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This research aims to determine the factors that can affect financial literacy in Micro, Small, and Medium Enterprises (MSMEs), especially regarding loans and budgeting. Data are obtained using a survey of owners or managers of MSMEs, which is then processed using multiple regression. This research contributes toward a deeper understanding of MSMEs’ financial literacy determinants, specifically regarding loans and budgeting, in a pandemic situation that differs from ordinary circumstances and encourages many financial activities to utilize technology. The research results indicate the role of Financial Education, Money Attitude, and Financial Socialization Agents in determining MSMEs’ financial knowledge and skills regarding loans and budgets.

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

This study aims to evaluate the health literacy level of the parents of children diagnosed with Down syndrome (DS) within one institution in Turkey.

A cross-sectional survey measuring demographics, information of the child and the parent and health literacy was administered to participants. The health literacy levels in the study were measured with the European Health Literacy Scale (EHLS), which consists of 47 questions.

Of the 65 participants who completed the questionnaire, 56.9% were mothers, 68.1% were diagnosed in the neonatal outpatient clinic examination after birth, and 58.5% stayed in the neonatal intensive care unit after birth. The mean score of the IHLS scale was 25.06 ± 6.59. Of the parents, 63.1% were found to be inadequate, 18.5% problematic-limited, and 18.5% adequate health literate. Any parent with excellent health literacy level was identified. High education level (p < 0.001), high income level (p < 0.001), living in the city center (p < 0.05), planned pregnancy (p < 0.05) and being a health worker (p < 0.001) were found to be statistically significant with a high EHSL score.

The presence of Down syndrome (DS) in a child also necessitates ongoing monitoring for a range of conditions, including eye diseases and heart disease. Some surgical procedures, such as heart or gastrointestinal surgeries, may also be required. Additionally, the child may require the administration of various medications. Finally, due to the potential lifelong need for assistance, the child may require the support of an adult throughout their lifetime. This is because of the child's inability to live independently due to their mental state. Therefore, parent education is the most important issue in the follow-up of the disease.

To the best of the authors’ knowledge, this is the first study to determine that parents of children diagnosed with DS have very limited knowledge of the disease and health literacy. Explanation of current diseases, treatments and training of parents should also be included in genetic counseling.

DS is a chromosomal disease that requires multidisciplinary care. Parents have to know the course of the disease and its complications.

The findings of this study indicate that parents of children with Down syndrome exhibit a profound lack of knowledge regarding the nature of their child's condition and the available healthcare options. It is therefore imperative that genetic counseling incorporates an explanation of the diagnosed diseases, treatments, and educational resources for parents.

This paper aims to trace how Asian American girls engaged with civic learning in a virtual out-of-school literacy community featuring a curriculum of diverse literary texts.

The researcher used practitioner inquiry to construct a virtual literacy education community dedicated to the civic learning of Asian American girls.

The paper explores how participants mobilized critical practices of textual consumption and production rooted in their intersectional identities and embodied experiences to make meaning of the civic constraints and affordances of marginalized identities and to read and (re)design author choices for civic purposes. These findings – examples of youths’ critical civic meaning-making – indicate how they claimed space for Asian American civic girlhoods in literacy education.

This paper foregrounds how Asian American girls mobilize critical processes of text consumption and production to assert civic identities in literacy education – a significantly under-examined topic in literacy studies. This work has implications for how literacy practitioners and scholars can prioritize Asian American civic girlhoods through pedagogy and research.

Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

The ultimate aim of \ill\ mass literacy campaigns by the Federal Government \ill\ Nigeria in September 1982 was to eradicate illiteracy in Nigeria by the year 2000. Subsequently, several agencies such as the National Commission for Mass Literacy, Adult and Non‐formal Education; Agency for Mass Literacy, etc. were established to achieve this objective. But the library has not been considered as an important agent for promoting mass literacy campaigns. Discusses the roles of the library in the promotion of literacy and suggested strategies to adopt for using the library for mass literacy campaigns in Nigeria.

This case study sought to investigate the relationship between pre-service teachers’ participation in designing and delivering one-on-one literacy intervention lessons to beginning readers and their own evolving self-efficacy in literacy instruction.

The study was embedded within a 4000-level course in the elementary education major where pre-service teachers learn to administer, analyze and interpret a variety of literacy assessments. Based on the results of these assessments, pre-service teachers designed and implemented literacy lessons (twice a week, 30-min sessions) that addressed the beginning readers' specific instructional needs. Through collecting pre/post data with their first-grade intervention students, and participating in reflective “check-ins” (surveys, a focus group and end-of-course written reflection), a portrait of increased pre-service teacher self-efficacy in literacy instruction comes into focus.

The data showed, primarily through the thematic analysis of qualitative data, that the experience of conducting a one-on-one intervention with a striving reader impacted pre-service teachers’ self-efficacy positively.

The methodology of this study was limited by the small sample size and the low participant response rate on the quantitative survey measure.

This paper highlights one aspect in which clinically-rich field experiences can make a difference in the literacy instruction self-efficacy of pre-service teachers.

This study adds to the support for authentic instructional applications of course content in educator preparation programs, specifically in Professional Development School (partner school system) contexts. The aspect of observing and measuring intervention student progress was one lens through which pre-service teachers viewed their efficacy. Further investigations focusing on other assessment-instruction cycles could provide additional insights.

The purpose of this paper is to elaborate on the impact of digital literacy with its dynamic and evolutionary nature on the daily lives of individuals. This paper discusses about the digital literacy frameworks, digital literacy education, its relation to critical thinking and, ultimately, prospective issues in digital literacy.

To serve this purpose, the authors applied the qualitative literature review technique and reflected their opinions on the recent literature findings.

The preliminary findings demonstrated that there is a growing tendency on digital literacy over the years. Different organizations and cases have developed their own frameworks to describe and implement digital literacy endeavors in their bodies. Additionally, it was seen that digital literacy acquisition process have started with family in early ages and extended to lifelong learning approach. While learners use the internet sources (especially social media), they also develop their digital literacy skills and abilities that also need critical thinking for filtering what is essential. Considering “information suppression” as a case, we learn that digital literacy will be much more serious for the future generations. Lastly, digital literacy will expand its scope in the future in parallel to recent advancements, such as artificial intelligence skills.

This paper provides an insight into digital literacy from the points of view of global citizenship, critical thinking and rapidly advancing technologies. This unique combination makes this paper valuable for the readers from any field of study.

The purpose of this paper is to focus on academics' point of view towards integration of information literacy into the curriculum.

This meta‐synthesis analyzed 48 journal articles that examined issues related to integration information literacy into the curriculum. Using the Stevick‐Colaizzi‐Keen method, a meta‐synthesis of seven studies was conducted.

This process revealed four themes that outline issues related to the academics perspective: collaboration; information literacy pedagogy; information literacy skills; and knowledge.

As this is a literature review, one limitation is lack of literature on perceptions towards information literacy. The issue will be examined further with a wider population.

These results suggest that more knowledge is needed to integrate information literacy into the curriculum to prepare information literate students who can effectively learn information literacy skills and research strategies to be lifelong learners.

The paper explores academics' perceptions towards information literacy and shows the importance of their perceptions as a key step towards embedding its successful adoption.

The purpose of the paper is to highlight the differences in literacy and schooling attainment among the scheduled tribe women in India.

The paper uses data from the Census of India, Department of Education in India, and National Human Development Report prepared by the Government of India.

The high status of women among the tribal groups in the northeastern states has important effects on the literacy rates, enrollment ratios and dropout rates of girls in that region. High‐poverty rates pose to be significant obstacles in attaining literacy and education among tribal women in India. However, large differences in literacy rates in the various states in India show that social and cultural norms, proximity to the mainstream Hindu culture, and the role of women are also important determinants in achieving literacy among tribal women.

Literacy is considered to be an important tool for improving the status of women among the scheduled tribes. Aggregate statistics often paint a dismal picture of the low‐literacy rates and schooling among the scheduled tribe women. This paper shows that such statistics fail to capture the different trends in literacy rates and value placed in schooling among the various tribal groups in India. Differences in economic, social, and cultural backgrounds among the various tribes need to be emphasized in order to understand the differential nature of investments in literacy rates and schooling among tribal women in India.