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This volume explores Chinese reading development, focusing on children in Chinese societies and bilingual Chinese-speaking children in Western societies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children's literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, and socio-cultural factors that underlie language and literacy development. In addition, the book identifies instructional practices that can enhance literacy development and academic achievement. This volume offers an integrative framework of Chinese reading, and deepens our understanding of the intricate processes that underlie Chinese children's literacy development. It promotes research in reading Chinese and celebrates the distinguished and longstanding career of Richard C. Anderson.

The emergence and spread of literacy in ancient human society an important topic for all who study the ancient world, and the development of written Chinese is of particular interest, as modern Chinese orthography preserves logographic principles shared by its most ancient forms, making it unique among all present-day writing systems. In the past three decades, the discovery of previously unknown texts dating to the third century BCE and earlier, as well as older versions of known texts, has revolutionized the study of early Chinese writing. The long-term continuity and stability of the Chinese written language allow for this detailed study of the role literacy played in early civilization. The contributors to Writing and Literacy in Early China inquire into modes of manuscript production, the purposes for which texts were produced, and the ways in which they were actually used. By carefully evaluating current evidence and offering groundbreaking new interpretations, the book illuminates the nature of literacy for scribes and readers.

This social and political history of the struggle for literacy in rural China shows how China's revolutionary leaders conceived and promoted literacy in the countryside and how villagers made use of the literacy education they were offered.

Requests, a speech act people frequently use to perform everyday social interactions, have attracted particular attention in politeness theories, pragmatics, and second language acquisition. This book looks at request behaviours in a significant EFL population - Chinese-speaking learners of English. It will draw on recent literature, such as politeness theories and cognitive models for interlanguage pragmatics development, as well as placing special emphasis on situational context and formulaic language to provide a more fine-grained investigation. A range of request scenarios has been specifically designed for this project, from common service encounters to highly face-threatening situations such as borrowing money and asking a favour of police officer. Our findings on Chinese-style pragmatic behaviours and patterns of pragmatic development will be of value to cross-cultural pragmatics researchers, TESOL professionals, and university students with an interest in this area of study.

[Purpose/Significance] Health is the foundation of survival, and the health of all people is the foundation of a country. However, the aging situation in China's rural areas is serious, and the health information literacy (HIL) of the middle-aged and elderly population is low. Improving the HIL of middle-aged and elderly people in rural areas is of great significance to personal health and the \"Healthy China\" strategy. In terms of research perspective and content, previous studies either used quantitative methods to measure the health level of rural middle-aged and elderly people, or used qualitative methods to analyze a certain aspect of HIL, but the reasons for the low level of HIL among rural elderly people are not explored from a qualitative perspective. Based on this, the author analyzes the reasons for the low level of HIL of the rural middle-aged and elderly from the perspective of qualitative research and proposes corresponding countermeasures. [Method/Process] Semi-structured interview method and ground theory were used to explore the reasons for low HIL among rural middle-aged and elderly people from five aspects: health information awareness, health information access, health information evaluation, health information utilization and health information service. A theoretical model of the causes of low HIL among rural middle-aged and elderly people was constructed. [Results/Conclusions] It is found that the reasons for the low HIL of the rural middle-aged and elderly people include personal cognitive limitations, objective condition limitations, and service delivery problems. Specifically, the reasons are rejection of digitalization, cognitive misunderstanding, physical condition limitation, digital equipment limitation, low quality of related services, and the lack of related services. Accordingly, from the level of personal cognition, it is proposed that multiple measures should be taken to promote health-related publicity and education to improve the awareness of HIL. For example, offline and online HIL education should be improved and the characteristics of rural social acquaintance should be used to improve publicity and HIL education. From the perspective of objective conditions, it is suggested that the material basis of life should be improved to raise the level of HIL. From the perspective of health information services, health care institutions, village committees, libraries and family members should be involved in the health information service system for the rural middle-aged and elderly people, and the quality of health information services should be improved. The interaction between the various causes can be further explored in the future.

In recent years, with the popularity of AI technologies in our everyday life, researchers have begun to discuss an emerging term “AI literacy”. However, there is a lack of review to understand how AI teaching and learning (AITL) research looks like over the past two decades to provide the research basis for AI literacy education. To summarize the empirical findings from the literature, this systematic literature review conducts a thematic and content analysis of 49 publications from 2000 to 2020 to pave the way for recent AI literacy education. The related pedagogical models, teaching tools and challenges identified help set the stage for today’s AI literacy. The results show that AITL focused more on computer science education at the university level before 2021. Teaching AI had not become popular in K-12 classrooms at that time due to a lack of age-appropriate teaching tools for scaffolding support. However, the pedagogies learnt from the review are valuable for educators to reflect how they should develop students’ AI literacy today. Educators have adopted collaborative project-based learning approaches, featuring activities like software development, problem-solving, tinkering with robots, and using game elements. However, most of the activities require programming prerequisites and are not ready to scaffold students’ AI understandings. With suitable teaching tools and pedagogical support in recent years, teaching AI shifts from technology-oriented to interdisciplinary design. Moreover, global initiatives have started to include AI literacy in the latest educational standards and strategic initiatives. These findings provide a research foundation to inform educators and researchers the growth of AI literacy education that can help them to design pedagogical strategies and curricula that use suitable technologies to better prepare students to become responsible educated citizens for today’s growing AI economy.

The popularization of the internet and rapid development of mobile devices have led to an increased inclination and opportunities to obtain health-related information online. The eHealth Literacy Scale (eHEALS), widely used for measuring eHealth literacy, assesses an individual's ability to search, understand, appraise, and use eHealth information. However, the Chinese version of the eHEALS multiple-factor model remains to be validated, and the correlation between eHEALS and the health-promoting lifestyle profile (HPLP) among university students is rarely explored in Taiwan. This study aimed to examine the fit, validity, and reliability of the Chinese eHEALS multiple-factor model and to clarify the predictive effects of eHEALS on the HPLP among university students. University students in Taipei, the capital of Taiwan, were recruited, and 406 valid questionnaires including sociodemographic characteristics, eHEALS, and HPLP responses were collected. Confirmatory factor analysis was performed to validate the Chinese eHEALS. Independent sample t test, 1-way ANOVA, and multiple linear regression analyses were conducted to examine the relationship between sociodemographic variables and the HPLP. Pearson product-moment correlation and binary logistic regression analyses were performed to ascertain the predictive effects of eHEALS on the HPLP. The Chinese eHEALS exhibited an optimal fit when delineated into the search, usage, and evaluation 3-factor model (comparative fit index=0.991, Tucker-Lewis index=0.984, root mean square error of approximation=0.062), and its validity and reliability were confirmed. The mean eHEALS score of university students was 3.17/4.00 (SD 0.48) points, and the score for the evaluation subscale was the lowest (mean 3.08, SD 0.56 points). Furthermore, there were significant sex, institution orientation, daily reading time, daily screen time, primary information channel, and perceived health status differences in the HPLP: male participants (t =2.346, P=.02), participants attending general university (t =2.564, P=.01), those reading ≥1 hour daily (F =17.618, P<.001), those spending <3 hours on mobile devices or computers daily (F =7.148, P<.001), those acquiring information from others (t =3.892, P<.001), and those with a good perceived health status (F =24.366, P<.001) had a significantly higher score. After adjusting for sociodemographic variables, the eHEALS score remained an independent predictor of the HPLP. Compared to students with relatively high eHEALS scores, those with relatively low eHEALS scores had a 3.37 times risk of a negative HPLP (adjusted odds ratio [OR]=3.37, 95% CI 1.49-7.61), which could explain 14.7%-24.4% of the variance (Cox-Snell R =0.147, Nagelkerke R =0.244, P=.004). There is room for improvement in eHealth literacy among university students in Taipei. eHEALS may be used to screen students who require HPLP improvement, thereby providing appropriate eHealth literacy training programs, particularly those targeting evaluation literacy. Additionally, the 3-factor model of the Chinese eHEALS used in this study results in more definite scale content, thus increasing the practicality and applicability of this scale in health-promoting studies.

To promote digital transformation, equal emphasis needs to be placed on digital skills development as to infrastructure development. Integral to investment in digital skills development is the subsequent management and evaluation of digital training programmes. This paper assesses mechanisms to ensure digital training programmes are adequately managed using a standardized data collection framework to measure an internationally accepted digital literacy index. Such an index requires an agile definition of digital literacy, responsive to the fluid nature of the digital economy. The paper also explores the extent to which a G20 advisory body may inform a nationally representative data collection strategy within the context of a data collection process that is cognizant of the evolving demands of businesses and users alike.

Background As the internet develops and 5G technology becomes increasingly prominent, the internet has become a major source of health-related information. Increasingly, people use the internet to find health-related information, and digital health literacy is now a set of essential capabilities to improve their health in the digital era. However, little is known about the factors that influencing digital health literacy. This study aimed to assess digital health literacy scores and identify its influencing factors among internet users in China. Additionally, this study explored the participant’s actual skills using an additional set of performance-based items from the Digital Health Literacy Instrument (DHLI). Methods An online cross-sectional study was conducted in August 2022. Participants aged ≥18 years were recruited to complete the survey. Data were collected using the Chinese revised version of the DHLI, the self-reported internet use questionnaire, and the sociodemographic questionnaire. We conducted multivariate linear regression analyses to explore the relationships among the sociodemographic variables, behavior of internet use, and the digital health literacy scores. Results In total, 702 participants completed the survey. The mean DHLI score was 2.69 ± 0.61. Multivariate linear regression analyses showed that the age groups 35–49 (β = − 0.08, P  = 0.033), 50–64 (β = − 0.161, P  < 0.001), and ≥ 65 (β = − 0.138, P  < 0.001) were negatively associated with DHL scores. However, education level, including bachelor’s or associate degree (β = 0.255, P  = 0.002) and master’s degree and above (β = 0.256, P  < 0.001), frequency of health-related Internet usage (β = 0.192, P  < 0.001), the number of digital devices used (β = 0.129, P  = 0.001), and OHISB (β = 0.103, P  = 0.006) showed a positive relationship with DHL scores. Conclusions The study findings demonstrate that age, educational levels, number of technological devices used, and greater use of the web for health information were independently associated with DHL scores. Healthcare providers should consider providing training programs tailored to specific sociodemographic factors to improve the ability that find and use accurate information online to meet digital health services, which contributes to enhance their self-management and reduce health disparities.

Improving the urban integration of migrant workers is a crucial requirement for advancing people-centered new urbanization. Based on the micro-data of two China Family Panel Study (CFPS) in 2016 and 2018, this paper analyzes both theoretically and empirically the impact of digital literacy on the urban integration of migrant workers. The findings indicate that digital literacy plays a significant role in enhancing the urban integration of migrant workers; This effect is the strongest in terms of economic integration and relatively weak in terms of psychological integration. The results of the quantile regression show that the positive impact of digital literacy is more pronounced for groups with lower levels of urban integration compared to those with higher levels. Mechanism analysis reveals that digital literacy effectively improves urban integration by enhancing information access and facilitating social interactions. Heterogeneity analysis suggests that digital literacy has a more significant impact on the urban integration of low education levels, the new generation, and migrant workers from the eastern region. The conclusion enriches the theoretical research on the integration of migrant workers into urban areas in the digital age, and provides policy references for the government to attach importance to optimizing digital literacy education and further promote the comprehensive realization of the integration of migrant workers into urban areas.