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1
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Digital Citizenship Infrastructure to Foster the Reinforcement of National Identity in Indonesia

100%
Candra A. A., Suryadi K., Rahmat R., Nurbayani S.
Kultura-Społeczeństwo-Edukacja
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2021
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vol. 19
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issue 1
37-50
EN
This study was to discuss and overview the infrastructure of digital citizenship in fostering the reinforcement of national identity in Indonesia. This study was prompted by a problem in the development of digital citizenship infrastructure, which could be an instrument in fostering national identity in Indonesia. The process of forming a national identity could be emphasized through various platforms in the digital citizenship infrastructure, so that the internalization of national values among Indonesian citizens could strengthen their identity as such. This study took the form of qualitative research with a phenomenological approach, constructing theories and phenomena concerning the infrastructure of digital citizenship in Indonesia. The results showed that the infrastructure of digital citizenship reinforced national identity in Indonesia in three ways, namely: 1) internalizing awareness of digital literacy through Citizenship Education learning, 2) implementing Habituation of national identity values in the digital citizenship infrastructure, and 3) running digital forums that could reinforce the digital citizenship infrastructure and strengthen national identity.
2
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Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL

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Cinganotto L., Cuccurullo D.
Lublin Studies in Modern Languages and Literature
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2019
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vol. 43
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issue 3
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology. 
FR
L'article contient uniquement les résumés en anglais.
3
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Chris Keith, Jesus’ Literacy. Scribal Culture and the Teacher from Galilee (Library of New Testament Studies 413 – Library of Historical Jesus Studies 8; London et al.: Bloomsbury, 2013)

100%
Kubiś A.
The Biblical Annals
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2016
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vol. 6
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issue 4
707-714
EN
Book review: Chris Keith, Jesus’ Literacy. Scribal Culture and the Teacher from Galilee (Library of New Testament Studies 413 – Library of Historical Jesus Studies 8; London et al.: Bloomsbury, 2013). Pp. XVI + 224. GBP 17.99. ISBN 9780567533975 (Paperback)
4
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The Present and the Prospect of Increasing Literacy in the Field of Cultural Heritage

88%
Pitoňáková S., Augustínová E.
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2022
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vol. 5
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issue 1
116-130
EN
Through culture, social learning is passed on from generation to generation, and knowledge (and use) of this experience allows the group to move forward. Culture is an important part of social relations in society and has the same status in society as the economic, political, or legal system. The protection and appropriate presentation of tangible and intangible cultural heritage objects is a natural part of every cultural society. An inseparable part of these efforts should be the education of selected groups of society leading to an increase in cultural literacy, in a narrower context to an increase in the so-called cultural heritage literacy. The current education system in Slovakia is still looking for trajectories to lead students at all levels of education to the ability to find the necessary information, orient themselves in it in the context of broader contexts, analyse, synthesize and as a result apply it in practical life. The essence of education in the field of preservation and presentation of cultural heritage is the connection of current knowledge with historical experience and the potential of modern times, the aim is to acquire knowledge, skills and competencies leading to the creation of innovative concepts in the presentation of cultural heritage. The presented study provides a partial topic about the possibilities of symbiotic development of cultural, media and information competencies necessary for successful operation in the local and global environment, while we consider the combination of these literacies to be a particularly important goal of education. In the article, we perceive cultural (heritage) literacy in higher education as an important concept in teaching and we present a case study that shows the successful integration of this strategy into the area of higher education. The present study represents a specific initiative aimed at increasing cultural (heritage) literacy in the university environment. On the example of the selected study program, we point out the so far little developed possibilities of implementing cultural (heritage) literature in education and show a possible approach to developing similar considerations. The study is designed as a theoretical-practical output providing analytical and critical reflection on related concepts, including a synthesizing view of them. The theoretical part is followed by research and a search for facts that provide an empirical picture of the implementation of cultural (heritage) literature in the process of the selected strategy of higher education. The symbiosis of certain theoretical reflections and concrete / real practical experiences forms a knowledge base of perception.
5
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Gimnazjaliści w epoce wtórnej oralności. Analiza wybranych wypowiedzi pisemnych

76%
Rypel A.
Polonistyka. Innowacje
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2015
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issue 1
37-53
EN
The issue of the article concerns the literacy of the young generation of Poles. The author shows how the texts written by secondary school students are changing under the influence of new media, the expansion of visual perception of the world and the universal acceptance of informality in the way of thinking and language use. A particular attention is given to a situational text index and interactivity. The exemplary mate­rial comes from a variety of works written by junior high school students who took part in a nationwide research.
6
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Sociálna spravodlivosť a rodové rozdiely v slovenskej škole v zrkadle medzinárodného testovania PISA

75%
Kosová B.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 2
81-94
EN
Changes in the character of international evaluation with regard to new conception of education and literacy as ability to use the knowledge to solve the real-life situations. The educational results of Slovak students in PISA testing with regard to their social-economical backgrounds and genders. Conclusions of PISA towards external differentiation in education. Differences of educational results of boys and girls in mathematical and reading literacy and in their self-assessment and learning strategies.
7
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„Co robi alfabetyzacja?”. O potrzebie i priorytetach badań pedagogicznych nad fenomenem niepiśmienności

75%
Przybylska E.
Kultura i Edukacja
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2014
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issue 4(104)
66-84
EN
The article points out the need of educational research on the illiteracy phenomenon in the societies, where compulsory education is enforced. The scale of illiteracy and lack of knowledge about functional illitera cy in the present time poses a number of challenges for science. The most important are: identification of groups with reading and writing deficits and etiology of illiteracy phenomenon, reflection on the essence of functionally illiterate adults learning, the role of school and other agents of socialization in reading and writing development, literacy opportunities in the workplace or the contribution of the arts to popularize adult literacy and breaking social taboo, which is inability to read and write in highly developed countries.
8
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One Literacy and Multiple Intelligences? The Case of Media Literacy

75%
Belvončíková E., Čiderová D.
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2022
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vol. 5
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issue 2
54-70
EN
Acceleration of globalisation and the Fourth Industrial Revolution expanded opportunities for intercultural interaction, facilitated by more accessible and affordable information and communication technologies (ICT). Media literacy as framed by UNESCO is to be interpreted as “[u]nderstanding and using mass media in either an assertive or non-assertive way, including an informed and critical understanding of media, the techniques they employ and their effects. Also the ability to read, analyse, evaluate and produce communication in a variety of media forms” (alias “the ability to decode, analyse, evaluate and produce communication in a variety of forms”). Furthermore, media and information literacy “refers to the essential competencies (knowledge, skills and attitude) that allow citizens to engage with media and other information”. Dynamic developments in the contemporary world brought about by the post-factual era and the COVID-19 pandemic reinforced the exposure of the public to misinterpretation. Being conscious of variable and increasingly multidimensional presentation in academic literature of what it takes to be literate, in our paper we reflect on media literacy alias a synergy of literacy and multiple intelligences. Since on 12 April 2022 UNESCO launched a global survey “Learning from the COVID-19 crisis to write the future: National policies and programmes for youth and adult literacy” addressed to all 193 UNESCO Member States to fill in the gap and collect information on the impact of the COVID-19 crisis on youth and adult literacy, our online questionnaire is complementary in terms of scope (media literacy) and outreach (higher education students). The aim of this paper is to investigate awareness, understanding and interpretation of literacy as such, and media literacy in particular, within the cohort of native and international students at the University of Economics in Bratislava, Slovakia. The findings revealed a higher ratio of the general understanding of communication and its role in the society, but a lower ratio of awareness about literacy and media literacy. In the context of Bloom’s taxonomy of educational objectives our main suggestion, therefore, is to reinforce the media literacy curriculum in terms of experiential learning in line with the so-called learner-centred approach to education when the needs/aspirations of individuals are placed at the centre and focus is on the experiences they bring to the learning situation.
9
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Old and New Paths of Literacy

63%
Kołodziejska J.
Przegląd Biblioteczny
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2012
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vol. 80
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issue 5 - The Special Issue
59-75
EN
General reading retains both a close and distant social environment, which influences quantitative and qualitative dimensions. From 1989 in Poland readers gained accesses to new kinds of writing and authors. This choice ultimately changed reader interests, which had previously focused on a canon literature that had been fixed the school curriculum. However, family traditions and school set texts are not the only indicators of reading practices. New, and little-recognized reader groups, often of an elite character, have a diversified the traditional reading community, often-times supported by cyberspace.
10
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Revealing the Silenced Spots: The Influence of Thomas and Znaniecki on the Study of Marginalized Aspects of Social Life

51%
Kacperczyk A.
Qualitative Sociology Review
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2020
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vol. 16
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issue 4
212-247
EN
This article aims to highlight the influence of the work of William I. Thomas and Florian Znaniecki on the perception of social reality by sociologists. I focus on the social practice of creating personal documents (memoirs, autobiographies, and letters) as a form of enacting individual agency and speaking their voice in the social space. I show the contribution of various social classes in this memorializing practice in Poland, reaching back to the 17th and 18th centuries. While doing so, I emphasize that a big part of society was practically muted in literary discourses. The voices of peasants and working-class were silenced as they had no access to the means which would enable them to speak and be represented in the discourse. Against this background, we can see how the “memoir competitions”-a very popular research practice being introduced in Poland by Znaniecki in 1921-have changed the power relations in the field of generating knowledge about social reality. The institution of Polish Memoirism that systematically gathered a huge number of autobiographies, enabled the poor and voiceless to speak and be heard by social researchers. In this sense, the monumental work of Thomas and Znaniecki was a trigger to the gradual process of revealing “blind spots” on the map of social reality and giving voice to the muted. Throughout the article, I return again and again to the main methodological questions, that is, what does it mean to include the consciousness of the participants of social life in sociological research, how to represent them in sociological theorizing, and how they can regain their voice in the scientific narrations about them.
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