Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Petrone, Robert

doi:10.1177/1086296x13492981

Cited by 35 publications

(24 citation statements)

References 36 publications

(46 reference statements)

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“…Seharusnya, literasi dan pembelajaran yang dilakukan bukan sesuatu yang terpisah tetapi dua hal yang dapat dilakukan bersama-sama. Menempatkan kurikulum literasi dalam kehidupan siswa menjadi lebih berguna dan relevan untuk kehidupan pada saat ini (Petrone, 2013).…”

Section: Pendahuluanunclassified

“…Kurikulum nasional menempatkan penting tugas untuk sekolah dengan meramalkan tujuan pendidikan umum dan persyaratan publik, untuk mengembangkan kompetensi literasi siswa (Tavdgiridze, 2016). Melihat kehidupan dan dunia tercermin dalam kurikulum sekolah, kurikulum literasi harus berfungsi untuk membantu siswa memenuhi tuntutan yang semakin kompleks di dunia (Petrone, 2013).…”

Section: Pendahuluanunclassified

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Literasi Baca Tulis Dan Inovasi Kurikulum Bahasa

Indriyani

Zaim

Atmazaki

et al. 2019

KEMBARA

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Kurikulum pendidikan di Indonesia mengalami perubahan pada tahun 2013. Perubahan tersebut merupakan usaha untuk meningkatkan mutu pendidikan di Indonesia. Pada pembelajaran bahasa Indonesia, kurikulum yang digunakan adalah berbasis teks. Beberapa tahun kemudian, untuk mewujudkan visi dan misi agar masyarakat dapat beradaptasi dengan kemajuan pengetahuan dan teknologi, pemerintah mengeluarkan kebijakan tentang Gerakan Literasi Sekolah (GLS) dan diperbarui dengan Gerakan Literasi Nasional (GLN). Penelitian ini bertujuan untuk mengetahui kegiatan literasi yang dilakukan di sekolah dan melihat respon siswa setelah dilaksanakan kegiatan literasi. Penelitian ini merekomendasikan untuk mempertimbangkan literasi sebagai inovasi kurikulum di sekolah. Penelitian ini merupakan penelitian deskriptif dengan teknik wawancara terstruktur dan teknik pengumpulan angket. Instrumen yang digunakan adalah pedoman wawancara dan lembar kuesioner. Wawancara dilakukan dengan tujuh orang guru Bahasa Indonesia di Sumatera Barat dan Angket diisi oleh 30 orang siswa. Hasil penelitian menunjukkan bahwa dalam pelaksanaannya, literasi tidak dilaksanakan dengan aturan yang ditetapkan. Tujuan dari literasi tersebut juga tidak tercapai dengan mestinya. Dalam pelaksanaannya, kurikulum dan literasi seolah-olah merupakan dua hal yang berbeda dan pelaksanaan yang tidak sejalan. Padahal, kegiatan pembelajaran yang dilakukan merupakan kegiatan literasi. Khusus pada pembelajaran bahasa, literasi yang dilakukan adalah literasi baca dan tulis.

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Section: Pendahuluanunclassified

Literasi Baca Tulis Dan Inovasi Kurikulum Bahasa

Indriyani

Zaim

Atmazaki

et al. 2019

KEMBARA

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“…E-literary texts have become the right literary material because today students can read literary works in an easy and convenient way [4][5][6]. Literature needs to be appreciated given that current learners tend to be less knowledgeable or even literary blind because literature is rarely mentioned by the teacher.…”

Section: Introductionmentioning

confidence: 99%

E-literary Texts: Reading Materials for School Literacy Movement

Setiyadi¹

2018

KSS

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This research aimed to describe the efforts to provide good and appropriate e-literary texts and for reading material for the school literacy movement, and describe implementation and significance that students should obtain in relation to the mentioned objective. A qualitative descriptive method was used. The data collection techniques used were documents, in-depth interviews, and recordings. The validity of the data is checked by triangulation of data, researcher, method as well as theories.The data were analyzed using content analysis and text analysis. The result was that e-texts can be made available by searching for the materials on the Internet.The choice of e-literary texts for reading material can be done by analyzing their appropriateness in relation to the learners' level of education. The theme of literary text content must be directed at the character building that is suitable for the school literacy movement program. The program can be applied on an ordinary level, with a 15-minute activity spent reading non-academic books before the learning time begins.The benefit for students is that they will be able to develop cultural literacy and their character building.

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“…On the other hand, it is obvious that it can provide multiple and significant benefits to especially elementary and secondary school students in terms of raising and developing historical consciousness. However, taking into account the concerns of a part of the society and educators, it would not be wrong to state that it is necessary to present the novel through correct method, system and techniques to elementary school students (Alsup, 2014;Baran, 2015;Berk, 2005;Boyd & Bailey, 2009;Bucher & Manning, 2007;Burnett & Rollin, 2000;Bushman & McNerny, 2004;Davis, 2014;Enruquez, 2006;Gross, 1999;Hanson, 2009;Haviland, 2008;Hipple & Maupin, 2001;Ho, 2000;Houser, 2001;Hökkä & Eteläpelto, 2014;Hurlburt & Akhter, 2006;Jones et al, 2004;Johnson, 2007;Johnson, 2008;Kaplan, 2006;Latham, 2002;Lea, 2006;Lehman & Crook, 1998;Liang, 2002;Nikolajeva, 2009;Nikolajeva, 2014;O'sullivan, 2005;Petrone, 2013;Ryan & Hermann-Wilmarth, 2013;Schoch, 2016;Sikkink, 2006;Smagorinsky et al, 2008;Teyfur & Teyfur, 2012;Thomas & Beauchamp, 2011;Town, 2012;Town, 2014;Zeece & Hayes, 2004).…”

Section: Why a Dystopic Work And Why The Giver?mentioning

confidence: 99%

Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates

Yildirim

2017

JEL

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It is known that in many of the developed countries of the world, especially the U.S.A, educators benefit from dystopic works in education and training of the topics such as historical consciousness, metaphors, numbers, color perception and development of language. From this point forth, it can be suggested that dystopic works, as long as they are presented by expert trainers through correct methods and techniques, can provide great benefits for historical consciousness, cognitive, social and cultural development, and especially democratic awareness. The main purpose of this study is to draw attention on the significant contributions that dystopic works can make on historical consciousness and education. The survey is conducted within 2014-2015 academic year in Agri Ibrahim Cecen University Faculty of Education Department of Social Sciences Teaching (4th grade) and views of these participants on acquisition of historical consciousness through the novel "The Giver" are examined through qualitative research method. During the survey, while determining the students' views, indications concerning the cover and content of the book, as well as the fiction, characterization and narration are obtained and exposed to content analysis. As a result of the survey, it is observed that dystopic works, especially "The Giver" can offer significant benefits for the acquisition of historical consciousness.

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Linking Contemporary Research on Youth, Literacy, and Popular Culture With Literacy Teacher Education

Cited by 35 publications

References 36 publications

Literasi Baca Tulis Dan Inovasi Kurikulum Bahasa

Literasi Baca Tulis Dan Inovasi Kurikulum Bahasa

E-literary Texts: Reading Materials for School Literacy Movement

Raising Historical Consciousness in the Novel “The Giver”, a Dystopic Work According to Social Studies Teacher Candidates

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