Quantifying low English literacy in Australian Aboriginal communities: a correlational study

Lin, Sophia; Williamson, Frances; Beetson, Jack; Bartlett, Ben; Boughton, Bob; Taylor, Richard

doi:10.1007/s13384-020-00388-7

Cited by 6 publications

(6 citation statements)

References 11 publications

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“…In remote and very remote Indigenous communities, where English is typically a second or subsequent language for most community members, 76% of Indigenous children cannot read at the minimum national standard for their age [ 25 ]. Although there are little available data on literacy skills of Indigenous adults and no current reliable measure of Australian Indigenous adult literacy, one study in New South Wales (NSW) reported that 68% of 1177 surveyed Indigenous adults rated themselves as having low or very low English literacy skills, which indicates that, for many Indigenous people, English literacy barriers persist into adulthood [ 26 ]. This in turn negatively impacts an individual’s ability to understand road rules, road safety information, and the associated consequences of unsafe driving [ 17 ].…”

Section: Systemic Barriers To Safe Driving In Indigenous Communitimentioning

confidence: 99%

Keeping Safe on Australian Roads: Overview of Key Determinants of Risky Driving, Passenger Injury, and Fatalities for Indigenous Populations

Pammer

Freire

Gauld

et al. 2021

IJERPH

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Social and cultural barriers associated with inequitable access to driver licensing and associated road safety education, as well as socioeconomic issues that preclude ongoing vehicle maintenance and registration, result in unsafe in-car behaviours such as passenger overcrowding. This in turn is associated with improper seatbelt usage, noncompliance with child restraint mandates, and driver distraction. For example, in Australia, where seatbelt use is mandatory, Indigenous road users are three times less likely to wear seatbelts than non-Indigenous road users. This is associated with a disproportionately high fatality rate for Indigenous drivers and passengers; 21% of Indigenous motor-vehicle occupants killed on Australian roads were not wearing a seatbelt at the time of impact. In addition, inequitable access to driver licensing instruction due to financial and cultural barriers results in Indigenous learner drivers having limited access to qualified mentors and instructors. A consequent lack of road safety instruction results in a normalising of risky driving behaviours, perpetuated through successive generations of drivers. Moreover, culturally biased driver instruction manuals, which are contextualised within an English written-language learning framework, fail to accommodate the learning needs of Indigenous peoples who may encounter difficulties with English literacy. This results in difficulty understanding the fundamental road rules, which in turn makes it difficult for young drivers to develop and sustain safe in-car behaviours. This paper considers the literature regarding road safety for Indigenous road users and critically evaluates strategies and policies that have been advanced to protect Indigenous drivers. Novel solutions to increasing road safety rule compliance are proposed, particularly in relation to passenger safety, which are uniquely embedded within Indigenous ways of knowing, being, and doing. Safe driving practices have crucial health and social implications for Indigenous communities by allowing more Indigenous people to participate in work and education opportunities, access healthcare, maintain cultural commitments, and engage with families and friends, qualities which are essential for ongoing health and wellbeing.

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Section: Systemic Barriers To Safe Driving In Indigenous Communitimentioning

confidence: 99%

Keeping Safe on Australian Roads: Overview of Key Determinants of Risky Driving, Passenger Injury, and Fatalities for Indigenous Populations

Pammer

Freire

Gauld

et al. 2021

IJERPH

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“…Further, many studies are cross-sectional in design and thus, can only provide correlational evidence, and some studies use levels of education or completed schooling as the variable of interest rather than literacy itself (Machin et al 2011;Parsons 2002). We found that the association between completed schooling and literacy ability is weak in rural and remote Indigenous populations (Lin et al 2020). Evidence regarding a linkage between education and crime and justice outcomes is mainly from studies that evaluate the impact of prison education programs on reducing recidivism (e.g., Callan and Gardner 2007;Giles 2016).…”

Section: Previous Studiesmentioning

confidence: 76%

“…The last attempt to measure national Indigenous adult literacy levels in Australia was the 1996 Survey of Aspects of Literacy (SAL), which estimated that 41% to 47% of Aboriginal and Torres Strait Islander people had low literacy (ABS 1997). However, the SAL purposefully excluded people living in remote areas, where other studies have found a much higher prevalence of low English literacy (Kral and Schwab 2003;Lin et al 2020;Shalley and Stewart 2017).…”

Section: Previous Studiesmentioning

confidence: 99%

“…This partnership approach to conducting research activities with First Nation communities aligns with the United Nations Declaration on the Rights of Indigenous Peoples (UN General Assembly 2007). Previous research has documented a range of benefits for Indigenous people, including measurable literacy improvements, improved self-confidence and selfcontrol, reduction in alcohol and drug use, reduced aggression and an increased sense of community and community cohesion (Boughton et al 2013;Boughton and Williamson 2019;Durnan and Boughton 2018;Lin et al 2020;Ratcliffe and Boughton 2019;Williamson and Boughton 2020).…”

Section: The Yes I Can! Adult Literacy Campaignmentioning

confidence: 99%

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Impact of a Community-Controlled Adult Literacy Campaign on Crime and Justice Outcomes in Remote Australian Aboriginal Communities

Beetson¹,

Anderson

Lin

et al. 2022

Int J for Crime, Justice & Social Democracy

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Using qualitative self-reported and observational evidence combined with a quantitative breakdown of linked administrative justice system data, this before-and-after study demonstrates the beneficial impacts of a First Nations community-controlled adult literacy campaign in six rural and remote communities in New South Wales, Australia. The most significant quantitative finding is a 50% reduction in reported serious offences in a sample of 162 campaign participants. Qualitative data from interviews found an increased use of legal assistance services following the campaign.. These findings are contextualised through the lived experiences and perceptions of First Nations campaign staff and participants, community leaders and government and non-government agency personnel.

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“…Students who are educated in science have a realistic perspective on science [29] [30] and show that knowledge formed through science learning supports the literacy of students engaged in practice. Australia as a developed country also has research which states that literacy in language learning is also more effective using a scientific approach [31]. With this, we can analyze that scientific literacy is an actual pattern that is needed in the world of education to form a quality personality.…”

Section: Literature Review 21 Learning Science Literacymentioning

confidence: 99%

Science Literacy in Early Childhood: Development of Learning Programs in the Classroom

Choiriyah

Lutfiani²,

Khoirunisa³

et al. 2021

att

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The importance of science literacy in early childhood greatly influences the development of scientific thinking ability. Early childhood is the most critical learning goal that can be done with a student-centered approach to the classroom. This article discusses the needs of science literacy at an early age. Various investigative processes have been carried out by uncovering qualitative methodology. The interview method was conducted to five early childhood teachers. Teknik data analysis using Heurmeutical analysis and Miles and Huberman models. The results showed that early childhood in the application of science literacy as a learning development program in the classroom requires three aspects that need to be considered, namely: attitude, skills, self-competence in children's cognitive ability, and participation in classroom strategies mapped by teachers. While the needs of learning in the classroom are very important to be done as an effort to improve the competence of teachers to the quality of teaching. In the long term, this research has implications in the field of education, namely the development of teacher competencies on the ability to manage science literacy at an early age.

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Quantifying low English literacy in Australian Aboriginal communities: a correlational study

Cited by 6 publications

References 11 publications

Keeping Safe on Australian Roads: Overview of Key Determinants of Risky Driving, Passenger Injury, and Fatalities for Indigenous Populations

Keeping Safe on Australian Roads: Overview of Key Determinants of Risky Driving, Passenger Injury, and Fatalities for Indigenous Populations

Impact of a Community-Controlled Adult Literacy Campaign on Crime and Justice Outcomes in Remote Australian Aboriginal Communities

Science Literacy in Early Childhood: Development of Learning Programs in the Classroom

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