What were the processes and outcomes of involving secondary school pupils transitioning from primary to secondary school in pre-arrival shared-reading? A case study

Baverstock, Alison; Steinitz, Jackie; Morris, Jonathan; Fenwick, Catherine

doi:10.1080/03004279.2018.1541922

Cited by 4 publications

(5 citation statements)

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“…The reading material chosen should be reading material that all school members can enjoy. Interesting reading material can be chosen to read together between the teacher and students to foster reading habits both in students and teachers (Baterstock et al, 2019) .…”

Section: Introductionmentioning

confidence: 99%

Implementation of the school literacy movement during the covid-19 pandemic

Mumpuni¹,

Kurniawan²,

Nurbaeti³

et al. 2021

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<div><p>The implementation of the school literacy movement, especially in elementary schools, has many obstacles. Moreover, during the Covid-19 pandemic, the problem of implementing the school literacy movement became increasingly complex. This research is a qualitative research, which is carried out in elementary schools in Banjarharjo District. The data collection instruments consisted of interviews, questionnaire sheets, and observation sheets. The results showed 1) the pattern of literacy movements during the Covid-19 pandemic was adjusted to the level of developmental age of students and the situation and conditions and stages of the literacy movement carried out online; 2) The driving factors for the implementation of the school literacy movement during the Covid-19 pandemic include the availability of good facilities and cooperation with parents. Meanwhile, The inhibiting factors for the school literacy movement are the lack of supporting facilities and the lack of teachers to directly control the development of students' literacy. The school literacy movement during the Covid-19 pandemic should be supported by digital-based reading materials and parental understanding regarding the implementation of the school literacy movement during the Covid-19 pandemic.<strong></strong></p></div>

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Section: Introductionmentioning

confidence: 99%

Implementation of the school literacy movement during the covid-19 pandemic

Mumpuni¹,

Kurniawan²,

Nurbaeti³

et al. 2021

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“…Bahan bacaan yang dipilih sebaiknya bahan bacaan yang dapat dinikmati oleh semua warga sekolah. Bahan bacaan yang menarik dapat dipilih untuk dibaca bersama antara guru dengan peserta didik, sehingga dapat menumbuhkan kebiasaan membaca baik pada peserta didik maupun guru (Baverstock et al, 2019). Tentu saja bahan bacaan tersebut adalah bahan bacaan yang memuat nilai-nilai karakter.…”

Section: Pendahuluanunclassified

Pengelolaan Kegiatan GLS di Sekolah Dasar Selama Pandemi Covid-19

Mumpuni¹,

Nurbaeti²,

Purnomo³

et al. 2021

jamu

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Kegiatan Gerakan Literasi Sekolah (GLS), khususnya di sekolah dasar mengalami banyak hambataan. Terlebih, saat pandemi Covid-19 seperti saat ini, tentu permasalahan terkait kegiatan GLS semakin kompleks. Oleh sebab itu, perlu dilaksanakan kegiatan pengambdian kepada masyarakat dalam bentuk sosialisasi dan pendampingan pengelolaan kegiatan GLS di Sekolah Dasar selama Pandemi Covid-19. Hasil kegiatan pengabdian kepada masyarakat ini adalah pengelolaan kegiatan GLS selama pandemi Covid-19 dapat dilaksanakan, meskipun dijumpai beberapa permasalahan. Beberapa permasalahan tersebut diantaranya terjadinya penumpukan informasi dan kesulitan akses aplikasi. Saran-saran yang dapat dituliskan yaitu perlu adanya pendampingan orang tua selama kegiatan belajar dari rumah, termasuk pelaksanaan kegiatan GLS. Perlu adanya keberlanjutan kegiatan GLS selama pandemi Covid-19, sehingga dapat mengembangkan budi pekerti siswa.

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“…In the experience of Kingston, it is important for endorsement to come from the highest levels within the institution and for there to be cross-organisational cooperation in its delivery. Within the context of hierarchical structures of UK universities, this is challenging and Kingston noted a difference between ease of establishment and delivery of shared-reading within secondary schools and within higher education (Baverstock, Steinitz, Fenwick and Morris, 2018). For academics, choosing their own reading lists is a fundamental part of academic independence, and responses to staff questionnaires early in the life of the Kingston Big Read showed that the preservation of academic independence impacted on the early willingness of academic colleagues to become involved.…”

Section: Edge Hillmentioning

confidence: 99%

“…The project also expanded to explore the use of shared-reading within the transition from junior to secondary school, and this was recorded, analysed and published in an educational journal (Baverstock, Steinitz, Fenwick and Morris, 2018). There is currently speculation about taking this borough-wide, with strong interest from junior and secondary schools and the local government (the Royal Borough of Kingston) in support.…”

Section: Kingstonmentioning

confidence: 99%

“…There was initial surprise at how many people turned up, but conversations with the audience showed that opportunities for involvement with the local university are often appreciated and that perhaps those working in a university don't always appreciate how highly valued is their role. Kingston-sponsored shared reading with a hostel for the homeless has generated an oft-reported pride in the university's involvement in such worthwhile activity and having piloted in a boys school (Baverstock, Steinitz, Morris and Fenwick, 2018) shared-reading is now being piloted across the Royal Borough of Kingston at 11 to ease transition to secondary schools. At UWS the project directly linked to a greater and wider partnership.…”

Section: While Aimed Primarily At Students the Project Also Offers Bementioning

confidence: 99%

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Baverstock¹,

Steinitz²,

Shelar³

et al. 2020

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This paper outlines the experience of four universities that collaborated on a pre-arrival shared reading project, the Big Read, in 2018/2019. They did so primarily to promote student engagement and retention and also to ease the transition into higher education, particularly for first-generation students, to promote staff connectedness, and to provide a USP (unique selling point) for their institution. The paper covers all the associated processes, from isolating the respective aims of the collaborators to the choosing and sharing of a single agreed title. In analysing the outcomes, recommendations are made for future cross-institutional projects of this kind.

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What were the processes and outcomes of involving secondary school pupils transitioning from primary to secondary school in pre-arrival shared-reading? A case study

Cited by 4 publications

References 1 publication

Implementation of the school literacy movement during the covid-19 pandemic

Implementation of the school literacy movement during the covid-19 pandemic

Pengelolaan Kegiatan GLS di Sekolah Dasar Selama Pandemi Covid-19

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