literacy

Literacy and literacy, especially adult literacy, is one of the major social issues that requires the attention of the various institutions and organizations, both governmental and non-governmental.The lack of referral and welcoming of low literacy and illiteracy classes from the literacy movement is among the major issues that the present study seeks to explain why non-literate students are not referred.The research method used in this research in terms of of goal, is applied, and quantitative in terms of collecting and receiving information from the field and it is field study in terms of nature.This study, conducted over a period of about two years, in collaboration with a large number of colleagues, including the main contributors to the research, as well as officials, interviewers and interviewees, was conducted in the province of Kurdistan. It attempts to explain the cultural-social, family, economic, and psychological and contextual factors affecting the lack of participation of illiterate in the the literacy movement classes.The results of the research show that our modern education is paradigmatic and does not leave room for the learner's thinking and challenge.While today's model is the training of Gestalt theorists who have considered creative and fruitful thinking and are based on principles such as symmetry, repair, and incomplete gestalt following cognitive learning in the classroom. Among the factors studied, the three factors, motivational, family and economic had the most negative effects on illiterates to participate in the classes of literacy movement

The current research was conducted with the aim of identifying the ways to maintain literacy learners in the literacy process. In this research, a mixed-methods approach was used in such a way that qualitative data was first collected using a qualitative approach and group and individual interviews. Then, the quantitative steps of the research were carried out using the descriptive method and exploratory factor analysis. The participants in the group interview included literacy experts of Hamedān province's general office of education, and in the individual interviews, the participants consisted of 18 people who were successful in literacy and 5 dropouts. In the quantitative part, the data collection tool was a researcher-made questionnaire on the methods of attracting and maintaining literacy learners, and the research population of this questionnaire included 230 literacy experts and educators who were selected by total counting. Qualitative data were analyzed using thematic analysis method and quantitative data were analyzed using descriptive statistics, one-sample t-test and exploratory factor analysis. Findings showed that by combining the results of quantitative and qualitative stages, it is possible to present the operational ways to attract and maintain literacy students through changing the ways of identifying and attracting them, reforming the formal structure of literacy, strengthening the role of literacy students, diversifying the methods of providing education, strengthening learning materials and resources, and reviewing the methods of attracting educators.

The main goal of the current research was to examine the qualitative pathology of the middle school thinking and media literacy course in the implementation stage. The research was carried out by the phenomenological method with the participation of 18 individuals. The findings showed that executive damages include inconsistent content (failure of students in determining the accuracy of information, failure to lead students toward reflection and critical understanding of information, inability to meet students' information needs, failure of students to promote responsibility of choice and the use of messages, the problems of students in recognizing visual forms of communication), the weakness of school activists (weak media literacy of principals, assistants and teachers), uninformed and non-accompanied parents (lack of attention to parents' education and their role in supporting media literacy education, parents' ignorance In reasonable exposure to the media and the media literacy lesson), ignoring the hardware (not considering the appropriate space and location, lack of necessary facilities to produce multimedia content, lack of support forces to repair, maintain and update the classroom hardware).

The aim of this study was to investigate the role of local learning center managers in advancing the goals and needs of the local community. This research can be considered as qualitative approach research and its method is phenomenological and interpretive. The research field is all the managers of local learning centers who have been selected by targeted sampling and snowball sampling methods. Using the above two methods, a total of 26 people from the research field were analyzed and surveyed, all of whom were interviewed. Findings were divided into three parts according to the opinions of the participants and the questions. In the role of managers in recognizing the needs and problems of local learning centers, a total of 10 main categories and 41 subcategories were extracted. The main categories in this section are: needs assessment, knowledge of the neighborhood and local community, educational concerns, financial concerns, review of economic needs of the center, review of facilities of the center, review of executive issues in the center, book content, in-service courses, Feedback. Regarding the role of managers in advancing the goals of local learning centers, 5 main categories and 18 sub-categories were extracted, which are: the ability to attract cooperation to solve problems, improve environmental facilities, improve educational facilities, comprehensive issues, help create entrepreneurship. Also, in relation to managers' evaluation of the achievement of goals, 4 main categories and 11 subcategories were extracted, the main categories including satisfaction with the quality of goals, satisfaction with how to transfer goals to the local community, satisfaction with the achievement of goals, satisfaction with courses They are in the service of managers. In general, the results of this study showed that the managers of local learning centers have a significant role in recognizing the needs of the local community and through their comprehensive interaction with learners, educators and officials, will be very effective in advancing the goals.The aim of this study was to investigate the role of local learning center managers in advancing the goals and needs of the local community. This research can be considered as qualitative approach research and its method is phenomenological and interpretive. The research field is all the managers of local learning centers who have been selected by targeted sampling and snowball sampling methods. Using the above two methods, a total of 26 people from the research field were analyzed and surveyed, all of whom were interviewed. Findings were divided into three parts according to the opinions of the participants and the questions. In the role of managers in recognizing the needs and problems of local learning centers, a total of 10 main categories and 41 subcategories were extracted. The main categories in this section are: needs assessment, knowledge of the neighborhood and local community, educational concerns, financial concerns, review of economic needs of the center, review of facilities of the center, review of executive issues in the center, book content, in-service courses, Feedback. Regarding the role of managers in advancing the goals of local learning centers, 5 main categories and 18 sub-categories were extracted, which are: the ability to attract cooperation to solve problems, improve environmental facilities, improve educational facilities, comprehensive issues, help create entrepreneurship. Also, in relation to managers' evaluation of the achievement of goals, 4 main categories and 11 subcategories were extracted, the main categories including satisfaction with the quality of goals, satisfaction with how to transfer goals to the local community, satisfaction with the achievement of goals, satisfaction with courses They are in the service of managers. In general, the results of this study showed that the managers of local learning centers have a significant role in recognizing the needs of the local community and through their comprehensive interaction with learners, educators and officials, will be very effective in advancing the goals.

The aim of the current research was skill training and its impact on the individual and social life of literate students. This research was conducted with a mixed exploratory approach. The statistical population of the qualitative section were managers and teachers of the literacy movement of Semnan province in 2022, that 10 people practical experience were selected according to the principle of theoretical saturation with the purposeful sampling method. The statistical population of the quantitative part was the teachers of the literacy movement of Semnan province in the academic year 2021-2022 that 80 people were selected as a sample using available sampling method. The research tools in the qualitative part were semi-structured interview and review of the available documents in this field. In the quantitative part, the researcher-made questionnaire was based on the data of the qualitative part. Reliability in the qualitative part was calculated using the Holstein method of 0.86, which indicated good reliability, and validity was measured and confirmed using the quality criterion (reliability). The data were analyzed via thematic analysis method. The result of the data analysis led to the identification of 220 basic themes, 41 sub-organizing themes in the field of literacy learning in the form of 3 comprehensive themes, environmental skill, social rights skills, political rights skills, civil rights skills, cultural rights skills  and practical skills  were organized.

The present study was conducted with the aim of designing a model of multicultural literacy curriculum for students and teachers of Farhangian University. The approach of this research is mixed descriptive and its statistical population includes a small part of university-cultural university students, the sampling method was to select student-teachers from random clusters. Research method; Using a questionnaire with three components of multicultural knowledge, multicultural attitude and multicultural skills, and in the qualitative section, systematic analysis was used to find the components of multicultural literacy. In a small part, the results of this study indicated that the multicultural literacy of university students, teachers and educators was relatively good in the multicultural dimension and moderate in the multicultural dimension, but not at the desirable level in the multicultural dimension. According to the current situation of multicultural literacy of students and teachers, a model was designed and validated for the desired situation.

The purpose of this research is to design and validate the literacy curriculum model.

This research is based on practical purpose and qualitative approach, research synthesis was used to design the curriculum and Delphi technique was used for validation. The research community consists of documents in the research synthesis section and individuals in the Delphi technique section. The documents include UNESCO reports, treatises, theses, articles, books, authentic and new research projects about literacy in Iran and the world, and people including literacy curriculum experts. For sample selection in the research synthesis section, the emphasis is on new and valid samples. In the accreditation section, 5 literacy curriculum specialists have been selected in a targeted method based on criteria. In the synthesis part of the research, the note sheet was used, and in the validation part, the semi-structured interview was used as a research tool.

At the end, the literacy curriculum template including elements such as goals, content, teaching-learning methods, evaluation and instructor was designed and modified and approved by literacy curriculum experts.

Considering the importance of the literacy course, the elements of the curriculum should be defined for the audience and trainers of this course and act according to the suggested model.

According to Piner, for a better understanding of the curriculum, cultural doors must be opened and human experience must be integrated not only in the West but also in all societies and countries. Education plays a key role in shaping cultural coexistence in multicultural societies. Cultural literacy provides the ability for discovering information contained in different cultural elements and is needed as a basis for introducing culture to society and accelerating the process of cultural learning. Concerning Iran, cultural, racial, ethnic, religious and linguistic diversities are amongst the most prominent factors that if ignored, despite many favorable opportunities that they create, can lead to many social problems and challenges. Considering the importance of literacy in the present century and the complexity of today's world, it is very important to pay attention to the literacy issues in the curriculums, the development of desirable curriculums, and the impacts they can have on their audiences. Considering this, the importance of secondary school education, which is considered as the origin of adolescent education and which can affect adolescent beliefs and attitudes cannot be declined by anyone. The observations and lived experiences of researchers as teachers, however, can indicate that the current system of Iranian secondary education is not effective in this regard. Considering this, the programs presented by the system are centralist and, there is no trace of deep cultural education in it. The results of research conducted in the field of cultural literacy in relation to the country's secondary school curriculums can indicate that no coherent and effective attempt has been made to develop curriculums based on cultural literacy in the Iranian educational system. Furthermore, to the present researchers' knowledge, no study has investigated the components of cultural literacy in Iranian secondary school education. Therefore, this study, benefitting from a combination of different models designed with a focus on the components of cultural literacy, is an attempt to identify components of cultural literacy in Iranian high school education and to examine the nature of the identified components. The results of this meta-synthesis study can serve as a guide and provides a model for the country's education policy makers who are concerned with globalization and also curriculum designers who are trying to design a model in response to the society's new needs arising from dealing with other cultures. In general, this study aims to provide appropriate feedback necessary for producing change in the existing curriculums through extracting the most important components of cultural literacy in relation to high school students. Accordingly, a qualitative research approach and a meta-synthesis method (Sandlowski & Barros, 2006) was used for collecting data in this study. The study sample was selected using the acceptance criteria and the Critical Appraisal Skills Programme (CASP) checklists was used to assess the quality of the obtained data. The data was then analyzed through content analysis and coding. The validity of the findings, the agreement between the two coders was then measured and approved. Based on the analysis results, 4 dimensions and 14 components were identified. Furthermore, the cultural self-awareness dimension included multicultural literacy, practical skills, academic skills, familiarity with symbols, and life skills. The critical thinking dimension consisted of higher level thinking, correct reasoning, knowledge segmentation, context of use, and process. The responsibility dimension included the two components of individual responsibility and social and civil responsibility. And, finally, the effective leadership dimension included the cultural requirements of future societies and influential global roles. The results of this study can provide researchers, education planners, and those involved in the field of education with a basis for considering cultural literacy as an important issue in research and education. Considering the fact that the ultimate goal of a meta-synthesis study can be the emergence of new fields of research and based on the findings of this study, the present authors suggest researchers interested in the field of culture and multiculturalism to conduct further studies for identifying more cultural literacy components, to understand major challenges for developing cultural literacy in different communities, and to look for solutions for responding to those challenges. In addition, future researchers can benefit from the components extracted in this study for designing an optimal cultural literacy curriculum for high school students. Considering the effective role of teachers as key elements in the country's education system, future studies can also focus on how teacher competencies can be used for teaching cultural literacy to students. Finally, as the implementation of the cultural literacy curriculum would not be possible without identifying the obstacles to its development, future researchers are suggested to identify the internal and external barriers against the development of cultural literacy and to provide solutions to overcome them.

The present study, with the purpose to compare the literacy curriculum in Australia and New Zealand in order to benefit from the experiences of these countries to improve the level of literacy education in Iran in 2020. The approach used in the research is qualitative and comparative in which Australia and New Zealand, due to the high index of human development in 2020, obtaining favorable results in the PIRLS International assessment 2016 and effective activities in the field of literacy, by purposeful sampling have been selected. The data were collected by referring to valid scientific papers and websites of the Ministry of Education and the curriculum and valid documents related to literacy education in selected countries, and were analyzed and compared by Bereday’s four-step method and the similarity and difference method. The findings showed that the goals of literacy education in Iran are well explained and not much different from the literacy goals in selected countries, but determining the levels of literacy in each educational level and standards related to each level as well as education to thematic teachers have been neglected in extending concepts to other subjects that need to be revised and corrected.

Since 1950 some international organizations decided to establish a unanimous method and standard in defining the aspects of literacy. According to UNESCO “Literacy” is the ability to identify, understand, interpret, create, communicate and compute, using printed and written (and visual) materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential and to participate fully in the wider society. However Literacy is a multilateral and dynamic concept and is impossible to be limited to this definition or any other interpretation.
On the one hand, the school institution is the main platform in realizing the educational goals of each nation. The majority of the experts believe, the school administration plays a fundamental role in both schools’ function in general and teacher-pupil function in particular, that develops the demands, needs and the expectations of the society from the schools’ outcome. In recent decades, the responsibilities of the school principals have transformed and become more expanded, complicated, challenging and undetermined with lack of transparency. A school principal have to be an effective organizer, supervisor, planner, decision maker, financial manager, and the most important of all, educational leader, that is in constant transformation. Thus, one of the strategies of management based on the contingency theory, is to delegate some levels of the authority and the power to the educational administration and leadership.
On the other hand, there have been several approaches to the educational leadership defined and discussed. Despite the numerous expressions used in different schools, the structures and characteristics of the educational leadership are the same. Educational leadership, mostly includes certain functions as: supervising the education in class, developing the curriculum and the staff, enabling and empowering the staff and the educators, the proficiency in the school management and preparing a curriculum in the school, all the responsibilities that the leaders take to improve the teaching and learning process in the schools, the concentration of the principal on the teaching and learning process and the interaction between the teachers and the pupils, and etc. These definitions and expressions depict the deep concerns about the role of the principals in the teaching and learning process. However, according to the researchers, educational leadership is one of the aspects of the school principal which aims to an effective teaching and learning in schools.
Therefore, several researches have been conducted in order to evaluate the principals both inside the country and abroad. In spite of the researches on the evaluation of the leaders and the principals of the schools, and the emphasis of the fundamental document on the development of education on the role of the educational leadership, there has been no researches conducted specifically on the role of the educational leadership literacy of the school principals that clearly establishes a platform for the evaluation of the principals particularly in this field of study.
In other words, it is not determined what knowledge, skills, attitudes and responsibilities meet the requirements of the fundamental document on the development of education in order to transform the role of the school principals from the management to the educational leadership position. Considering the fact that there are deferent perspectives revolving around educational leadership inside the country and abroad, it can be concluded that some cognitive skills as: planning, intelligence, creativity, critical thinking, rationality and etc. are the abilities that an educational leader must retain. The major question that is raised here, is what kind of literacy, a principal is required to have, as an educational leader? Based on this question, this research is done with the aim of establishing a framework of educational leadership literacy of the school principals in the Iranian Education System.
Considering that the purpose of this study is to provide a framework of the educational leadership literacy in the school principals of the Iranian Education System, the qualitative research design and The Meta-Synthesis Method is used and includes 6 steps: 1- taking a philosophical stance and establishing the question. 2- Resources research. 3- Qualitative evaluation 4- Analyzing the researches. 5- Combining the findings. 6- Validating the finding. In the first step, and after providing the questionnaire, the members of the meta-synthesis team were determined. The meta-synthesis team members included 2 curriculum planning experts, 1 expert in the field of education and the meta-synthesis method accompanied by an expert in data bases from Mirzaye Shirazi Library with Master’s degree in the field of Information science and knowledge management. The association of the data bases expert, is due to reliability and validity of the brute-force search and systematic review of the literatures related to the subject and finding the needed resources. In the second and third step, research data from reliable sources, including Latin data banks of Scopus and Springer (2005 to 2019), and Persian data banks of Magiran and Noormags and etc. (1378 to 1398 Solar Hijri Calendar) were determined based on the Inclusion and Exclusion Criteria. By using Systematic Review Method and the following keywords of: literacy, educational leader’s literacy, framework of the educational leader’s literacy, were searched with the word of “qualitative” in the study field of educational science, then the search was limited and the word of “educational leadership competency” was searched and 600 qualitative and mixed articles were analyzed (only the qualitative part of the mixed researches were analyzed) and categorized in 3 groups: a:related b:somehow related and c:unrelated. Finally, 42 articles were chosen. . In the fourth step, with the data analysis, first, 331 Educational Leadership content-bases were extracted. Then using introduction-writing and classifying method, this 331 content-bases, were classified into 20 organizing components of Information Literacy, Communication Literacy, Leadership Literacy, Ethic Literacy, Personality Literacy, Religious Literacy, Vocational Literacy, Economic Literacy, Digital Literacy, Health Literacy, Social Literacy, International Literacy, Organizational Literacy, Thought Literacy, Cultural Literacy, Academic Literacy, Attitude and Perspective Literacy, Legal Literacy, Research Literacy and Aesthetic Literacy, and formed the framework of The Educational Leaders’ Literacy in the school principal’s. The designed framework can be used as a standard for choosing or planning a curriculum for in-service training courses of the school principals in the educational system, or be used as a required syllabus of The Educational Leaders’ Literacy in the universities and the higher education institutions.

One of the problems in our society, especially among literate students of the literacy movement, is the lack of a culture of reading. The main purpose of this study was to investigate the plan of reading plan with family as one of the main parts of the curriculum of literacy movement in Hormozgan province. In this study, qualitative research method was used with data coding system‌. The research population included experts, educators and literacy students of Hormozgan province literacy movement and the sample consisted of twenty-four people who were selected using purposive sampling method. Also, the data collection tools, in-depth interviews and data analysis methods were inductive analysis. Findings and results showed that eight central categories There is in the project damage section include lack of financial resources, weakness of the monitoring system, weakness in the content, lack of comprehensiveness of the plan, weakness of the project managers, incompatibility of the plan with influential factors, lack of motivation and lack of sufficient institutional media support. Eight components of financial support and strengthening the evaluation and monitoring system of the project, developing the attitude and training of project stakeholders, strengthening the headquarters system and scope of the project, strengthening the motivational dimension, strengthening institutional and media support of the project, compiling and training project books based on scientific principles Reading with family.

The Effect of Adult Literacy on Economic Development and Reduction of Social Harms The issue of considering social norms is of great importance in any civilized community. Confronting social values will lead to gradual collapse of the society and threatens its security. The purpose of this research is to find the effect of adult literacy on economic development and the reduction of social harms. Data was gathered from 12 adult literacy teachers in Shiraz and the samples were chosen purposefully. Deep interviews were continued until saturation of the information. In order to interpret the interviews, descriptive statistics was used. Thematic content analysis was conducted to analyze and describe data. The results showed that adults’ learning and literacy would improve life skills as well as economic development individually and socially by using excitement focus approach and problem focused approach coping strategies. These strategies increase social and mental capacities of individuals and helps them to be more effective in dealing with problems as well as improving their capabilities.

Language is the foundation of all education, and language skills include the four skills of listening, speaking, reading, and writing (Saffarpour, 2000). Written language is one of the essential forms of language learned after other forms of language. Among necessary skills, writing is the most tangible, because writing itself leaves a written document (Nader Tabare, 2001). Today, writing failure is the most common disability in communication skills. One of the most important reasons for this is that the written form of the language is the most excellent and complex form of communication and is the last skill that is learned (Gorji, 1995).   Writing includes a set of related writing skills such as spelling, written expression, and handwriting. Spelling means memorizing words, and written expression means the ability to create ideas and express them in an acceptable grammatical structure in a way that conforms to the principles of literary stylistics (Andalibi, 2007). Teaching reading and writing skills should begin after learning to speak and hear because reading and writing are more sophisticated techniques that are primarily based on the ability of human language. Unfortunately, learning to write often stops at the point of spelling. While writing should be taught to store and transfer information (Zarghamian, 1999).   Until a few decades ago, some people thought that literacy was easy to learn and that children did not need special education in this field. However, the results of research (Pressley, 2006; Davis, 2010; Gilles, 2006) have shown the undeniable effect of correct methods on children educational achievements. Based on real and experimental research, and considering theories of learning and teaching methods, numerous and sometimes contradictory theories about the correct way of literacy have been presented. While most proponents of the methods claim that their methods are the key to proper education, there is no conclusive evidence that any of the methods have been proven, or that they have been successful in real effectiveness or that they have failed (Brooks & Brooks, 2005). The multiplicity of educational theories and disagreements about the optimal method of teaching is to the extent that some have described it as the term "Great Debate" for it (Chall, Jajobs & Baldwin, 1990). The problem is that some of these methods apply completely contradictory training strategies to each other (Maddox & Feng, 2013).   In terms of learning theories, there are two predominant methods in literacy: Phonics and Whole-language. The phonics method is attributed to the behaviorist perspective, and the whole-language method is attributed to the constructivist perspective (Tracey & Morrow, 2012, P.201). The whole-language teaching method emphasizes learning through the meaningful components of language and the growth of literacy. First, general language units, i.e., text and sentences, are taught, and later, smaller units are taught (McKenna, Stratton, Grindler, & Jenkins, 1995). Experts believe that teaching in a whole-language style encourages reading and writing and leads students to authentic literature (Schmitt, 2009). In the whole-language method, learners first encounter with words that have a tangible meaning when they learn to read, and this makes the training sessions not dull, but the students feel that they are learning to read since the first session and this strengthens their motivation (Zafari Nejad, Javadi, & Dortaj, 2004).   The phonics has been used for a long time, and it has also been called the skill-based method (Whitehurst & Lonigan, 2001) or the bottom-up mental processing method (Evans, Bozonnet, Wang, Fredouille, & Troncy, 2012). The phonics method can be considered as explicit, step-by-step training that each phoneme or sound is learned by placing, combining, decoding, or playing exercises and manipulating words and changing them (Maddox & Feng, 2013). Proponents of phonics believe that direct, step-by-step instruction can help students master reading and writing skills in a planned way (Cromwell, 1997). The phonological teaching method emphasizes the skill of word analysis (Pressley, 2001). The goal of this skill-based training model is to help students change their focus during reading and writing experiences by breaking codes and deciphering words to grow in word and text comprehension (Hall-Kenyon & Bingham, 2011). This study has been implemented to compare the written literacy of two groups of Iranian first-grade primary schoolboys. Each group learned to read and write with a different instructional method at two different schools; one was trained with traditional phonics procedure, and the other was trained with the whole-language approach. Commencing the writing instruction at the first group was concurrent with starting the reading instruction, but the writing instruction in the whole-language group began two months after the beginning of reading instruction. The research method was quasi-experimental, and the statistical community was all the students of the two schools. The whole-language school had 65 students, and traditional phonics school had 45 students. The non-random convenient sampling method was used in this study, so 30 students from each school, and totally, 60 students were chosen as a sample. The research tool was the first-grade Academic writing achievement Test (Ragheb, 1384) that was administrated in each group at pre-test and post-test jointly. For the statistical analysis, the Covariance method was used. The results indicated that whole-language students were better than traditional phonics students in the spelling (P<0/005). However, no significant difference was obtained between the two groups in the Composition. The results of this research are useable for a broad range of educators, teachers, and decision-makers of first-grade education and enable them to reconsider their instruction method.

Lack of providing optimal and timely use of new technologies in the field of literacy has changed into a belief in the countrywide illiteracy eradication programs in the Islamic Republic of Iran.This reality reflects the significant impact of new technologies on learning and requires strategic changes in the planning system (such as changes in the EdTechtools from unimedium to multimedia) and changes in the teaching methods in general (from traditional approaches to new approaches, which are usually technology-based ones). Literacy education is offered in the ages rangingfrom 10to 49 years in Iran in the form of three courses : literacy, maintenance and transferwhich havetheir own goals and contents. The transition period is considered as a period providing the opportunity for those who have completed the literacy coursesand also for those who do not qualify for further education in the formal education system. A two-hundred-hour teaching program has to be designed and implemented through virtual education or self-teachingprogramsduring the transition time based on the article 10 of the Educational Structure of the Literacy Movement, approved in the 833rd session of the Higher Education Council. This is considered as an opportunity for the planners and educators to take advantage of e-learning and virtual education to help them achieve the goals of the transition period. Although various virtual education models have been used to explain and plan educational activities to achieve success in virtual education programs in recent years, there has been no observed patterns of education and learning for low-educated adults. Therefore, the present study is an attempt to present and validate the virtual education model of adult learners in the transition period. To achieve these goals, three questions were raised: 1. What are the components of the adult virtual education? 2. What are the components of the initialdesigned model? 3.What are the experts’ points of view regarding the validity of the designed model?

The present surveyhas been conductedthrough anexplanatory sequentialwhich is basically considered as a kind of mixed-method. Sample size and sampling procedurecriterion, data collection and analysiswere different in different levels and stages of the survey because of the use of the theoretical sampling method. Thematic analysis was used to analyze and interpret the qualitative data. The collected data were analyzed, categorized, organized, and classified using this analytical method. Major categories were extracted and presented in a conceptual model. At first 12 components and 34 sub-components were extracted from the qualitative data based on the documentary and library studies, then the virtual teaching model was developed and presented to the experts for the validation process. In the quantitative part of the survey, the experts validated the model using an electronic questionnaire.

The findings of the analysis of the first question results led to the extraction of the components of the virtual education for the transition students. These components include the virtual literacy teaching, adult literacy features, learning position and teaching elements, learning principles, learning culture, learning environment, learning experiences, objectives, content, teaching methods and assessment. The findings of the second question led to the formulation of a conceptual framework from the initial model of the survey. The initial model consisted of three main components :literacy characteristics, learning status and teaching elements. Regarding the importance of the role of the individuals involved in the teaching and learning process as well as his major role as the most influential factor in his own learning, a component called adult learnerhas beenconsidered at the top of the model. On the other hand, in a new definition, the ability to make change is the criterion of literacy. Accordingly, although learning is often considered as a cognitive activity that happens in mind, it also has cultural origins which is the basis for the formation of interaction between learners, the interaction between the learner and the teacher, and also the changes in the learner's view of the content of learning. These factors represent the formation of a learning culture. The findings of the third question were plotted in a conceptual model. The adult learner in this literacy model is placed in the center of the model and the other factors are considered as the subsidiary ones located around this important and crucial factor. Compared to the existing models, this model has advantages such as consideringthe adult learner at the center of the model, paying more attention to the time andspace of learning, considering planning principles, as well as focusing on the psychology and philosophy of adult education. In the present model, due to the nature of the virtual education and distance education and the central role of the learner, with his literacy at the center of the model, special attention has been paid to his self-direction which actually leads him to an effective teaching-learning environment. Considering the occupational and family limitations, the adult learner has no limitation on learning time in virtual education and can learn at any time during his leisure or free time. Based on the pedagogical approach and in the age of concepts, the leaning space has removed the limitations of the classroom, school, and any physical dimensions of teaching space. In addition, in virtual education, space is a concept rather than being a place. There is more freedom and more domination in the learning environment. As the concept of learning space evolves, new types of interactions, such as the interaction of content with content, also emerge which enhances the learner's interaction with the content and motivates the learner resulting in removing the traditional teaching and learning gaps. The learning space also allows teachers to play a facilitating role in the learning process for learners and to push education towards new ways of learning. The validity of the present model was evaluated by experts. Expert responses with an average of 4.40 of the responses indicate that the model is appropriate. The t-test results were also significant at 95% confidence level for all the questions. Based on the findings of this study, the designed model is valid enough to be used for adult learners in the transition period of the virtual education. In future surveys, the validity and effectiveness of this model can be evaluated from the perspectives of literacy students as the most important learning factor and also from the points of view of literacy teachers.This model is the first model developed for adult virtual education; therefore, more surveys have to be conducted to address its potential drawbacks.

This study is about life skills of digital generation and its purpose is exploratory and the method is descriptive survey. Key aspects of life skills have been identified according to the review of literature in the world and Iran as follows cognitive skills, health skills, technology and information skills, media literacy, environment literacy, life and work skills also cultural and spiritual. On the basis of the identified elements a questionnaire has been developed on 1o scales which its content validity has been estimated α: 0. 973 regarding to views and opinions of educational experts, and its reliability has been estimated 0. 973 by conducting among 40 people as a pilot. Then the necessary revision has been done. At next step, the revised questionnaire has been conducted between high school students as well as teachers in order to determine elements of life skills. Sampling is based on stratified multistage and statistical population was high school and vocational female students and their teachers in Tehran. Collected data has been analyzed through factor analysis, one sample t-test, Friedman test. Findings show there is a significant difference between states que and desired conditions of teaching life skills and prioritizing of these skills including personal skills α: 0. 965, media and information literacy α: 0. 918, economic literacy α: 0. 893, and 21st literacy α: 0. 877.

In recent years, victim bullying has been introduced as a new dimension of deviant behaviors and is a behavioral strategy to dominate individuals. Usually when there are inappropriate effects of different types of media, such as media programs, they are thought of as remedies. While it is better to equip this group with a more powerful tool called media literacy.

This study seeks to identify the relationship between media literacy and victim bullying among Iranian female and male secondary and high school students in Doha, Qatar.

This research is a correlational study. This study examines the relationship between media literacy and victim bullying. The statistical population included all Iranian male and female high school students in Doha Qatar high school in 97-98.

The results of data analysis showed that media literacy of female students is more than media literacy of male students and also victim bullying of male students is more than victim bullying of female students. It also shows that there is a meaningful relationship between boys and girls media literacy. There is no meaningful relationship between girls 'and boys' victim bullying.

Today, continuous learning for all countries, not a political necessity but also a real need so that illiteracy is a major barrier to reducing and eliminating poverty know. This study aimed to determine the consistency of educational content in transition period, with literacy needs of Fars province. The study population included three groups, literacy experts, training and audience Fellowship of the transition period. Sampling method was stratified sampling approach and finally 261 questionnaires were collected. In order to collect data was used by three questionnaires. The validity of using item analysis and reliability through Cronbach's alpha was determined that all three had good reliability and validity of the questionnaire. In order to analyze data one sample t test was used in both acceptable and desirable level.The results showed that the three groups studied, an average of all courses higher than acceptable level. Compared to the desired level, courses Qoran and Islamic culture had the highest average and math, Persian literature, Science, and Social sciences are on average lower. Educational content of this courses is not desirable.

Modeling the growth and development path noted in the Fundamental Reform Document of Education in the Islamic Republic of Iran is an issue that could guarantee the achievemnet of educational goals. Among the six realms mentioned in this document, socio-political realm and achieving of its educational goals could lead to the realization of the concepts of developing responsible and participating citizen that most of educational systems seek to attain. In this article, the authors aim to present a proposed curriculum model for political literacy education while presenting politics definitions based on three classical, new and Islamic approaches to the concept of political literacy and explaining the components of this literacy. In order to create a match between the components of political literacy and developmental characteristics of the first high school grade, the proposed curriculum model for political literacy education was introduced in the first grade of high school based on Akker curriculum elements focusing on the logic of the curriculum. At the final stage of the study, the proposed model of the curriculum was validated. To this end, this descriptive and analytical research with qualitative- quantitative Q method was conducted in three stages: semi-structured interviews and analyzing them according to Strauss and Corbin method; weighing the extracted components of political literacy based on multivariate factor analysis; and validating phase conducted through a semi-structured interview.

Lifelong learning is an essential prerequisite for the development of societies and organizations. Educational system, which is the provider of human resources as the first and the most important factor of development, needs lifelong learners. Possessing a valid and reliable instrument to measure this characteristic is an important step for planning the related research; therefore, the Since there is no tool for assessing lifelong learning literacy in Iran, the purpose of this study is to validate the Iranian version of the 49-year Li and Tsai Lifelong Learning Literacy Questionnaire. In order to determine the content and face validity the questionnaire was translated and it was given to six faculty members, and after the needed reforms, it was approved. The method of this study is a applied survey method. The statistical population of this study is all secondary school teachers in the city of Birjand with a total of 500 people, 300 of whom were selected as cluster samples. Confirmatory factor analysis indicates that the eight factors pattern fits well with the data. (X2/DF=1/53, CFI= 0/964, NFI= 0/967, RMSEA= 0/06). Cronbach's alpha coefficient of the components was between 0. 78 to 0. 93 which shows acceptable reliability. Based on these results, it can be said that lifelong learning literacy questionnaire is an appropriate instrument for Iranian Studies.