Urgensi Mengembangkan Literasi Informasi dan Literasi Budaya Pada Anak Usia Dini

This study discusses the urgency of developing Information Literacy and Cultural Literacy in Early Childhood in the context of the application of the National Literacy Movement. The purpose of this paper is to photograph the concept and the extent of the urgency of the introduction of information literacy skills and cultural literacy in early childhood in supporting the application of the National Literacy Movement. Review the role and internalization of daily activities and teaching and learning activities in the classroom in the context of information literacy and cultural literacy. This research uses a qualitative research approach with literature study design and conceptual analysis. The results of this study indicate that there is a need for early childhood recognition and planting in relation to the ability of information literacy and cultural literacy in responding to the development of global society and multiculturalism. From this study it was also revealed that there was a need and attention from stakeholders to facilitate and reduce the concept of information literacy and cultural literacy for young children in a more complete grand design and technical implementation in the community and schools.

The oral language productive vocabulary profile of children starting school: A resource for teachers

The oral language proficiency of students in early education is crucial as teachers draw on this as a resource when developing literacy. There is a need to better understand what this oral language resource consists of at school entry, particularly the diversity amongst children so as to address inequalities. This article reports a study on a key component of oral language, namely productive vocabulary. It profiles the oral language vocabulary in approximately 3.6 million words produced by a large sample of almost 800 children under the age of five. The results are reported in a productive vocabulary resource, structured as a list of 2767 vocabulary targets. This profile represents highly productive vocabulary presumably known by most children as well as more advanced vocabulary not part of every child’s oral language. The article demonstrates the pedagogical implications of this research in the context of the National Literacy Learning Progressions of the Australian National Curriculum.

IMPLEMENTATION OF THE LITERACY MOVEMENT IN SOCIETY

The low interest in reading in Indonesia requires educational institutions to create innovations to help increase people's interest in reading. In 2011, based on data from the World’s Most Literate Nations, Indonesia was in 60th place regarding the reading interest of its population. The order is classified as low compared to other countries. Currently, the government has created the National Literacy Movement as an effort to increase the percentage of people's reading interest. However, it needs to be supported by many parties. Based on this, the KKNT team in the village of Marmoyo made an innovation to establish a Smart House so that people love reading more, especially reading fairy tales to their children. Fairy tales are a form of folklore that develops both orally and in writing. Regions in Indonesia have thousands of fairy tales that deserve to be preserved, this is because the younger generation knows and knows the developing fairy tales. In addition, the activity of reading fairy tales to children (ndongeng) is proven to be able to instill character and create closeness between parents and children. The method for this service is carried out by analyzing partner situations, reviewing literature / references related to the PKM theme, implementing fairy tale reading training with an interesting method in the village of Marmoyo for two days, cultivating reading fairy tales through a smart house. The fairy tale reading training program and the application of the Smart House in the village of Marmoyo are proven to be able to change the people's mindset about the benefits of fairy tales, and make it easier for people to find reading material.

Neuroscience, Linguistics and Psycholinguistics Advances Applied to Early Literacy Teaching

I discuss the lack of linguistic and psycholinguistic fundamentals compromising the teaching-learning models of early literacy, as well as the ignorance of reading neuroscience most recent contributions, arguing with linguistic and neuroscience theories about perceptual invariant units, like phonemes and graphemes. I also explain the difference between phoneme and sound and between grapheme and letter as well as the existence of hierarchical linguistic levels. All those fundamentals pave the Scliar Early Literacy System (SSA), applied on an experiment run at Lagarto, Sergipe State, on the Brazilian Northeastern, that showed the lowest scores in the 2016 National Literacy Assessment (ANA). METHOD: José Humberto dos Santos Santana, distance SSA Course student, belonging to Lagarto municipal staff, organized the five researchers group to implement the SSA in two Lagarto schools. Teachers Patrícia Vieira Barbosa Faria and Jaqueline da Silva Nascimento were 75 children teaching pioneers, in February, 2017, using SSA, Module 1, method and materials, focusing on reading learning at the municipal schools Raimunda Reis, RR (two classes) and Manoel de Paula Menezes Lima, MPML (one class). On 2018, the same teachers followed the same children in the 2nd grade, applying SSA, Module 2, method and materials, focusing on writing learning. Educators received continuous distance training, first, fortnightly and, starting in 2018, twice every week: Tuesdays, for educators who worked with 2nd grade children and, on Wednesdays, for 1st grade educators, from Elementary School. Distant classes last one hour and a half each. RESULTS: The 2018 More Early Literacy Program assessment describes the lowest level 1, as the one where children barely identify one word or the other. In this level two Lagarto schools dropped to 8.7 (RR) and 9.1% (MPML), while at the highest level, dealing with children who have a desirable reading performance, they reached the percentages of 34.8 (RR) and 31.8 (MPML). Compare such results with the 2016 National Literacy Assessment (ANA) performance in the State of Sergipe: level 1, 45.28; highest level, 3.02. In 2018, Lagarto Municipal Education Secretariat expanded its adhesion to SSA, reaching an average of 490 children from the 1st (18 classes) and 2nd (3 classes) grades of Elementary School, taking into account reading and writing, respectively. The Secretariat guaranteed the continuous training of 18 teachers who attend the 1st year and the 5 who attend the 2nd year for applying the SSA. In 2019, given the proposal success, more than 1000 children benefited from the project.

PENANAMAN BUDAYA MEMBACA DONGENG MELALUI RUMAH PINTAR DI DESA MARMOYO

<p><strong><em>Abstract. </em></strong><em>The low interest in reading in Indonesia, requires educational institutions to create innovations to help increase public interest in reading. In 2011, based on data from the World’s Most Literate Nations, Indonesia ranked 60th in the population's interest in reading. The sequence is classified as low compared to other countries. Currently the government has made the National Literacy Movement as an effort to increase the percentage of people's interest in reading. But it needs to be supported by many parties. Based on this, the KKNT team in the village of Marmoyo made an innovation to establish a Smart House so that the community would be more fond of reading, especially reading stories to their children. Fairy tales are one form of folklore that develops both orally and in writing. Regions in Indonesia have thousands of fairy tales that are worth preserving, because the young generation knows and knows the developing tales. In addition, the activity of reading fairy tales to children (ndongeng) proved able to instill character and create closeness between parents and children. The method in this service is carried out by analyzing the situation of partners, reviewing literature / references related to the theme of PKM, conducting a fairytale reading training with an interesting method in Marmoyo village for two days, civilizing reading fairy tales through smart homes. The fairytale reading training program and the application of the Smart House in the village of Marmoyo proved to be able to change the mindset of the community about the benefits of fairy tales, as well as facilitate the community in finding reading material.</em></p><p><strong>Abstrak</strong><strong>.</strong><strong> </strong>Rendahnya minat baca di Indonesia, mengharuskan lembaga pendidikan menciptakan inovasi untuk membantu menaikkan minat baca masyarakat. Pada tahun 2011 berdasarkan data dari World’s Most Literate Nations, Indonesia berada pada urutan ke 60 tentang minat baca penduduknya. Urutan itu tergolong urutan yang rendah dibandingkan negara-negara yang lainnya. Saat ini pemerintah sudah membuat Gerakan Literasi Nasional sebagai bentuk upaya menaikkan persentase minat baca masyarakat. Namun hal itu perlu didukung oleh banyak pihak. Berdasarkan hal tersebut, tim KKNT di desa Marmoyo membuat inovasi untuk mendirikan Rumah Pintar agar masyarakat semakin gemar membac, terutama membacakan dongeng untuk anak-anaknya. Dongeng merupakan salah satu bentuk dari cerita rakyat yang berkembang baik secara lisan maupun tulis. Daerah di Indonesia memiliki ribuan dongeng yang patut untuk dilestarikan, hal tersebut dikarenakan agar generasi muda mengenal dan mengetahui dongeng yang berkembang. Selain itu, kegiatan membacakan dongeng pada anak (ndongeng) terbukti mampu menanamkan karakter dan menciptakan kedekatan antara orang tua dan anak. Metode pada pengabdian ini dilakukan dengan cara analisis situasi mitra, Pengkajian pustaka/referensi yang terkait dengan tema PKM, pelaksanaan Pelatihan membaca dongeng dengan metode yang menarik di desa Marmoyo selama dua hari, pembudayaan membaca dongeng melalui rumah pintar. Progam pelatihan membaca dongeng dan penerapan Rumah Pintar di desa Marmoyo terbukti mampu mengubah pola pikir masyarakat tentang manfaat dongeng, serta memudahkan masyarakat dalam mencari bahan bacaan.</p>

A national intervention in teaching phonics: A case study from England

At the start of the 21st century, literacy teaching in state primary schools was conducted under a framework guided by a National Literacy Strategy, which recommended a model of reading called ‘The Searchlights Model’. Early on it became clear that rises in performance predicted from adoption of this strategy were not happening. This led to a review of the effective teaching of early reading under the chairmanship of Sir Jim Rose (Rose, 2006). Rose recommended that the Simple View of Reading (Gough & Tunmer, 1986) be adopted as a framework. It also recommended that pupils be taught how to read words in the first instance through the adoption of programs of systematic synthetic phonics. A change in government reinforced this policy and added a national program of early assessment of grapheme-phoneme knowledge. These changes uncovered an important issue: namely that there was no national program for ensuring that teachers had the necessary professional subject knowledge to teach phonics effectively. Steps have been taken to mitigate this. The most recent data from the Progress in International Reading Literacy Studies (PIRLS) 2016 study suggests that England is now beginning to close the achievement gap, with the pupils in the lowest percentiles making the most improvement.