School Literacy Movement: Definition, Objectives, Components, Principles, Stages and Examples

School Literacy Movement: Definition, Purpose, Components, Principles, Stages and Examples - What is meant by the School Literacy Movement? On this occasion About the knowledge.co.id will discuss whether it is school literacy and the things that surround it. Let's look at the discussion together in the article below to better understand it.

School Literacy Movement: Definition, Objectives, Components, Principles, Stages and Examples

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The School Literacy Movement (GLS) is the ability to access, understand, and use something effectively smart through various activities, including reading, viewing, listening, writing, and/or speak. The School Literacy Movement is an overall effort to make schools as a learning organization whose citizens are lifelong literate through public involvement (Ministry of Education and Culture, 2016).

The School Literacy Movement is a business or activity that is participatory in nature by involving school members (starting from students, teachers, principals, staff education, school supervisors, school committees, parents/guardians of students), academics, publishers, mass media, community (public figures who can represent exemplary, business world, and so on), and stakeholders under the coordination of the Directorate General of Primary and Secondary Education, Ministry of Education and Culture.

The School Literacy Movement is a social movement with collaborative support from various elements. Efforts are being taken to make it happen in the form of habituation to students' reading, this habituation is carried out with 15 minutes of reading activities.

So literacy has meaning and implications from basic reading and writing skills to the acquisition and manipulation of knowledge through written text, from analysis metalinguistic grammatical units to the structure of spoken and written texts, from the impact of human history to the philosophical and social consequences of western education (Goody & Watt, 1963). Even changes in human evolution are the impact of literacy thinking (Donald, 1991).

Literacy or in English literacy is the foundation for lifelong learning activities. This is very important for social and human development in order to increase the ability to change lives in a better direction. Originally literacy was only interpreted as literacy. But this is a wrong perception. Interpreting literacy as literacy can result in literacy anomalies. Where literacy is meant only revolves around literal and technical literacy skills. Not culturally and deeply. Therefore literacy is more appropriate to be interpreted as literacy.

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The Purpose of the School Literacy Movement

The general goal of the school literacy movement is to develop the character of students through acculturation the school literacy ecosystem that is manifested in the School Literacy Movement so that they become lifelong learners life. In addition, there are also specific goals for the school literacy movement, including:

• Fostering a literacy culture in schools.
• Increase the capacity of residents and the school environment to be literate.
• Making the school a fun and child-friendly learning park so that school members are able to manage knowledge.
• Maintaining the continuity of learning by presenting a variety of reading books and providing a place for various reading strategies.

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Literacy Component

According to Clay (2001) and Ferguson, the literacy component can be explained as follows:

• Early Literacy, namely the ability to listen, understand spoken language, and communicate through pictures and speech which is shaped by his experience of interacting with his social environment at home. The experience of students in communicating in their mother tongue forms the foundation for the development of basic literacy.
• Basic Literacy, namely the ability to listen, speak, read, write, and count (counting) related to the analytical ability to take into account (calculating), perceiving information (perceiving), communicating, and describing information (drawing) based on understanding and drawing conclusions personal.
• Library Literacy, namely the ability to provide an understanding of how to distinguish between fiction and non-fiction reading, utilizing reference and periodical collections, understanding Dewey Decimal System as a knowledge classification that makes it easier to use the library, understand the use of catalogs and indexing, to having knowledge in understanding information when completing a piece of writing, research, work, or solving problem.
• Media Literacy, namely the ability to know different forms of media, such as print media, media electronic media (radio media, television media), digital media (internet media) and understand the purpose its use.
• Technology Literacy, namely the ability to understand the completeness that follows technology such as hardware (hardware), software (software), as well as ethics and etiquette in utilizing technology. Furthermore, the ability to understand technology to print, present, and access the internet. In practice, also an understanding of using a computer (Computer Literacy) which includes turning the computer on and off, storing and managing data, and operating device programs soft. In line with the flood of information due to current technological developments, a good understanding is needed in managing the information needed by the community.
• Visual Literacy, namely advanced understanding between media literacy and technology literacy, which develops learning abilities and needs by utilizing visual and audio-visual material critically and dignified. Interpretation of unstoppable visual material, whether in print, auditory or digital form (the combination of the three is called multimodal text), needs to be managed properly.

School Literacy Principles

According to Beers (2009), the principles that need to be emphasized in the practice of the school literacy movement include:

• Literacy development proceeds according to predictable developmental stages
  Understanding the stages of students' literacy development helps schools to choose appropriate literacy habituation and learning strategies according to their developmental needs.
• A good literacy program is balanced
  Reading strategies and the types of texts read need to be varied and adapted to the level of education. A meaningful literacy program can be carried out by utilizing reading materials that are rich in a variety of texts.
• The literacy program is integrated with the curriculum
  Literacy habituation and learning in schools is the responsibility of all teachers in all subjects because learning any subject requires language, especially reading and writing.
• Reading and writing activities are carried out at any time
  Examples of meaningful literacy activities are for example: writing a letter to the president or reading to mothers.
• Literacy activities develop oral culture
  Strong literacy-based classes are expected to bring up various oral activities in the form of discussions about books during class learning. This discussion activity also needs to open up possibilities for differences of opinion so that critical thinking skills can be honed. Students need to learn to convey their feelings and opinions, listen to each other, and respect different views.
• Literacy activities need to develop awareness of diversity
  Reading materials for students need to reflect the richness of Indonesian culture so that they can be exposed to multicultural experiences.

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Implementation Stage of the School Literacy Movement

Implementation of the School Literacy Movement has three stages, namely, habituation, development, and learning.

habituation

Growing interest in reading through 15-minute reading activities (Permendikbud No. 23 of 2015). The objectives of literacy activities at the habituation stage include:

• Increase the love of reading outside of class hours
• Improve reading comprehension skills
• Increase self-confidence as a good reader
• Develop the use of various reading sources

Development

Improving literacy skills through responding to enrichment books. The objectives of Literacy activities in the Development Stage include:

• Hone students' ability to respond to enrichment books orally and in writing
• Build interaction between students and between students and teachers about books read
• Sharpen students' ability to think critically, analytically, creatively, and innovatively
• Encouraging students to always look for connections between the books they read and themselves and their surroundings

Learning

Improving literacy skills in all subjects by using enrichment books and reading strategies in all subjects. The objectives of literacy activities at the learning stage include:

• Develop the ability to understand texts and relate them to personal experiences so that lifelong learners are formed
• Develop critical thinking skills
• Process and manage communication skills creatively (verbal, written, visual, digital) through activities responding to texts of reading books and textbooks.

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Examples of School Literacy Movement

The literacy activity itself can be realized through the following examples of literacy movement programs in schools:

• Schedule visits to the library, not only visiting, but also requiring students to borrow books, compile resumes from several books that have been read then also require students to return them book.
• Empowerment of wall magazines for each class
• Read non-lesson books before the learning process begins
• School Posterization, making posters containing invitations, motivations and aphorisms which are pasted or hung in several spots in the classroom or at school.
• Creating a Literacy Tree in Every Class
• Create reading corners in several places at school
• Make a student literacy work board in each class
• The literacy work board is a board for pasting students' literacy work. This literacy work board can be programmed in every class.
• Create a motivational wall in each class
• The motivational wall is a classroom wall decoration that contains motivational words to inspire students.
• Holding a School Literacy Ambassador Contest
• Holding an Inter-Class Literacy Work Competition
• Inter-class Literacy Competitions can also be one of the interesting school literacy movement programs. The competition can be in the form of an inter-class wall magazine competition, an inter-class poster competition, or an inter-class literacy tree making competition.

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