualisme. Bref, à la lumière de mes résultats, je conclus que les récits autofictionnels de Marie-Sissi Labrèche, de Nelly Arcan et de Mélikah Abdelmoumen ont une certaine portée sociale, mais que leur écho résonne davantage sur le plan individuel, chez les lectrices qui s'identifient personnellement aux narratrices. Cela dit, les participantes semblent toutes avoir été portées à se questionner et à réfléchir, pendant et après leur lecture, sur l'identité féminine dans la société actuelle.

Teaching Information Literacy with the Lerninformationssystem

A German university has developed a learning information system to improve information literacy among German students. An online tutorial based on this Lerninformationssystem has been developed. The structure of this learning information system is described, an online tutorial based on it is illustrated, and the different learning styles that it supports are indicated.

e-Literacy, schools and municipalities towards a common goal : e-citizenship

Tese de doutoramento, e-Planeamento, Universidade de Lisboa, Faculdade de Ciências, Universidade Nova de Lisboa, Universidade de Aveiro, 2015

Visual Literacy Standards in Higher Education: New Opportunities for Libraries and Student Learning

Visual literacy is essential for 21st century learners. Across the higher education curriculum, students are being asked to use and produce images and visual media in their academic work, and they must be prepared to do so. The Association of College and Research Libraries has published the Visual Literacy Competency Standards for Higher Education, which for the first time, outline specific visual literacy learning outcomes. These Standards present new opportunities for libraries to expand their role in student learning through standards-based teaching and assessment, and to contribute to campus-wide collaborative efforts to develop students’ skills and critical thinking with regard to visual materials.

Os textos de ciências na disciplina de PLNM : uma abordagem baseada em género

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2016

Health literacy [Document électronique] : an economic perspective and data for Switzerland. Part 2, A review of health literacy measures and a cost assessment of limited health literacy

Summary : 1. Measuring health literacy in Switzerland: a review of six surveys: 1.1 Comparison of questionnaires - 1.2 Measures of health literacy in Switzerland - 1.3 Discussion of Swiss data on HL - 1.4 Description of the six surveys: 1.4.1 Current health trends and health literacy in the Swiss population (gfs-UNIVOX), 1.4.2 Nutrition, physical exercise and body weight : opinions and perceptions of the Swiss population (USI), 1.4.3 Health Literacy in Switzerland (ISPMZ), 1.4.4 Swiss Health Survey (SHS), 1.4.5 Survey of Health, Ageing and Retirement in Europe (SHARE), 1.4.6 Adult literacy and life skills survey (ALL). - 2 . Economic costs of low health literacy in Switzerland: a rough calculation. Appendix: Screenshots cost model