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Literacy Development for 21st Century: A Review of Indonesian Freedom of Learning Curriculum in Elementary School
Ferril Irham Muzaki
Department of Elementary Education, Faculty of Education Universitas Negeri Malang
ABSTRACT:
In the "knowledge society", the huge impact of advanced information and communication technology (ICT) on the lives of individuals and societies gives rise to the need to change the perspective of current literacy and identify and define relevant new literacy. In this article, seven literacies related to multimodal information processing, navigation in the information space, interpersonal communication, visual literacy, hyperrational, personal information management and overcoming complexity will be defined and discussed. Reading is a complex activity that requires modern coordination and simultaneous performance of various skills. With the help of simultaneous demonstration of coordinated skills, we acquire fluency expressed in sufficient reading speed that passes easily, excessive mind control and purposeful attention. Reading comprehension and learning from the text are the core of reading in schools. It deals with reading ability, proficiency in language subjects and general fluency. Among the most important aspects of reading comprehension are the reader's metacognitive abilities and reading strategies, the use of knowledge that the reader has had before, and their motivation.
Keywords: Literacy, reading capabilities, language learning, fluency, capabilities.
Introduction
As a teacher, developing and delivering lessons is an integral part of the educational process.
Therefore, it is important for teachers to ensure the achievement of three areas of learning, namely cognitive (thinking), emotional (sensing or sensory), and psychomotor (bodily or kinesthetic). It is important to understand that different categories of learners have different needs (Fauzan, 2022;
Grzelka, 2020; Papa & Jackson, 2021). Therefore, different approaches must be taken when planning and delivering lessons to ensure that these needs are met (Alam & Yao, 2019; Astari et al., 2022;
Guzdial, 2019;; Ismiyati et al., 2021.; Zonguldak Bülent Ecevit Üniversitesi & Yesılyurt, 2021). The world of education is increasingly adopting a structured strategy of "every child matter" that requires the consideration of all learners with different needs.
The critical examination of sociological perspectives is important for literacy, with an emphasis on three main perspectives:
(1) Literacy as a social practice, (2) polymathic,
(3) Critical Literacy. To help researchers shape their scientific work and to help practitioners and other research consumers understand research, I have discussed the ways in which each theory would answer the question "What is literacy? and the affordability and limitations of these theories in terms of literacy development. the use of literacy and the teaching of literacy (Zawiślak & Rysiński, 2020).
Five principles guide its successful implementation:
(1) Reading is a creative process, (2) The playback should be smooth, (3) Reading should be strategic,
BOLETÍN DE LITERATURA ORAL, 10 (2023), PP. 185-194 (4) Reading requires motivation
(5) Reading is an ever-evolving skill.
In this article, we review the definition of reading literacy and review the theory in response to theoretical and empirical developments in the middle years in relation to the reading process and context. Our updated principles include:
(1) Literacy is a creative, integrated, and critical process contained in social practice (Berkhout et al., 2021; Brookes, 2022; Joharry, 2020; Peters et al., 2019; Sani, Komang Andri et al., 2021; Zafran et al., 2021).
(2) reading proficiency is shaped by language processes and contexts;
(3) literacy is strategic and disciplined.
4) literacy requires motivation and commitment.
(5) Literacy is an ever-evolving set of practices.
Literacy is at the heart of all social problems. Not only in childhood, in education, in Indonesia, but everywhere in the signs, printing and information of the modern world, literacy is associated with changes, especially in all forms of communication.
What should children learn about reading and writing?
What is considered literate now and what will the life of a dropout child look like in the coming century?
Literacy as a social practice
Literacy, or literacy as a social practice, as it has evolved over time, has received different focus and attention in response to the demands of society. Cultural and linguistic diversity and the growing importance of new communication technologies demand the responsibility of carefully and precisely examining what the function of literacy is in a multicultural, multilingual and multispecies society, characterizing the circulation of people, capital, labor and communication in different languages (Ahmed, 2021; Azizan et al., 2020; Brookes, 2022; Hobbs, 2020; Timotheou & Ioannou, 2019;
Unuabonah & Oyebode, 2021).
Some common myths or common misconceptions about the nature of literacy are criticized, that is, educational myths : absolute standards, correct words. a set of functional skills. stand-alone, context- free and integrated capabilities; and how to derive economic benefits from it. An alternative definition was proposed, which radically differed from the myth in reading reality (Ahmed & Ali, 2022; Al- Mwzaiji, 2021; Giritli Nygren & Olofsson, 2021; Mohammed et al., 2021; O’Keeffe & Papadopoulos, 2021; Witteveen & Lie, 2019). It deals with a comprehensive and comprehensive definition that examines two main perspectives:
(1) the nature of language learning or use that focuses primarily on creative and relevant concepts.
(2) patterns of social and cultural context in which literacy behaviors are learned, developed, restricted, or serve to limit the literacy of others.
Objectives of Literacy Learning
The focus on individual learning and experience serves to highlight the character of creative, selective, and directed literacy processes and the biological relationship between literacy, experience, personal development and autonomy.
Literacy is seen as transcending exclusive linguistic judgments and allowing its owners to understand, read, and re-read their experiences, both to 'gain meaning' from the world and act to change that world.
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It requires recognition that the socio-cultural context, which includes the nature, availability or distribution of information and printed materials in society, is an important part of the literacy process, shaping meaning, value status and conceptualizing literacy practices or capacities.
Therefore, the discussion turns to a broader framework of definitions for the analysis of literacy as a social practice embedded in the sociocultural context of parent-child relationships, socialization patterns, and ideologies.
This answers the following question: does the merger of the terms 'digital' and 'literacy' add to our understanding of teaching and learning in higher education? It explores the ongoing role of critical literacy in relation to the idea that digital literacy is transformative for pedagogy in this area.
'Literacy' and 'digital' These are the latest descriptive terms used to convey the evolution of 'digital' terminology and concepts to transfer inclusion into new media of information and communication activities in education. It replaced the terms 'computer-based' (based, assisted, mediated), 'online', 'network', 'online' and 'electronic' which are now ubiquitous.
The role of reading in improving basic literacy
Every day for two months they perform activities to encourage reading ability - exercises for perception, exercises of eye movements when reading, exercises to develop differences in vision and hearing, exercises to expand the field of vision, exercises to improve reading comprehension, exercises to improve reading comprehension and exercises to improve reading concentration. Using a one-minute reading test, we found that reading fluency improved in all students in our study group.
Our conclusion is that the results obtained are the result of direct learning of reading skills.
Reading and Literacy
Reading and reader literacy are important prerequisites for the development of key skills, especially learning skills, and are constantly used as tools to achieve other goals that are gateways to success in work and personal life. The subject matter of this article is reader literacy and its development among elementary school students through the use of methods that develop reader literacy in the teaching process.
This practical pool of scholars who are experts in many aspects of the language will be relevant for those interested in languages and education, including language and literacy students, primary and secondary school teachers, teachers as foreign or auxiliary languages, teacher trainers and English teachers.
The researcher defines reading and proposes five principles that guide its successful application:
(1) Reading is a creative process, (2) The playback should be smooth, (3) Reading should be strategic, (4) Reading requires motivation,
(5) Reading is an ever-evolving skill. In this article, we review the definition of reading literacy and review the theory in response to theoretical and empirical developments in the middle years in relation to the reading process and context. Our updated principles include:
(1) Literacy is a creative, integrated, and critical process contained in social practice.
(2) reading proficiency is shaped by language processes and contexts.
(3) literacy is strategic and disciplined.
4) literacy requires motivation and commitment.
(5) Literacy is an ever-evolving set of practices.
Literacy as part of the approach to everyday life
Literacy is an important part of everyday life. It strengthens the educational, social and political development of the child. • Effective ways to teach children to read include explicit teaching about phonological awareness (Berkhout et al., 2021; Brookes, 2022; Zafran et al., 2021). Phonological
BOLETÍN DE LITERATURA ORAL, 10 (2023), PP. 185-194 awareness is the ability to recognize and manipulate individual voices in language. • Some children have difficulty learning to read. Research tells us that it is important to identify struggling readers and provide them with additional support. • Early intervention helps children who have difficulty develop basic skills and improve their reading skills. Effective programs connect schools, homes, and communities.
Philosophy in Literacy
The four modes in Speaking speak, listen, speak, read, and write are all closely related to each other. A review of early literacy theories, philosophies, and approaches today focuses on a deliberate interest in how children learn to read (Berkhout et al., 2021; Brookes, 2022; Kiili et al., 2020; Lazonder et al., 2020; Peters et al., 2019; Sani, Komang Andri et al., 2021; Zafran et al., 2021; Zawiślak & Rysiński, 2020). This review examines the concept of 'coherence', which wherever possible represents a useful construct for the research of children's fairy tales.
Multi-categorization in education
The number of concepts derived from literacy suggests that literacy is a multidimensional process that encompasses various phenomena. The controversy surrounding literacy currently assumes that only one aspect matters (Joharry, 2020; Lin et al., 2020; Peters et al., 2019; Sani, Komang Andri et al., 2021; Zawiślak & Rysiński, 2020).
Literacy is a multidimensional concept. In this chapter, seven possible dimensions of literacy are examined:
(1) Mathematical Literacy,
(2) Literacy in a foreign language, (3) Digital Literacy,
(4) Financial Literacy, (5) political literacy.
(6) environmental literacy, (7) Health Literacy
Theoretically, the discussion is based on the theory of social semiotics of multimodality in the study of new tradition literacy, (Astari et al., 2022; Joharry, 2020; Lin et al., 2020; Peters et al., 2019;
Zawiślak & Rysiński, 2020; Zonguldak Bülent Ecevit Üniversitesi & Yesılyurt, 2021).
Factors that influence reading and learning from such complex sources include:
tree system, which takes time to detect variables, options are available digitally; interrogation data; and Make the result relevant.
Discussion on improving literacy
This text questions the discourse of school privileges and then evokes solutions based on research.
The authors, concerned with life and literacy traditionally excluded from the ranks of the public sector and therefore disenfranchised, proposed a series of alternative literacy. 'Literacy' is a working guide for teachers on the development of literacy teaching theory and practice. Includes writing, assessment, spelling, language and cognitive development. The idea of literacy is reading/writing over time (Astari et al., 2022;; Peters et al., 2019;; Sani, Komang Andri et al., 2021; Zonguldak Bülent Ecevit Üniversitesi & Yesılyurt, 2021). From a rigorous focus on the area of writing skills to embracing the range of skills individuals need to learn, work, interact socially, and meet the needs of daily life.
Literacy is a cultural construction, closely related to technologies that are capable of and require their development.
This discussion explores how literacy has moved from a traditional perspective as the ability to read to a broader view of competence and ability in various forms of communication. These changes are described and include changes arising from information technology, the globalization of jobs and economic activity. There is a growing relationship on the part of the government between literacy and
BOLETÍN DE LITERATURA ORAL, 10 (2023), PP. 185-194 economic performance in terms of policy. These interactions were critically studied and the ranking of countries according to their performance on international global literacy tests was discussed.
Early Literacy Development
The development of literacy in the early stages of education of young students becomes very important so that they can manage, analyze, criticize and synthesize different streams of information simultaneously. To what extent students can
The use of language to read and understand texts in all their forms (books, online journals, images, videos, etc.) is a key indicator of their ability to create and communicate meaning.
Students who contradict or confuse strategies used by effective readers and writers.
Analysis of "literate" language codes rather than "spoken" language codes, and reproduction of these
"literate" language codes in their own scripts.
Literacy is at the heart of all social problems . Not only in childhood, in education, in Indonesia, but anywhere in the modern world of signs, prints and information, literacy is associated with changes, especially in all forms of communication (Alam & Yao, 2019; Fauzan, 2022; Grzelka, 2020; Guzdial, 2019; Ismiyati et al., 2021; Miller et al., 2021; Noroozi et al., 2020; Papa & Jackson, 2021). So what should children learn about reading and writing? What is considered literate now, and what will happen to the lives of school graduates in the coming century?
Early language development
Language development refers to the emerging child's ability to understand and use language.
Language skills are receptivity - the ability to hear and understand language - and expressive - the ability to use language to communicate ideas, thoughts and feelings. A child's language ability affects learning and development in all areas.
Language and literacy skills can be developed in any language and are almost always developed first in the child's native language. Supporting language development at home prepares young children to learn English (Berkhout et al., 2021; Joharry, 2020; Li et al., 2021; Lin et al., 2020; Peters et al., 2019;
Zafran et al., 2021; Zawiślak & Rysiński, 2020). The Head Start and Early Head Start programs should promote language and literacy goals for children that are appropriate and sensitive to all ages, cultures and languages. However, bilingual learning (DLL) children need deliberate support to develop their native language and learn English. These include, for example, creating an environment that combines their native languages and cultures, planning and organizing thematic teaching, and supporting them during the transition period (Berkhout et al., 2021; Brookes, 2022; Kiili et al., 2020;
Lazonder et al., 2020).
Language skills have four dimensions: active and receptive. Active language skills include speaking and writing, and receptive skills include listening and reading. Reading comprehension is an important subject that students must acquire in order to benefit from the rest of their education, to participate effectively in an increasingly complex labor market that requires training, and to fulfill the skills of their civic responsibility (Kiili et al., 2020; Lazonder et al., 2020. The reading comprehension scale of 9- and 14-year-olds shows how well students understand reading and writing and are able to use written language.
Reading Roles’ in Early Literacy
The concept of "role reading" is to assign a well-known job, role, or job to each field. Most children already know what work means in the real world, so they can quickly understand all the elements of the content area (Brookes, 2022; Hassinger-Das et al., 2020; Timotheou & Ioannou, 2019; Unuabonah
& Oyebode, 2021). Languages can be divided into five domains, each with its own set of skills that can be performed in different activities. Covering all areas of language ensures a rich understanding of the field of study being taught.
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➢ Reading is about creating meaning through dynamic interaction between the reader and the text. Readers translate the words on the page and apply their previous knowledge to create meaning. Reading comprehension is a key factor for success in all areas of the curriculum.
➢ Writing is the ability to express ideas effectively by using written symbols. A competent writer has a good understanding of spelling, language structure, grammar, and punctuation rules. All areas of the course use writing to demonstrate understanding and convey meaning.
➢ Spoken language is the ability to effectively express ideas and pronounce them accurately.
Speech was the first formal means of human communication.
➢ Listening is the ability to understand what you hear. Hearing is the process of hearing a sound and then processing and understanding what you hear.
➢ Understanding, the ability to read, hear, process and understand language. There is no language without meaning, so it penetrates all other areas (Ahmed, 2021; Azizan et al., 2020;
Hassinger-Das et al., 2020; Hobbs, 2020,” 2020).
Literacy Learning Stage
The development of literacy is the process of learning words, sounds and languages. Children develop literacy, become more confident in reading and writing, and ultimately improve their overall communication skills. The stages of literacy development that children go through vary according to their level of understanding, but generally include the same key concepts (Giritli Nygren & Olofsson, 2021; Mohammed et al., 2021; O’Keeffe & Papadopoulos, 2021; Sheng et al., 2019). As an educator, understanding a child's literacy development is key to helping them acquire core skills that are ready for education.
Phase 1: Improving Literacy Applicable age: 4-6 years.
Emergent Literacy, the initial stage of literacy development, is the first time a child begins to understand letters and words. Many of the behaviors seen at the literacy stage are not yet fully formed and irregular, however, these are early signs that the child is still developing literacy (Ahmed & Ali, 2022; Azizan et al., 2020; Hobbs, 2020;).
Here are some of the behaviors of stage 1 learners:
Pretend you can read children's books.
I can recognize the first letter of my name.
Sing ABC even if you can't recognize the letters alone.
Attempts to memorize certain books in order to "read them".
The ability to recognize a particular letter and the possibility of its pronunciation.
You can find words in your neighborhood.
Stage 2: Fluency of Letters Applicable age: 6-7 years.
As children grow up and get used to learning words and letters, they enter a stage of development of alphabet fluency.
Here are some of the behaviors of stage 2 learners:
➢ No more pretending to read.
➢ Show me the word as you read.
➢ recognize the words.
➢ Admit they can't read certain words.
➢ Find specific words using images and contextual clues.
➢ Read aloud, word for word.
➢ The word and pattern stage, sometimes called the "transitional" stage of literacy development, is when children begin to develop stronger reading comprehension skills. This is the moment when children experience the greatest changes in their skills and are able to act in different stages of literacy development.
The actions of stage 3 students are:
➢ Fewer words to decipher and a better understanding of what you read.
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➢ Please correct yourself where you can't see clearly.
➢ Less sound, easier to read, easier to group letters.
➢ The ability to automatically recognize the most frequently appearing words.
➢ You don't often have to rely on contextual cues to find foreign words.
➢ Now you can spell complex consonants like "-tch".
Stage 4: Intermediate Reading
➢ Applicable age: 9-11 years.
➢ During the transitional phase of literacy development, children rely less on educational crutches to help them learn new words. This is also when children can write sentences with fewer errors and improve their overall fluency.
The behavior of stage 4 learners is:
➢ Read on to learn new information and write for different purposes.
➢ Self-reading is not too difficult.
➢ Read on to explore new concepts from different perspectives.
➢ You can read long materials such as textbooks without difficulty.
➢ Interested in learning and developing new vocabulary.
Step 5: References
➢ Applicable age: 11-14 years.
➢ Advanced reading, the final stage of literacy development, is the stage in which children become fully fluent and able to learn new information by relying on independent reading.
Reading and writing are not difficult and students can absorb complex reading material at this stage.
The behavior of stage 5 learners are:
➢ Loves to read a variety of reading materials.
➢ Reading becomes an everyday tool for learning new information.
➢ Ability to write long texts such as essays and book reports.
➢ Readers usually have a solid understanding of the meaning and semantics of words.
➢ Can understand and maintain complex reading material.
Conclusion
The accepted way of understanding literacy is challenged and its meaning is taken in a broader sense because the practice of using spoken or written sign language to communicate meaning and interaction among the participants is discussed. The different types of literacy and what they offer are highlighted. This type of development begins from birth, even if the baby is not yet able to speak. The article below provides important insights into early childhood language development and literacy knowledge, including key concepts, how adult caregivers can support infant and toddler language and literacy development, and common communication barriers (Ahmed & Ali, 2022; Azizan et al., 2020;
Hobbs, 2020,” 2020). Literacy is defined as the ability to read and write. Like language, literacy develops through the child's interaction with others. For example, in early childhood, reading and writing skills can be developed by listening to stories read aloud in books and by showing pictures and words to the child.
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