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Many poor and illiterate women in reproductive years in Pakistan live in underdeveloped areas and are solely dependent on free primary health services provided by the state through the Lady Health Worker (LHW) Programme. These women need higher health and social literacy to make informed health decisions and receive inferior services from overburdened LHWs. This project aims to deliver a health and social literacy intervention by integrating Community Social Workers (CSWs) at the primary level to promote maternal health in the country. A 24-month intervention with six health and social literacy modules will be delivered by trained CSWs. Multistage randomized sampling will be used to sample 6 BHUs across six cities from six districts of Punjab, Pakistan. A total of 360 women will be sampled and assigned randomly to the experiment and control groups. Pakistan needs to catch up on its sustainable development goals for maternal health, not just due to the limitations of the existing services, but also due to the low health and social literacy of women, which prevents effective uptake. Each LHW is expected to have an estimated 1,500 women clients for multiple services, which makes support for women's literacy and awareness difficult. Integrating a partner workforce or CSWs to support disadvantaged women for improved maternal health outcomes is critically needed. The results of this intervention will advise policymakers and stakeholders about long-term plans for literacy support of women and the integration of CSWs in the primary healthcare setup. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociology of Education is the property of Journal of Sociology of Education 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.)

Scientific research in recent years has documented a violation of the mechanism for the inclusion of young citizens in adulthood and the dominance of consumer attitudes among modern youth. It is quite obvious that one of the indicators of civil society is the desire of people to be its full members, responsible and capable of socially useful activities. The ongoing change in the geopolitical situation in the world has particularly acutely actualized the problem of children and adolescents developing social literacy as a special criterion for the development of society. The need to solve this issue determined the research problem, which lies in the insufficient knowledge of the content of social literacy of children and adolescents in modern pedagogical discourse and the demand for a theoretical justification of this term from the standpoint of the modern sociocultural situation. Accordingly, the purpose of this research is to reveal the concept of “social literacy” in pedagogical theory and practice. The research methods used in the work are the following: analysis of teaching experience and theoretical approaches to the problem under study, synthesis, differentiation, methods of visual presentation of the data obtained. The results of the research. The content of social literacy in pedagogical scientific and scientific-methodological research has been revealed; components of social literacy have been proposed. Key conclusions: social literacy is understood as an individual’s readiness to socialize safely in the environment; possession of an interdependent set of knowledge, skills and abilities, as well as the necessary personal qualities that ensure the formation of this readiness; social literacy includes a set of interrelated components: personal, activity and reflexive, identified on the basis of systematization of axiological, environmental, competence and multi-subjective approaches.

The primary objective of this study was to investigate the impact of social literacy, religious involvement, and technology-equipped systems on the promotion of healthy lifestyle behaviors in community settings in Indonesia. The study utilized a mixed-method research approach and was carried out in three villages within an Indonesian province. Quantitative data was gathered from 235 respondents through face-to-face structured interviews using a simple random sampling procedure, while qualitative data was collected from 28 respondents through a semi-structured interview schedule using a purposive sampling procedure. Additionally, observations were conducted in the three selected communities. The study found that socio-cultural factors, including religious systems, social systems, and technology, significantly influenced healthy lifestyle behaviors in Indonesian communities. Strong associations were observed between these factors and various aspects of healthy living, such as physical activity, fruit and vegetable consumption, not smoking or drinking alcohol, routine health checkups, environmental hygiene, and latrine use. These findings underscored the significance of social support, religious involvement, and technology-equipped systems in promoting and improving healthy behaviors within community settings. Findings would be important guidelines for policymakers and health practitioners for designing and implementing effective health promotion strategies to enhance healthy lifestyle behaviors in community settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Students is the property of Journal of International Students 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.)

The need in high-quality education has always been and now is acute for learners and their parents all over the world. Only the most advanced methods, methodology and practices can enable teachers to cover completely the subject field and develop skills of analytical and critical thinking of the digital generation or generation Z, as we call people born after 2000. The situation formed by COVID-19 pandemic changes traditional foundations of life, business, education in the world. In March 2020 the majority of educational institutions were forced to change to distance learning. A lot of conventional forms of teaching underwent serious changes. Not only the process of teaching was altered, but the system of teacher – learner interaction was modified. Pandemic and restrictions imposed by it differ from country to country. Special attention is paid to distance forms using multimedia technologies. Today digital projects of distance learning integrated in the classic system of education are being developed. The author showed that difficulties arising with teaching high-school learners and university students point to the necessity to focus teachers’ attention on digital generation.

Despite distance education’s negative impacts on students’ learning and social literacy skills during the Covid-19 pandemic, it still has significant benefits. This study examined the distance education and social literacy of elementary school students during the Covid-19 pandemic. A qualitative research methodology was used: in-depth interviews were employed to collect data, and the sample population included six elementary school teachers who used distance education during the Covid-19 pandemic. This study had three main findings, including: 1) the factors impacting social literacy skills, 2) the effects of distance education on social literacy skills, and 3) the challenges of teaching in distance education and their effect on the development of social literacy skills. Therefore, the findings of this study encourage teachers to seek opportunities to expand the scope of distance education platforms in order to incorporate additional activities that enhance the development of students' social literacy skills.

The technological developments associated with the modern era have led to dynamic social literacy changes in adolescents. This concept has led to studies on various theoretical perspectives, and its integration into the school curriculum has been encouraged by governments from several countries. However, social literacy is a complicated idea in practice because it comprises considerable theoretical, practical, and ethical challenges. Therefore, this study provides a better understanding of the social literacy complexity by summarizing the main perspectives or existing social literacy practices in the field. It also identifies key aspects in a particular concept of social literacy and explains the process associated with its formulation by several literacy educators. The results showed that educators can use an alternative approach, strategies, or learning models to develop new values, norms, and habits for adolescents in online learning situations, especially during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Speaking to the need for decolonising the oppressed, Métis scholar and activist Howard Adams once questioned why many Métis became confused, puzzled, and lived in constant denial of their unique history and culture. His reflection speaks to the ways in which a colonial form of education strategically and effectively erased, subsumed, and demonised Métis realities and peoples through acts of symbolic violence so effective that even the oppressed were misled. This article explores how Métis community members have demonstrated agency in rectifying this situation via a historic review of community experiences, initiatives, and recommendations in education that reflect recent conceptions of lifelong learning as adaptations to significant life events. Across the Métis homeland, political leaders, activists, educators, and community members have collectively worked to respond to educational needs through a variety of initiatives with the restoration of cultural knowledge and pride as a primary undertaking. Reflecting social literacy aims, the Métis are sustaining a tradition of lifelong learning activities that seek decolonising and self-determining goals that help make sense of their lived experiences through a collective approach. Still, the ability to educate others on Métis topics is contingent on powerholders who privilege the current status quo. [ABSTRACT FROM AUTHOR]

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita 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.)

The current paper presents data from a social literacy programme implemented in the prison school in Cyprus for 18 months. The programme was theoretically informed by critical literacy, genre pedagogy, multimodality and non-formal education and it aimed to opt away from skill-based, autonomous and corrective models of literacy education that are widespread in prison education. The current programme approached literacy from the ideological and social perspective. The methodology adopted was a combination of intervention (design and implementation) and ethnographic research (reflective diaries, field notes of the implementation process) along with texts produced by the prisoners. The main findings indicate that the prisoners were very responsive to this type of literacy education since it provided them space to reflect on their own experience, freedom to express themselves and produce texts, away from corrective educational models, and the programme as a whole was appropriate for prisoners of varied educational and social background. [ABSTRACT FROM AUTHOR]

As a result of globalisation, the boundaries that once limited the trade of ideas and culture have largely dissolved. In Australia, the fruits of intercultural exchange have largely been enjoyed, yet this expansion of Australian interaction with diverse Others has posed a perceived threat to some. This parallel expansion and contraction of cultural engagement demonstrates the need for Australia to represent diversity more adequately as a part of our society. A central point of tension in this discussion is religion. This paper reports on a study that explored the question: Why is it so hard to talk about religion in public classrooms? This narrative inquiry attempts to unpack some of the challenges facing Australian educators at present. This study brings out the conflicting priorities and pressures of the secular system against student needs and puts forward an argument for the development of social literacy education that addresses education about religion in Victorian public schools. [ABSTRACT FROM AUTHOR]

Introduction Literacy is a fundamental right and a springboard not only for achieving "education for all", but also for eradicating poverty and increasing participation in society. Political and social literacy is about understanding how politics and social behaviors shape our daily lives. In order to improve the political and social literacy process, it is highly important to recognize effective factors in shaping People's awareness. This study is performed to determine students' points of view concerning such factors. Responsible citizens respect others and participate in political, economic, social and cultural life. The present study aims at examining the level of political and social literacy of adult citizens participating in unofficial adults training centers in Isfahan city. Material & Methods According to the purpose of the research which was to measure the extent of social and political literacy of adults, the research method in this study is descriptive. Research population include 2572 adults (above 35 years old), who attended in instructional programs of the training centers of Isfahan's public agencies in 2011. The estimated number of sample size is 380 who were randomly selected through multistage cluster sampling method. The instrument was a researcher-made questionnaire comprising of 29 items which is designed in two political and social dimensions, with an acceptable level of reliability test (0.84), via Cronbach’s Alpha. The collected data were analyzed through one-sample T-test and ANOVA. Discussion of Results & Conclusions Findings showed that: 1) adults’ social literacy is higher than political literacy, 2) in a significant way, the political literacy of adults is not in good shape, 3) there is a significant difference between averages of political and social literacy in terms of education of adult citizens, 4) there is a significant difference between the averages of political and social literacy in terms of sex: level of political literacy among men is higher than women, whereas social literacy is not significantly different between the sexes, 5) there is a significant difference between the averages of political and social literacy in terms of age: people older than 30 years have more social and political literacy, 6) there is a significant difference between the average of political literacy in terms of place of living but not in social literacy. In general, training centers should be considered as social and political means of development for adult education. Higher levels of political and social literacy will result in better Citizens, whose behaviors lead to lower rates of social and political disorders. In fact, political and social literacy is one of the main components of today’s healthy communities. Political and social literacy are a vehicle to support the achievement of developmental goals and empowerment of the poor in particular. As a component of basic education and a foundation for life-long learning, political and social literacy are the key to enhancement of human capabilities and achieving citizenship rights. It carries wide-ranging benefits not only for individuals but also for families, communities and societies as a whole. Curriculum planners need to use effective approaches in political and social education in order to provide essential and required content for learners according to community needs. It is necessary for them to consider curriculum revisions and develop extra curriculum contents. Considering the effect of political and social literacy on the development of the country, it is recommended to apply these issues in teaching courses which requires deep learning and high levels of understanding.

Introduction Literacy is a fundamental right and a springboard not only for achieving "education for all", but also for eradicating poverty and increasing participation in society. Political and social literacy is about understanding how politics and social behaviors shape our daily lives. In order to improve the political and social literacy process, it is highly important to recognize effective factors in shaping People's awareness. This study is performed to determine students' points of view concerning such factors. Responsible citizens respect others and participate in political, economic, social and cultural life. The present study aims at examining the level of political and social literacy of adult citizens participating in unofficial adults training centers in Isfahan city. Material & Methods According to the purpose of the research which was to measure the extent of social and political literacy of adults, the research method in this study is descriptive. Research population include 2572 adults (above 35 years old), who attended in instructional programs of the training centers of Isfahan's public agencies in 2011. The estimated number of sample size is 380 who were randomly selected through multistage cluster sampling method. The instrument was a researcher-made questionnaire comprising of 29 items which is designed in two political and social dimensions, with an acceptable level of reliability test (0.84), via Cronbachâs Alpha. The collected data were analyzed through one-sample T-test and ANOVA. Discussion of Results & Conclusions Findings showed that: 1) adultsâ social literacy is higher than political literacy, 2) in a significant way, the political literacy of adults is not in good shape, 3) there is a significant difference between averages of political and social literacy in terms of education of adult citizens, 4) there is a significant difference between the averages of political and social literacy in terms of sex: level of political literacy among men is higher than women, whereas social literacy is not significantly different between the sexes, 5) there is a significant difference between the averages of political and social literacy in terms of age: people older than 30 years have more social and political literacy, 6) there is a significant difference between the average of political literacy in terms of place of living but not in social literacy. In general, training centers should be considered as social and political means of development for adult education. Higher levels of political and social literacy will result in better Citizens, whose behaviors lead to lower rates of social and political disorders. In fact, political and social literacy is one of the main components of todayâs healthy communities. Political and social literacy are a vehicle to support the achievement of developmental goals and empowerment of the poor in particular. As a component of basic education and a foundation for life-long learning, political and social literacy are the key to enhancement of human capabilities and achieving citizenship rights. It carries wide-ranging benefits not only for individuals but also for families, communities and societies as a whole. Curriculum planners need to use effective approaches in political and social education in order to provide essential and required content for learners according to community needs. It is necessary for them to consider curriculum revisions and develop extra curriculum contents. Considering the effect of political and social literacy on the development of the country, it is recommended to apply these issues in teaching courses which requires deep learning and high levels of understanding.

Livestock herding practice is globally viewed as a male responsibility which males learn at a young age and hence, limits education access. The study probes the cultural influence of herding on male herders and perhaps its influence on their learning preferences and styles. The study further explores the resourcefulness of social relationships in enhancing further literacy learning among the herders. Drawing on the social capital concept, this study seeks to explore its instrumentality in influencing learning. The interviews; transect walks and photo voice were employed to collect data on a group of 30 purposively sampled adult male Basotho herders. Results show that; herding is a rich learning resource of indigenous knowledge (IK). The study suggests a holistic non-formal education (NFE) provision that embraces the herders (lifestyles, social networks as well as IK practices) and a need for NFE policy and practice to explore the relevance of social literacy in its programming. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that different communities, such as language groups and socio-economic status (SES) families, practice literacy in different ways. Certain language communities of low SES observe literacy interactions differently from the traditional 'schooled literacy', which may influence learners' reading literacy. However, the link between language communities, SES and reading literacy has not been extensively researched, especially in the South African context where there are 11 official languages and wide socio-economic disparities. This article examines students' social literacy in relation to their reading literacy levels, and reveals that the literacy gap between indigenous South African language (ISAL) speakers, a number of whom are from low SES families, and speakers of English and Afrikaans is further widened at the tertiary level due to the mismatch between the social literacy practices of the different language groups and the education system that operates in the country. Recommendations are made on how educators could employ strategies such as social relevance and culturally sensitive teaching to bridge the academic literacy gap among the language groups. [ABSTRACT FROM AUTHOR]

This study describes the use of literacy—including the written word—in the maintenance and practice of Lukumí, a Diasporic African spiritual tradition. While Lukumí is decidedly orally transmitted, the written word is still a critical part of its contemporary practice. Relying on data collected during participant observation of ceremonies and rituals, semistructured interviews and focus groups, the study reveals the ways in which orality, material culture, and the written word exist within a communicative continuum critical to Lukumí devotion and practice. [ABSTRACT FROM PUBLISHER]

Literacy is a fundamental right and a springboard not only for achieving "education for all", but also for eradicating poverty and increasing participation in society. Political and social literacy is about understanding how politics and social behaviors shape our daily lives. In order to improve the political and social literacy process, it is highly important to recognize effective factors in shaping People's awareness. This study is performed to determine students' points of view concerning such factors. Responsible citizens respect others and participate in political, economic, social and cultural life. The present study aims at examining the level of political and social literacy of adult citizens participating in unofficial adults training centers in Isfahan city. [ABSTRACT FROM AUTHOR]

All Saints Catholic Girls College is situated in Liverpool, Sydney. Our students come from multicultural but somewhat disadvantaged backgrounds and, as young women, they are not often encouraged to demand their own freedoms, education or safety. In this context, and with added pressures from the media in the form of increasingly sexualised expectations, we have developed two programs which enhance students' critical thinking and enable them to deconstruct the way they have been positioned in today's society. The 'iWoman' project has successfully embedded an 'affirmative action' approach across the curriculum, requiring students to analyse, question and celebrate the role of women in each subject area. The project has also inspired extra-curricular and enrichment activities which have widened our students' career expectations. The CORE (Come on, Respect Everybody) program has been devised and resourced by the Pastoral Care team at the school. In order to tackle issues of self-worth, gender image and potential sexual assault, the program uses discussion and multimedia to challenge stereotypes and enable girls to keep themselves and their peers emotionally and physically safe. We will look at why and how these projects have come about and the resulting changes in student learning and welfare. [ABSTRACT FROM AUTHOR]

Process theories have been extremely influential in the evolution of L2 writing instruction. Responding to purely formal views of writing, proponents borrowed the techniques and theories of cognitive psychology and L1 composition to refine the ways we understand and teach writing. While remaining the dominant pedagogical orthodoxy for over 30 years, however, process models have for some time found themselves under siege from more socially-oriented views of writing which reject their inherent liberal individualism. Instead, genre approaches see ways of writing as purposeful, socially situated responses to particular contexts and communities. In this paper, I discuss the importance of genre approaches to teaching L2 writing and how they complement process views by emphasising the role of language in written communication. [Copyright &y& Elsevier]

This article explores citizenship education's need to focus on both 'political' and 'social' literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on 'political' literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on 'good' behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens. [ABSTRACT FROM AUTHOR]

Health workers often communicate to people from a position of power rather than focusing on the needs of the receivers. This is usually clouded with jargon and the so-called principles of scientific accuracy. Often the use of science is to justify the health worker's position rather than to precipitate actions to promote health and achieve people's control over their lives.Communication involves a tripartite reciprocal interaction between the sender, receiver and the medium. This involves both science and art specific to the message, language, values and participants. If the ultimate purpose of communication is healthful action and community control, then scientificness of the explanations must be secondary. Therefore the art of getting the message across must be the priority rather than it being scientifically sound. This conflict is discussed in relation to experiences in the Pacific Islands. The communication of health risks in the Pacific involves the multi-tiered translation of scientific concepts and language into those of the target populations.The scientific concepts are usually occidental and need to be translated into vernacular worldviews and languages. Experiences in and examples from the Pacific have challenged the primacy of scientific explanations over the need to minimise health risks and increase of community control. For health promotion to succeed in multicultural and multilingual Pacific, New Zealand and Australia, the art and science of communicating health risks must be titrated against scientific explanations to appropriately and primarily promote health. Asia Pac J Public Health 2000;12(2): 90-97 [ABSTRACT FROM PUBLISHER]

Despite distance education's negative impacts on students' learning and social literacy skills during the Covid-19 pandemic, it still has significant benefits. This study examined the distance education and social literacy of elementary school students during the Covid-19 pandemic. A qualitative research methodology was used: in-depth interviews were employed to collect data, and the sample population included six elementary school teachers who used distance education during the Covid-19 pandemic. This study had three main findings, including: 1) the factors impacting social literacy skills, 2) the effects of distance education on social literacy skills, and 3) the challenges of teaching in distance education and their effect on the development of social literacy skills. Therefore, the findings of this study encourage teachers to seek opportunities to expand the scope of distance education platforms in order to incorporate additional activities that enhance the development of students' social literacy skills., Competing Interests: The authors declare no conflict of interest., (© 2022 The Author(s).)

This article outlines spiritual care as the foundation for a child's religious education. The elements of spiritual care are described by identifying how God concepts form in the young, by naming children's inherent spiritual needs, by offering perspectives from human spirituality research over the last 60 years, particularly as it applies to children, by analyzing the way meaning forms through experience as it finds its way into worldviews each of us holds by early adolescence, and finally, by depicting four types of literacy (cognitive, emotional, imaginative and social) at the basis of spiritual care and as the groundwork for a child's future development within various religious traditions. The purpose of spiritual care is to focus on the humanity of children and to situate their education within a framework built on their spiritual needs. This article is deeply embedded in assumptions associated with the Christian tradition. However, a fundamental assumption of spirituality research is that every person is spiritual. As a result, the intention to educate the human spirit as a first step to initiating children into a faith tradition is well founded; it also raises the possibility of spiritual care as undergirding secular education, but that question is beyond this article's purview. The intention is to spark a conversation among religious traditions as one way to meet the deepest spiritual needs of children, which is an urgent dialogue to engage in at present. If French philosopher Jean Baudrillard was correct, the age we are living in is well described as a revolution of confusion. A response to confusion requires [meeting] the spiritual needs of children and creating a broad theoretical and practical approach to how they think and act, as they move into a tradition that they take on board, along with their developed capacity to reflect on that tradition from personal and socially informed perspectives. [ABSTRACT FROM AUTHOR]