The potential of community libraries in supporting literate environments and sustaining literacy skills

Shrestha, Sanjana; Krolak, Lisa

doi:10.1007/s11159-014-9462-9

Cited by 16 publications

(10 citation statements)

References 4 publications

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“…In addition, public libraries can increase student motivation to read outside of the classroom setting as well. Shrestha and Krolak (2015) explain that libraries must "be attractive and full of learning resources and materials" (p. 411). This will help to increase the amount of time students spend reading while supporting the development of a reading culture.…”

Section: Discussionmentioning

confidence: 99%

Value and Self-Concept: A Study on Reading Habits among Primary School Students in Sarawak

Yusuf

John

Kundrata

et al. 2019

International Journal of Asian Social Science

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This study analyses the extent to which students" value of reading and self-concepts as readers affect their motivation to read. The participants included 45 students from a rural primary school in Malaysia aged 8 to 10 years old. They completed the Motivation to Read Profile-Revised (MRP-R) designed by Malloy et al. (2013) which consists of a survey and conversational interview to shed light on students" attitudes towards reading. The results from the survey demonstrated that the students held high self-concepts of themselves as readers and were able to use reading comprehension strategies. Overall they found reading enjoyable, and preferred collaborative reading tasks and books with visuals. Additionally, students were motivated by engaging classroom activities and trips to the library, and many students preferred digital text. However, the students found reading in another language to be challenging. Through these results, the role of the teacher is highlighted as essential in motivating students to read. By providing opportunities for students to read a variety of texts at students" reading levels and on different topics, in both students" native languages and target language. Students may gain reading motivation when they can choose what to read and when instructors create engaging activities that encourage not only independent reading, but incorporate a social aspect as well. Schools may also consider using technology to motivate young readers, and a reading culture should be supported in the students" homes to further encourage lifelong reading habits. Contribution/ Originality:This study contributes to the existing literature by examining the extent to which the value of reading and self-concept affect reading motivation a rural primary school in Malaysia. This is one of very few studies which have investigated reading motivation within this context and student responses may inform instruction.

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Section: Discussionmentioning

confidence: 99%

Value and Self-Concept: A Study on Reading Habits among Primary School Students in Sarawak

Yusuf

John

Kundrata

et al. 2019

International Journal of Asian Social Science

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“…Better reading, writing, math and ICT skills improve adults' employability (Bembridge et al, 2011;OECD, 2016) and often afford higher individual earnings and improve their work efficiency and effectiveness (Naveed and Rafique, 2018). From a long-term perspective, better reading, writing, math and ICT skills can motivate people to be lifelong learners and are fundamental for adult participation in knowledgebased societies (Shrestha and Krolak, 2015) and for increasing opportunities to implement the broad accessibility of e-learning in developing countries (Naresh and Reddy, 2015).…”

Section: Cognitive Skills In the Workplacementioning

confidence: 99%

“…Past studies provided some insights about what skills can be identified as core workplace skills. For example, literacy skills are deemed core workplace skills, which can improve adults' employability (Bembridge et al, 2011) and motivate adults to be lifelong learners (Shrestha and Krolak, 2015). Adults' information and communication technology (ICT) skills are identified as core workplace skills in Brazil and India (Commander et al, 2011) to guarantee work efficiency and effectiveness (Naveed and Rafique, 2018), the ICT uptake in organizations (Commander et al, 2011) and the quality of human resources nationwide (Naresh and Reddy, 2015).…”

Section: Introductionmentioning

confidence: 99%

A profile of core workplace skills in developing countries: utilizing PIAAC datasets

2023

HESWBL

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Purpose Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.Design/methodology/approach DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.Findings A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.Originality/value Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

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“…As technology and the means to access information change, libraries are shifting from being book repositories to proactive service providers involved in responsible innovation and learning (Shrestha and Krolak 2014). Libraries are often the early adopters of emerging technologies, and many people go to libraries to learn about and demo new technology (Flaherty and Miller 2016;Walter 2010).…”

Section: Introductionmentioning

confidence: 99%

Reducing inequality through technology diffusion: the case of 3D printing in public libraries

Woodson

Telendii

Tolliver

2020

Journal of Responsible Innovation

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3D printers are hailed as the next revolutionary technology, but will they be responsible innovations and help decrease poverty and inequality? This paper determines the availability and accessibility of 3D printing technology in low-income communities through public libraries and gives insights on how libraries use 3D printers. By examining the 2013 Digital Inclusion Survey and conducting interviews, we find that libraries are quickly acquiring 3D printers; however, the technology is not being fully adopted by the patrons due to the lack of training, software and practical applications of the technology. Also, we found out that the cost to use a 3D printer in public libraries is relatively low, and does not prevent patrons from accessing the technology. Overall, we believe that libraries will only play a small role in providing availability and accessibility to 3D printing technology for marginalized communities.

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The potential of community libraries in supporting literate environments and sustaining literacy skills

Cited by 16 publications

References 4 publications

Value and Self-Concept: A Study on Reading Habits among Primary School Students in Sarawak

Value and Self-Concept: A Study on Reading Habits among Primary School Students in Sarawak

A profile of core workplace skills in developing countries: utilizing PIAAC datasets

Reducing inequality through technology diffusion: the case of 3D printing in public libraries

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