importance of literature to education

Unlocking Potential: Why is Literature Important in Education?

Table of Contents

Literature plays a vital role in education, offering a multitude of benefits that contribute to the holistic development of learners. From cultivating critical thinking and empathy to enhancing social-emotional skills and promoting reading engagement, literature has a significant impact on education. In this article, we will explore the various ways in which literature is essential in education and why it should be included in educational settings.

Factual data shows that literature is crucial in maximizing the potential of millions of children, particularly in regions with high learning poverty rates like Sub-Saharan Africa. Programs such as EdoBEST in Nigeria have demonstrated the positive impact of literature on learning outcomes, highlighting the value of studying literature in education.

One of the key benefits of literature in education is its ability to improve vocabulary and language skills. Reading exposes learners to a wide range of words and language models, equipping them with the necessary tools to excel in various subjects. Moreover, literature fosters critical thinking by encouraging deep analysis and problem-solving, allowing students to analyze complex ideas and develop their intellectual capabilities.

Literature also plays a significant role in building cultural capital and fostering empathy. Through exposure to diverse literary works, students gain insights into different cultures, traditions, and historical contexts. By connecting with characters and understanding their experiences, readers develop empathy and broaden their perspectives.

Additionally, literature enhances social-emotional skills and nurtures creativity. Engaging with literary texts helps students develop emotional intelligence, empathy, and self-awareness. Moreover, literature sparks imagination and creativity, encouraging students to think outside the box and explore new ideas.

Another important aspect of literature in education is its ability to promote reading engagement and language development. By exposing students to different literary genres, literature creates a love for reading and instills a lifelong passion for learning. The rich vocabulary and language models found in literature contribute to language development and communication skills.

Furthermore, literature builds background knowledge and supports lifelong learning. Through literary texts, students gain a deeper understanding of various topics, historical events, and cultural phenomena. This exposure broadens their knowledge base and instills a love for continuous learning.

Lastly, literature education in prisons has shown remarkable results in reducing recidivism rates. By providing inmates with a sense of purpose, personal growth, and a connection to the world beyond prison walls, literature education plays a crucial role in rehabilitation and successful reintegration into society.

Key Takeaways:

• Literature is essential in education, unlocking opportunities and laying the foundation for future learning.
• Reading literature improves vocabulary, critical thinking, and analytical skills.
• Literature builds cultural capital, fosters empathy, and broadens perspectives.
• Engaging with literature enhances social-emotional skills and nurtures creativity.
• Literature promotes reading engagement, language development, and a lifelong love for learning.

Cultivating Critical Thinking and Perspective Taking

Literature in education fosters critical thinking skills and encourages readers to embrace multiple perspectives. Analyzing literary texts promotes deep thinking, problem-solving, and the ability to analyze complex ideas. Through the exploration of diverse characters and narratives, literature challenges readers to question assumptions, consider different viewpoints, and develop their own unique perspectives.

By immersing themselves in different literary worlds, learners gain a broader understanding of human experiences and cultures. Literature provides insights into diverse societies, historical contexts, and social issues, fostering empathy and expanding cultural understanding. It enables readers to step into the shoes of characters from different backgrounds, allowing them to develop a greater appreciation for diverse perspectives and fostering a more inclusive worldview.

The Power of Literature in Developing Critical Thinking

In addition to broadening perspectives, literature also plays a significant role in developing critical thinking skills. The complexity of literary texts encourages readers to analyze and interpret information, make connections, and evaluate different arguments. Engaging with literature requires readers to think critically, analyze narratives, and draw conclusions based on evidence from the text. These skills are transferable and can be applied to other subjects and real-life situations.

Overall, literature’s ability to cultivate critical thinking and perspective taking makes it an essential component of education. By incorporating literature into educational settings, learners are equipped with the skills necessary to navigate a complex world, embrace diversity, and think critically about the challenges they may face. To learn more about the benefits of literature in education, visit Exquisitive Education .

Building Cultural Capital and Empathy

Literature in education builds cultural capital and nurtures empathy by immersing readers in diverse cultural landscapes and fostering emotional connections. Through literary works, students gain valuable insights into different societies, traditions, and historical contexts. They develop an understanding and appreciation for cultures that are different from their own, broadening their perspectives and promoting cultural sensitivity.

Engaging with literature also allows readers to connect deeply with characters and their experiences. By empathizing with fictional individuals, students develop a greater understanding of human emotions and motivations. They learn to see the world through diverse lenses, cultivating empathy and compassion.

Expanding Cultural Horizons

One of the key benefits of literature in education is the expansion of cultural horizons. By exploring various literary works, students are exposed to different cultural backgrounds, allowing them to develop a more comprehensive understanding of the world. They learn about unique customs, traditions, and values, fostering a respect for diversity. This exposure creates a foundation for global citizenship and prepares students to navigate an increasingly interconnected world.

Furthermore, literature helps students recognize their own biases and challenges preconceived notions. By immersing themselves in stories that highlight the experiences of marginalized groups, they develop empathy and a heightened awareness of social injustices. This, in turn, encourages them to become advocates for equality and change.

In conclusion, literature in education plays a vital role in building cultural capital and nurturing empathy. It allows students to explore diverse cultures, broaden their perspectives, and develop a greater understanding of the human experience. By immersing themselves in literary works, learners gain the necessary tools to navigate a multicultural world with empathy and compassion. To unlock the potential of learners and promote personal development, integrating literature into educational curricula is essential.

Enhancing Social-Emotional Skills and Creativity

Literature in education enhances social-emotional skills, fostering emotional intelligence and nurturing creativity. Engaging with literary texts helps students develop a deeper understanding of their own emotions and those of others. Through the exploration of diverse characters and their experiences, readers are encouraged to develop empathy and connect with different perspectives. This emotional intelligence not only enhances their interpersonal relationships but also equips them with vital skills for navigating the complexities of the world.

Moreover, literature sparks creativity and imagination. As students immerse themselves in the rich language and vivid imagery of literature, they are inspired to think innovatively and critically. Literary texts provide a canvas for students to explore new ideas, challenge conventions, and expand their creative horizons. This creative mindset nurtures their ability to approach problems from multiple angles and find unique solutions.

By incorporating literature into education, educators create an environment that values emotional growth and creative thinking. This integration ensures that students develop the social-emotional skills necessary for success in various aspects of life. Whether it’s fostering empathy, promoting critical thinking, or nurturing creativity, literature plays a pivotal role in unlocking the potential of learners and shaping them into well-rounded individuals.

Table: Benefits of Literature in Education

Embracing literature in education not only unlocks the potential of individuals but also benefits society as a whole. By fostering social-emotional skills and creativity, literature equips students with the tools to navigate an ever-changing world with compassion and innovation. It is through literature that learners can develop their full capacity and become active contributors to their communities. To explore the transformative power of literature in education, visit Exquisitive Education .

Promoting Reading Engagement and Language Development

Literature in education promotes reading engagement and facilitates language development, fostering a lifelong love for reading and enhancing communication skills. Through exposure to different literary genres, students are encouraged to explore a variety of narratives, themes, and writing styles, sparking their interest and curiosity. As they immerse themselves in the world of literature, they develop the habit of reading regularly, expanding their knowledge and understanding of the world around them.

Reading literature provides students with an opportunity to encounter new vocabulary, idiomatic expressions, and sentence structures. By encountering these linguistic elements in context, students develop a deeper understanding of their meaning and usage, enhancing their language skills. The rich language models found in literature also serve as a source of inspiration for students to improve their own writing and communication abilities.

Benefits of Literature in Education

Engaging with literature not only promotes reading engagement and language development but also nurtures critical thinking skills, empathy, and cultural understanding. Analyzing literary texts requires students to think critically, evaluate evidence, and make connections, fostering their ability to solve problems and analyze complex ideas.

As students encounter characters from different cultures and backgrounds, they gain insight and empathy into diverse experiences, fostering their ability to connect with others on a deeper level. Additionally, literature encourages creativity and imagination, as students are inspired to envision alternative worlds, develop unique perspectives, and explore new possibilities.

In conclusion, literature in education plays a vital role in promoting reading engagement, language development, critical thinking skills, empathy, and cultural understanding. By using literature as a tool for learning, students not only acquire knowledge but also develop a love for reading that lasts a lifetime. It equips them with the necessary skills to excel in various subjects and lays the foundation for their future learning and personal growth. Discover the transformative power of literature in education at Exquisitive Education .

Building Background Knowledge and Lifelong Learning

Literature in education builds background knowledge and fosters a passion for lifelong learning, empowering students to become curious and knowledgeable individuals. By immersing themselves in literary works, students gain insights into diverse topics, historical events, and cultural phenomena. Whether exploring classic literature or contemporary works, students expand their understanding of the world and develop a broader perspective.

Through literature, students can explore different time periods, societies, and cultures, gaining a deeper appreciation for the complexities of human experiences. They develop empathy and understanding by connecting with characters who face various challenges and navigate different social and cultural contexts. Literature provides a window into different ways of life, teaching students to embrace diversity and cultivate a sense of respect for others.

Furthermore, literature fosters a love for lifelong learning. As students engage with different literary genres, they develop a thirst for knowledge and a desire to explore new ideas. Literature stimulates intellectual curiosity, encouraging students to seek new information, ask critical questions, and engage in meaningful discussions. The experiences gained from reading literature lay the foundation for a lifelong journey of learning and personal growth, equipping students with the tools they need to thrive in an ever-changing world.

The Value of Literature Education

The value of literature education extends beyond the classroom. It equips students with essential skills such as critical thinking, analysis, and interpretation. Through close reading and textual analysis, students learn to analyze complex ideas, identify underlying themes and motifs, and make connections between different literary works. These skills are transferable across subjects, enhancing students’ overall academic performance.

Moreover, literature improves language and communication skills. By exposing students to rich vocabulary, diverse language styles, and intricate narrative structures, literature contributes to the development of strong reading and writing abilities. Students learn to express themselves effectively, articulate their thoughts and ideas, and engage in thoughtful discussions.

In conclusion, literature in education plays a vital role in building background knowledge, fostering a passion for lifelong learning, and nurturing critical thinking skills. It broadens students’ horizons, enhances their understanding of the world, and promotes empathy and cultural understanding. By encouraging students to explore different literary works, educators empower them to become well-rounded individuals who are curious, knowledgeable, and capable of reaching their full potential.

Literature’s Impact on Learning Outcomes: Evidence from Sub-Saharan Africa

Literature in education has proven to have a significant impact on learning outcomes, particularly in regions like Sub-Saharan Africa where learning poverty rates are high. Successful educational programs like EdoBEST in Nigeria have demonstrated the positive effects of literature on children’s educational development. Through the study of literature, students not only improve their language skills and vocabulary, but also enhance their critical thinking abilities and cultural understanding.

Reading literature allows students to explore diverse perspectives, cultures, and experiences, expanding their worldview and promoting empathy. It cultivates a love for learning and encourages students to think critically, analyze complex ideas, and problem-solve. By engaging with literary texts, students develop the necessary skills to excel in various subjects, ultimately improving their overall academic performance.

Moreover, literature education in prisons has shown promising results in reducing recidivism rates and providing inmates with a sense of purpose. By offering inmates the opportunity to explore different narratives and reflect on their own experiences, literature education fosters personal growth and increases the chances of successful reintegration into society. It equips inmates with valuable skills such as communication, self-expression, and empathy, which are crucial for their rehabilitation and future success.

In conclusion, literature plays a crucial role in unlocking the potential of learners and promoting personal development. Its impact on learning outcomes, especially in regions with high learning poverty rates like Sub-Saharan Africa, cannot be overstated. By incorporating literature into education, we can equip students with the skills and knowledge needed to thrive academically, socially, and emotionally. To learn more about the benefits of literature in education, visit Exquisitive Education .

Literature Education in Prisons: Reducing Recidivism and Providing Purpose

Literature education in prisons plays a crucial role in reducing recidivism rates by providing inmates with a sense of purpose and fostering personal development. According to studies, prisoners who engage in literature programs are more likely to develop critical thinking and communication skills, which are essential for successful reintegration into society. By immersing themselves in literary works, inmates gain a deeper understanding of human experiences, empathy, and self-reflection.

A literature education program in prisons offers inmates an opportunity for intellectual growth and personal transformation. Through reading and analyzing various literary texts, inmates can explore different perspectives, challenge their own beliefs, and develop a broader worldview. This process not only helps them expand their knowledge but also equips them with essential social and emotional skills, such as empathy and self-awareness.

Moreover, literature education in prisons encourages creativity and self-expression among inmates. Engaging with literary works allows them to tap into their imagination and express their thoughts and emotions. This creative outlet enhances their sense of identity and helps them develop a positive sense of self. By fostering a love for literature, inmates can discover new passions and interests, which can significantly contribute to their personal growth and motivation for change.

Success Stories: Literature Programs in Correctional Facilities

These success stories highlight the transformative power of literature education in correctional facilities. Through literature, inmates can find hope, inspiration, and a path towards personal redemption. By empowering them with the tools necessary for self-reflection and personal growth, literature education offers a chance for rehabilitation and a brighter future.

In conclusion, literature education in prisons plays a critical role in reducing recidivism rates by providing inmates with a sense of purpose and fostering personal development. Through the exploration of literary works, inmates gain valuable skills, such as critical thinking, empathy, and creativity, which are vital for their successful reintegration into society. By investing in literature education programs, we can unlock the potential of inmates and create a pathway to a more rehabilitative justice system.

Literature in Education: Unlocking Learners’ Potential

Literature in education is a powerful tool that unlocks learners’ potential, nurturing their intellectual growth, and empowering them for success. Through the exploration of literary texts, students develop critical thinking skills, empathy, and cultural understanding. By engaging with diverse narratives and perspectives, they broaden their worldview and become more adept at analyzing complex ideas and problems.

Reading literature not only enhances cognitive abilities but also promotes social-emotional skills and creativity. It helps students develop emotional intelligence, empathy, and self-awareness, enabling them to navigate interpersonal relationships and understand diverse experiences. Additionally, literature sparks imagination and creativity, encouraging students to think outside the box and approach challenges with innovative solutions.

Furthermore, literature plays a significant role in promoting reading engagement and language development. Through exposure to different genres and styles, students develop a love for reading, which in turn expands their vocabulary and strengthens their communication skills. The rich language models in literary texts serve as valuable resources for language acquisition and proficiency.

As evidenced in Sub-Saharan Africa, where learning poverty rates are high, literature has a profound impact on educational outcomes. Successful programs like EdoBEST in Nigeria demonstrate how literature can maximize the potential of millions of children. In addition, literature education in prisons has proven to reduce recidivism rates by providing inmates with a sense of purpose and fostering personal growth.

In conclusion, literature in education paves the way for learners to unlock their potential. It cultivates critical thinking, empathy, cultural understanding, and personal development. By harnessing the power of literature, educators can empower students to become lifelong learners, equipped with the skills and knowledge necessary for success in an ever-changing world.

In conclusion, literature in education plays a pivotal role in fostering critical thinking, empathy, cultural understanding, and personal development, making it an indispensable component of a well-rounded education. By studying literature, students enhance their critical thinking skills, as they analyze complex ideas, solve problems, and engage in deep thinking. Literature also promotes empathy, allowing readers to connect with diverse characters and gain a better understanding of different cultures and experiences.

Moreover, literature builds cultural capital by exposing students to a wide range of literary works that reflect various traditions, historical contexts, and perspectives. This exposure not only broadens their cultural understanding but also cultivates a sense of empathy towards others. Additionally, engaging with literature develops social-emotional skills, as students explore and understand different emotions, perspectives, and relationships.

Furthermore, literature in education sparks creativity and imagination, encouraging students to think outside the box and explore innovative ideas. It also enhances reading engagement, promoting a love for reading and expanding language development. Through exposure to different genres and language models, students acquire a rich vocabulary and improve their communication skills.

Importantly, literature in education builds background knowledge and supports lifelong learning. It equips students with a deep understanding of various topics, historical events, and cultural phenomena. This knowledge not only prepares them for academic success but also instills a love for learning and encourages continuous exploration of new ideas throughout their lives.

Moreover, literature’s impact goes beyond traditional educational settings. In Sub-Saharan Africa, where learning poverty rates are high, literature plays a crucial role in maximizing the potential of millions of children. Successful educational programs like EdoBEST in Nigeria have demonstrated the positive impact of literature on learning outcomes, paving the way for a brighter future.

Even in correctional facilities, literature education has shown significant benefits. By providing inmates with a sense of purpose and personal growth, literature reduces recidivism rates and helps individuals successfully reintegrate into society. It empowers them with the skills and knowledge needed to make positive changes in their lives.

Overall, literature has the power to unlock the potential of learners and promote personal development. It cultivates critical thinking, empathy, cultural understanding, and creativity, while also improving reading engagement, language development, and background knowledge. By recognizing the importance of literature in education, we can create a society that values lifelong learning and embraces the transformative power of literature.

Q: Why is literature important in education?

A: Literature is important in education because it unlocks opportunities and lays the foundation for future learning. It cultivates critical thinking, empathy, and broadens cultural understanding. Studying literature enhances language skills, promotes reading engagement, and builds background knowledge. It also has a positive impact on learning outcomes in Sub-Saharan Africa and reduces recidivism rates in prisons.

Q: How does literature cultivate critical thinking and perspective taking?

A: Literature cultivates critical thinking by promoting deep analysis and problem-solving. It encourages readers to consider different perspectives and analyze complex ideas. By engaging with diverse literary texts, readers develop the ability to think critically and understand multiple viewpoints.

Q: What role does literature play in building cultural capital and empathy?

A: Literature builds cultural capital by introducing readers to different cultures, traditions, and historical contexts. It fosters empathy by allowing readers to connect with characters and understand their experiences and emotions. Through literature, readers gain a deeper appreciation for cultural diversity and develop a sense of empathy towards others.

Q: How does literature enhance social-emotional skills and creativity?

A: Literature enhances social-emotional skills by nurturing emotional intelligence, empathy, and self-awareness. It encourages readers to engage with complex emotions and explore their own feelings. Additionally, literature sparks creativity and imagination by presenting unique narratives and challenging traditional thinking.

Q: How does literature promote reading engagement and language development?

A: Literature promotes reading engagement by exposing students to different genres and encouraging a love for reading. It provides rich vocabulary and language models that contribute to language development and communication skills. By immersing themselves in literary works, students develop strong reading and language skills.

Q: How does literature build background knowledge and support lifelong learning?

A: Literature builds background knowledge by expanding students’ understanding of various topics, historical events, and cultural phenomena. It encourages curiosity and a love for learning, fostering a lifelong passion for acquiring new knowledge and exploring diverse ideas.

Q: What is the impact of literature on learning outcomes in Sub-Saharan Africa?

A: Literature has a positive impact on learning outcomes in Sub-Saharan Africa, where learning poverty is high. Successful educational programs like EdoBEST in Nigeria have demonstrated the positive effects of literature on learning outcomes. By incorporating literature into education, it maximizes the potential of millions of children and improves their educational achievements.

Q: How does literature education in prisons reduce recidivism rates?

A: Literature education in prisons provides inmates with a sense of purpose, personal growth, and reduces reoffense rates. By engaging with literary works, inmates can reflect on their experiences and gain new perspectives. Literature education fosters a desire for personal development and enhances inmates’ chances of successful reintegration into society.

Q: How does literature unlock learners’ potential in education?

A: Literature unlocks learners’ potential by promoting personal growth, critical thinking skills, empathy, and cultural understanding. It equips learners with the necessary skills to excel in various subjects and lays the foundation for future learning. Studying literature in educational settings has long-term value and contributes to the overall development of individuals.

About The Author

Ethan Emerson

Ethan Emerson is a passionate author and dedicated advocate for the transformative power of education. With a background in teaching and a love for writing, Ethan brings a unique blend of expertise and creativity to his contributions on ExquisitiveEducation.com .His articles are a delightful mix of insightful knowledge and engaging storytelling, aiming to inspire and empower learners of all ages. Ethan's mission is to ignite the spark of curiosity and foster a love for learning in every reader.Ethan Emerson, is your companion in the realm of general education exploration. With a passion for knowledge, He delves into the intricate world of Education Expenses & Discounts , uncovering financial insights for your educational journey. From the vitality of Physical Education to the synergy of Education & Technology , Ethan's here to bridge the gap between traditional and innovative learning methods. Discover the art of crafting impressive Resume & Personal Documentation in Education , as well as insights into diverse Career Paths, Degrees & Educational Requirements . Join Ethan in navigating through a sea of Educational Courses & Classes , exploring the nuances of various Education Systems , and understanding the empowering realm of Special Education . With an eye on Teaching & Teachers , He offers a glimpse into the world of educators who shape minds. Let's unlock Studying Tips & Learning Methods that turn education into a delightful journey of growth with Exquisitive Education .

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The Role of Literature in Education: Why It Matters

Literature is more than just entertainment or a way to pass the time. It can shape our perspectives, challenge our beliefs, and inspire us to brood over the world. Literature is a valuable tool for developing critical thinking skills, empathy, and creativity in education. This post will explore why literature matters and how it can benefit students of all ages.

Literature Promotes Critical Thinking Skills

Reading literature requires active engagement and analysis, which helps develop critical thinking skills. When students read literature, they are forced to think deeply about the characters, themes, and messages presented in the text. They must analyze the author’s choices and consider how they contribute to the work’s overall meaning. Critical thinking is essential for success in many areas of life, including academics, careers, and personal relationships. Literature helps students become more thoughtful and independent thinkers by promoting critical thinking skills.

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Literature helps develop empathy and understanding.

Besides critical thinking skills, literature also helps students develop empathy and understanding. Through reading about characters from different backgrounds and experiences, students can gain a deeper understanding of the world around them. They can learn to see things from different perspectives and develop greater empathy for others. This is important in today’s diverse and interconnected world, where understanding and empathy are essential for building strong relationships and communities. By exposing students to a wide range of literature, educators can help foster a more compassionate and understanding society.

Literature Encourages Creativity and Imagination

Reading literature can spark creativity and imagination in students. By exposing them to different styles of writing, unique characters, and imaginative worlds, literature can inspire students to think outside the box and develop their creative ideas. This is important in a world where we value innovation and creativity. By encouraging students to read and engage with literature, educators can help foster a generation of creative thinkers and problem solvers.

Literature Provides a Window Into Different Cultures and Perspectives

One of the most critical roles of literature in education is its ability to provide a window into different cultures and perspectives. By reading literature from different parts of the world, students can better understand the experiences and perspectives of people from different backgrounds. This can help to promote empathy and understanding and can also help to break down stereotypes and prejudices. This is an essential skill for students to develop in a world that is becoming increasingly diverse.

Literature Can Inspire Personal Growth and Self-Reflection

Literature has the power to inspire personal growth and self-reflection in students. By reading about characters who face challenges and overcome them, students can learn valuable lessons about resilience, perseverance, and the importance of a positive attitude. Literature can help students reflect on their own experiences and emotions and provide a safe space to explore complex topics and feelings. This can be important for students who may not have access to other forms of emotional support or therapy.

Esther Lombardi

Esther A. Lombardi is a freelance writer and journalist with more than two decades of experience writing for an array of publications, online and offline. She also has a master's degree in English Literature with a background in Web Technology and Journalism. 

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The Value of Literature in the Classroom: An Internal View

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My weekend has been devoted to grading vocabulary tests, creative writing assignments, and essays. There are stacks of student work covering my desk—an old kitchen table that fits perfectly in the bay window at the north end of our house. I have a view of neighborhood cats scratching at the jacaranda tree in the front yard, and of neighbors living their lives on roller skates, bikes, skateboards. Sometimes the stacks of papers feel like force fields preventing me from entering the outside world. Inside, grading serves as a way to confront myself as a teacher in private.

My husband laughs over my tendency to talk to my students while I grade. He reports what I’ve said: “Support your opinion.” “You’re brilliant here, but what do you have against paragraphs?” “What the heck were you thinking?” When time permits, I like to check my comments on their papers—will they be able to tell if I was frustrated with my own children that day? Was I too sarcastic? Did I spill any wine on that final stack?

I admit that while I completely understand the importance of grading and of giving feedback on written assignments, it is the aspect of teaching that makes me most uncomfortable. Students can’t answer back—we can’t truly engage about the given topic and I am essentially giving a final word. Ideally, my red or green or purple ink, depending on the day, will be legible and will convey that I know that they are more than this assignment, this misspelled word. Honesty can only be employed so much. I never use words like “gossamer"—but I should, because it’s a really pretty word. How many 16-year-olds are going to understand that sentiment? Not every student loves English.

There is a debate on the kind of work I do as an English teacher that is slowly being articulated into school policies—it rears its head more and more in department meetings and conferences these days. The premise is, “Why do they need to learn this? We’re not making them into English majors.” Such a notion is a bright blue paint ball aimed and fired onto curriculum such as Shakespeare, or Swift, Plath, Thoreau—you name it. I feel much more equipped to answer this challenge with my students—they are still dreamers, even if slightly jaded. I can say, “Literature might instruct you how to handle heartbreak.” “This reading doesn’t shy away from the ugly parts of humanity.” “This passage has a lot of sex in it.” “This essay gave South Park a future on your television” —and they will perk up and give selected texts a chance.

What happens in policymakers’ lives that makes them challenge the relevance of the human experience in literature? I assume that the adults questioning the merit of spending time immersed in literature, which is in their view “dated” or “meaningless,” were somehow deeply failed on their academic journeys. I know it’s not my job to connect the dots for my students, but I’m a believer in giving them the framework to make the discovery that Shakespeare cared about what they care about.

Innovation and Imagination

Maybe it’s the “information age.” The pace of our lives fools us into being plugged into the trivial things. Still, aren’t some of my Facebook friends as fictitious as the characters I care most about in various stories? My entire 4th grade year was spent seeking out a friend who looked and behaved like Judy Blume’s Sheila the Great . Or, perhaps I’m just silly and overthinking it. Perhaps we don’t have time to model how to savor and dwell on classic or contemporary literature because, come on, it’s not all going to be on the test. The greatest amount of funding is rewarded to math and science-based pursuits because our country isn’t performing as well as others in these areas. Leaders assert the need for innovation. Am I naïve in my belief that innovation requires imagination? Viewing literature as a means to effectively follow instructions on an IKEA box deprives our county’s children of the joy of reading for joy.

Literature and the arts in general create pathways to discovering personal vision—to imagine a world that values one’s creativity. Imagination informs innovation. In any case, it’s Saturday. The world cycles outside my window while I review comments on papers to be sure the right messages bleed through.

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The Lion and the Unicorn

Marek Oziewicz

Journal of Literary Education

Marnie Campagnaro

Campagnaro, M., Daly, N., & Short, K.G (2021). Editorial: Teaching Children’s Literature in the University: New Perspectives and Challenges for the Future. Journal of Literary Education, (4), 1-5. https://doi.org/10.7203/JLE.4.21403 ABSTRACT Children’s literature is an area of frequent scholarship, reflecting its influential position in telling stories, developing literacy, and sharing knowledge in many cultures. At its best, children’s literature is transformative in the lives of children and their adult reading companions, and as such plays an important role in society. Indeed, in the last several decades, children’s literature has become an important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world. In this Special Issue "Building dialogic spaces: Teaching children’s literature at the university", our contributors share their approaches to teaching children’s literature in universities across Europe, North America, Asia, and Australasia. The thirteen articles in the special issue are arranged into three sections: Connecting across Students and Courses; Opening Spaces for Dialogue of Children’s Literature; and Encouraging Critical Reading of Picturebooks.

Jodene Morrell

Professional book review: Stirring Up Justice: Writing & Reading to Change the World (Jessica Singer); Using Literature to Enhance Content Area Instruction: A Guide for K–5 Teachers (Rebecca Olness); Free within Ourselves: The Development of African American Children’s Literature (Rudine Sims Bishop)

Kathy Short

Children’s literature is an area of frequent scholarship, reflecting its influential position in telling stories, developing literacy, and sharing knowledge in many cultures. At its best, children’s literature is transformative in the lives of children and their adult reading companions, and as such plays an important role in society. Indeed, in the last several decades, children’s literature has become an important focus of teaching and research in centres for literature and literary criticism, education, and library/information sciences in universities across the world. Much has been written about the historical undervaluing of children’s literature and research in this area (e.g., Nikolajeva, 2016). While there is considerable literature concerning the teaching of children’s literature in primary and secondary classrooms (e.g., Bland & Lütge, 2012; Arizpe & Styles, 2016; Ommundsen et al., 2021), there has been relatively little scholarship on the pedagogy involved in teaching chi...

Konstantinos Malafantis

Cambridge Journal of Education

Teresa Cremin

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Chapter 1: Introduction

Learning objectives.

At the conclusion of this chapter, you will be able to:

• Identify the purpose of the literature review in  the research process
• Distinguish between different types of literature reviews

1.1 What is a Literature Review?

Pick up nearly any book on research methods and you will find a description of a literature review.  At a basic level, the term implies a survey of factual or nonfiction books, articles, and other documents published on a particular subject.  Definitions may be similar across the disciplines, with new types and definitions continuing to emerge.  Generally speaking, a literature review is a:

• “comprehensive background of the literature within the interested topic area…” ( O’Gorman & MacIntosh, 2015, p. 31 ).
• “critical component of the research process that provides an in-depth analysis of recently published research findings in specifically identified areas of interest.” ( House, 2018, p. 109 ).
• “written document that presents a logically argued case founded on a comprehensive understanding of the current state of knowledge about a topic of study” ( Machi & McEvoy,  2012, p. 4 ).

As a foundation for knowledge advancement in every discipline, it is an important element of any research project.  At the graduate or doctoral level, the literature review is an essential feature of thesis and dissertation, as well as grant proposal writing.  That is to say, “A substantive, thorough, sophisticated literature review is a precondition for doing substantive, thorough, sophisticated research…A researcher cannot perform significant research without first understanding the literature in the field.” ( Boote & Beile, 2005, p. 3 ).  It is by this means, that a researcher demonstrates familiarity with a body of knowledge and thereby establishes credibility with a reader.  An advanced-level literature review shows how prior research is linked to a new project, summarizing and synthesizing what is known while identifying gaps in the knowledge base, facilitating theory development, closing areas where enough research already exists, and uncovering areas where more research is needed. ( Webster & Watson, 2002, p. xiii )

A graduate-level literature review is a compilation of the most significant previously published research on your topic. Unlike an annotated bibliography or a research paper you may have written as an undergraduate, your literature review will outline, evaluate and synthesize relevant research and relate those sources to your own thesis or research question. It is much more than a summary of all the related literature.

It is a type of writing that demonstrate the importance of your research by defining the main ideas and the relationship between them. A good literature review lays the foundation for the importance of your stated problem and research question.

Literature reviews:

• define a concept
• map the research terrain or scope
• systemize relationships between concepts
• identify gaps in the literature ( Rocco & Plathotnik, 2009, p. 128 )

The purpose of a literature review is to demonstrate that your research question  is meaningful. Additionally, you may review the literature of different disciplines to find deeper meaning and understanding of your topic. It is especially important to consider other disciplines when you do not find much on your topic in one discipline. You will need to search the cognate literature before claiming there is “little previous research” on your topic.

Well developed literature reviews involve numerous steps and activities. The literature review is an iterative process because you will do at least two of them: a preliminary search to learn what has been published in your area and whether there is sufficient support in the literature for moving ahead with your subject. After this first exploration, you will conduct a deeper dive into the literature to learn everything you can about the topic and its related issues.

Literature Review Tutorial

1.2 Literature Review Basics

An effective literature review must:

• Methodologically analyze and synthesize quality literature on a topic
• Provide a firm foundation to a topic or research area
• Provide a firm foundation for the selection of a research methodology
• Demonstrate that the proposed research contributes something new to the overall body of knowledge of advances the research field’s knowledge base. ( Levy & Ellis, 2006 ).

All literature reviews, whether they are qualitative, quantitative or both, will at some point:

• Introduce the topic and define its key terms
• Establish the importance of the topic
• Provide an overview of the amount of available literature and its types (for example: theoretical, statistical, speculative)
• Identify gaps in the literature
• Point out consistent finding across studies
• Arrive at a synthesis that organizes what is known about a topic
• Discusses possible implications and directions for future research

1.3 Types of Literature Reviews

There are many different types of literature reviews, however there are some shared characteristics or features.  Remember a comprehensive literature review is, at its most fundamental level, an original work based on an extensive critical examination and synthesis of the relevant literature on a topic. As a study of the research on a particular topic, it is arranged by key themes or findings, which may lead up to or link to the  research question.  In some cases, the research question will drive the type of literature review that is undertaken.

The following section includes brief descriptions of the terms used to describe different literature review types with examples of each.   The included citations are open access, Creative Commons licensed or copyright-restricted.

1.3.1 Types of Review

1.3.1.1 conceptual.

Guided by an understanding of basic issues rather than a research methodology. You are looking for key factors, concepts or variables and the presumed relationship between them. The goal of the conceptual literature review is to categorize and describe concepts relevant to your study or topic and outline a relationship between them. You will include relevant theory and empirical research.

Examples of a Conceptual Review:

• Education : The formality of learning science in everyday life: A conceptual literature review. ( Dohn, 2010 ).
• Education : Are we asking the right questions? A conceptual review of the educational development literature in higher education. ( Amundsen & Wilson, 2012 ).

1.3.1.2 Empirical

An empirical literature review collects, creates, arranges, and analyzes numeric data reflecting the frequency of themes, topics, authors and/or methods found in existing literature. Empirical literature reviews present their summaries in quantifiable terms using descriptive and inferential statistics.

Examples of an Empirical Review:

• Nursing : False-positive findings in Cochrane meta-analyses with and without application of trial sequential analysis: An empirical review. ( Imberger, Thorlund, Gluud, & Wettersley, 2016 ).
• Education : Impediments of e-learning adoption in higher learning institutions of Tanzania: An empirical review ( Mwakyusa & Mwalyagile, 2016 ).

1.3.1.3 Exploratory

Unlike a synoptic literature review, the purpose here is to provide a broad approach to the topic area. The aim is breadth rather than depth and to get a general feel for the size of the topic area. A graduate student might do an exploratory review of the literature before beginning a synoptic, or more comprehensive one.

Examples of an Exploratory Review:

• Education : University research management: An exploratory literature review. ( Schuetzenmeister, 2010 ).
• Education : An exploratory review of design principles in constructivist gaming learning environments. ( Rosario & Widmeyer, 2009 ).

1.3.1.4 Focused

A type of literature review limited to a single aspect of previous research, such as methodology. A focused literature review generally will describe the implications of choosing a particular element of past research, such as methodology in terms of data collection, analysis and interpretation.

Examples of a Focused Review:

• Nursing : Clinical inertia in the management of type 2 diabetes mellitus: A focused literature review. ( Khunti, Davies, & Khunti, 2015 ).
• Education : Language awareness: Genre awareness-a focused review of the literature. ( Stainton, 1992 ).

1.3.1.5 Integrative

Critiques past research and draws overall conclusions from the body of literature at a specified point in time. Reviews, critiques, and synthesizes representative literature on a topic in an integrated way. Most integrative reviews are intended to address mature topics or  emerging topics. May require the author to adopt a guiding theory, a set of competing models, or a point of view about a topic.  For more description of integrative reviews, see Whittemore & Knafl (2005).

Examples of an Integrative Review:

• Nursing : Interprofessional teamwork and collaboration between community health workers and healthcare teams: An integrative review. ( Franklin,  Bernhardt, Lopez, Long-Middleton, & Davis, 2015 ).
• Education : Exploring the gap between teacher certification and permanent employment in Ontario: An integrative literature review. ( Brock & Ryan, 2016 ).

1.3.1.6 Meta-analysis

A subset of a  systematic review, that takes findings from several studies on the same subject and analyzes them using standardized statistical procedures to pool together data. Integrates findings from a large body of quantitative findings to enhance understanding, draw conclusions, and detect patterns and relationships. Gather data from many different, independent studies that look at the same research question and assess similar outcome measures. Data is combined and re-analyzed, providing a greater statistical power than any single study alone. It’s important to note that not every systematic review includes a meta-analysis but a meta-analysis can’t exist without a systematic review of the literature.

Examples of a Meta-Analysis:

• Education : Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. ( Capar & Tarim, 2015 ).
• Nursing : A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. ( Lee, Lee, Gong, Bae, & Choi, 2016 ).
• Education : Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. ( Weinburgh, 1995 ).

1.3.1.7 Narrative/Traditional

An overview of research on a particular topic that critiques and summarizes a body of literature. Typically broad in focus. Relevant past research is selected and synthesized into a coherent discussion. Methodologies, findings and limits of the existing body of knowledge are discussed in narrative form. Sometimes also referred to as a traditional literature review. Requires a sufficiently focused research question. The process may be subject to bias that supports the researcher’s own work.

Examples of a Narrative/Traditional Review:

• Nursing : Family carers providing support to a person dying in the home setting: A narrative literature review. ( Morris, King, Turner, & Payne, 2015 ).
• Education : Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. ( Hattie, Marsh, Neill, & Richards, 1997 ).
• Education : Good quality discussion is necessary but not sufficient in asynchronous tuition: A brief narrative review of the literature. ( Fear & Erikson-Brown, 2014 ).
• Nursing : Outcomes of physician job satisfaction: A narrative review, implications, and directions for future research. ( Williams & Skinner, 2003 ).

1.3.1.8 Realist

Aspecific type of literature review that is theory-driven and interpretative and is intended to explain the outcomes of a complex intervention program(s).

Examples of a Realist Review:

• Nursing : Lean thinking in healthcare: A realist review of the literature. ( Mazzacato, Savage, Brommels, 2010 ).
• Education : Unravelling quality culture in higher education: A realist review. ( Bendermacher, Egbrink, Wolfhagen, & Dolmans, 2017 ).

1.3.1.9 Scoping

Tend to be non-systematic and focus on breadth of coverage conducted on a topic rather than depth. Utilize a wide range of materials; may not evaluate the quality of the studies as much as count the number. One means of understanding existing literature. Aims to identify nature and extent of research; preliminary assessment of size and scope of available research on topic. May include research in progress.

Examples of a Scoping Review:

• Nursing : Organizational interventions improving access to community-based primary health care for vulnerable populations: A scoping review. ( Khanassov, Pluye, Descoteaux, Haggerty,  Russell, Gunn, & Levesque, 2016 ).
• Education : Interdisciplinary doctoral research supervision: A scoping review. ( Vanstone, Hibbert, Kinsella, McKenzie, Pitman, & Lingard, 2013 ).
• Nursing : A scoping review of the literature on the abolition of user fees in health care services in Africa. ( Ridde, & Morestin, 2011 ).

1.3.1.10 Synoptic

Unlike an exploratory review, the purpose is to provide a concise but accurate overview of all material that appears to be relevant to a chosen topic. Both content and methodological material is included. The review should aim to be both descriptive and evaluative. Summarizes previous studies while also showing how the body of literature could be extended and improved in terms of content and method by identifying gaps.

Examples of a Synoptic Review:

• Education : Theoretical framework for educational assessment: A synoptic review. ( Ghaicha, 2016 ).
• Education : School effects research: A synoptic review of past efforts and some suggestions for the future. ( Cuttance, 1981 ).

1.3.1.11 Systematic Review

A rigorous review that follows a strict methodology designed with a presupposed selection of literature reviewed.  Undertaken to clarify the state of existing research, the evidence, and possible implications that can be drawn from that.  Using comprehensive and exhaustive searching of the published and unpublished literature, searching various databases, reports, and grey literature.  Transparent and reproducible in reporting details of time frame, search and methods to minimize bias.  Must include a team of at least 2-3 and includes the critical appraisal of the literature.  For more description of systematic reviews, including links to protocols, checklists, workflow processes, and structure see “ A Young Researcher’s Guide to a Systematic Review “.

Examples of a Systematic Review:

• Education : The potentials of using cloud computing in schools: A systematic literature review ( Hartmann, Braae, Pedersen, & Khalid, 2017 )
• Nursing : Is butter back? A systematic review and meta-analysis of butter consumption and risk of cardiovascular disease, diabetes, and total mortality. ( Pimpin, Wu, Haskelberg, Del Gobbo, & Mozaffarian, 2016 ).
• Education : The use of research to improve professional practice: a systematic review of the literature. ( Hemsley-Brown & Sharp, 2003 ).
• Nursing : Using computers to self-manage type 2 diabetes. ( Pal, Eastwood, Michie, Farmer, Barnard, Peacock, Wood, Inniss, & Murray, 2013 ).

1.3.1.12 Umbrella/Overview of Reviews

Compiles evidence from multiple systematic reviews into one document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address those interventions and their effects. Often used in recommendations for practice.

Examples of an Umbrella/Overview Review:

• Education : Reflective practice in healthcare education: An umbrella review. ( Fragknos, 2016 ).
• Nursing : Systematic reviews of psychosocial interventions for autism: an umbrella review. ( Seida, Ospina, Karkhaneh, Hartling, Smith, & Clark, 2009 ).

For a brief discussion see “ Not all literature reviews are the same ” (Thomson, 2013).

1.4 Why do a Literature Review?

The purpose of the literature review is the same regardless of the topic or research method. It tests your own research question against what is already known about the subject.

1.4.1 First – It’s part of the whole. Omission of a literature review chapter or section in a graduate-level project represents a serious void or absence of critical element in the research process.

The outcome of your review is expected to demonstrate that you:

• can systematically explore the research in your topic area
• can read and critically analyze the literature in your discipline and then use it appropriately to advance your own work
• have sufficient knowledge in the topic to undertake further investigation

1.4.2 Second – It’s good for you!

• You improve your skills as a researcher
• You become familiar with the discourse of your discipline and learn how to be a scholar in your field
• You learn through writing your ideas and finding your voice in your subject area
• You define, redefine and clarify your research question for yourself in the process

1.4.3 Third – It’s good for your reader. Your reader expects you to have done the hard work of gathering, evaluating and synthesizes the literature.  When you do a literature review you:

• Set the context for the topic and present its significance
• Identify what’s important to know about your topic – including individual material, prior research, publications, organizations and authors.
• Demonstrate relationships among prior research
• Establish limitations of existing knowledge
• Analyze trends in the topic’s treatment and gaps in the literature

1.4.4 Why do a literature review?

• To locate gaps in the literature of your discipline
• To avoid reinventing the wheel
• To carry on where others have already been
• To identify other people working in the same field
• To increase your breadth of knowledge in your subject area
• To find the seminal works in your field
• To provide intellectual context for your own work
• To acknowledge opposing viewpoints
• To put your work in perspective
• To demonstrate you can discover and retrieve previous work in the area

1.5 Common Literature Review Errors

Graduate-level literature reviews are more than a summary of the publications you find on a topic.  As you have seen in this brief introduction, literature reviews are a very specific type of research, analysis, and writing.  We will explore these topics more in the next chapters.  Some things to keep in mind as you begin your own research and writing are ways to avoid the most common errors seen in the first attempt at a literature review.  For a quick review of some of the pitfalls and challenges a new researcher faces when he/she begins work, see “ Get Ready: Academic Writing, General Pitfalls and (oh yes) Getting Started! ”.

As you begin your own graduate-level literature review, try to avoid these common mistakes:

• Accepts another researcher’s finding as valid without evaluating methodology and data
• Contrary findings and alternative interpretations are not considered or mentioned
• Findings are not clearly related to one’s own study, or findings are too general
• Insufficient time allowed to define best search strategies and writing
• Isolated statistical results are simply reported rather than synthesizing the results
• Problems with selecting and using most relevant keywords, subject headings and descriptors
• Relies too heavily on secondary sources
• Search methods are not recorded or reported for transparency
• Summarizes rather than synthesizes articles

In conclusion, the purpose of a literature review is three-fold:

• to survey the current state of knowledge or evidence in the area of inquiry,
• to identify key authors, articles, theories, and findings in that area, and
• to identify gaps in knowledge in that research area.

A literature review is commonly done today using computerized keyword searches in online databases, often working with a trained librarian or information expert. Keywords can be combined using the Boolean operators, “and”, “or” and sometimes “not”  to narrow down or expand the search results. Once a list of articles is generated from the keyword and subject heading search, the researcher must then manually browse through each title and abstract, to determine the suitability of that article before a full-text article is obtained for the research question.

Literature reviews should be reasonably complete, and not restricted to a few journals, a few years, or a specific methodology or research design. Reviewed articles may be summarized in the form of tables, and can be further structured using organizing frameworks such as a concept matrix.

A well-conducted literature review should indicate whether the initial research questions have already been addressed in the literature, whether there are newer or more interesting research questions available, and whether the original research questions should be modified or changed in light of findings of the literature review.

The review can also provide some intuitions or potential answers to the questions of interest and/or help identify theories that have previously been used to address similar questions and may provide evidence to inform policy or decision-making. ( Bhattacherjee, 2012 ).

Read Abstract 1.  Refer to Types of Literature Reviews.  What type of literature review do you think this study is and why?  See the Answer Key for the correct response.

Nursing : To describe evidence of international literature on the safe care of the hospitalised child after the World Alliance for Patient Safety and list contributions of the general theoretical framework of patient safety for paediatric nursing.

An integrative literature review between 2004 and 2015 using the databases PubMed, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Scopus, Web of Science and Wiley Online Library, and the descriptors Safety or Patient safety, Hospitalised child, Paediatric nursing, and Nursing care.

Thirty-two articles were analysed, most of which were from North American, with a descriptive approach. The quality of the recorded information in the medical records, the use of checklists, and the training of health workers contribute to safe care in paediatric nursing and improve the medication process and partnerships with parents.

General information available on patient safety should be incorporated in paediatric nursing care. ( Wegner, Silva, Peres, Bandeira, Frantz, Botene, & Predebon, 2017 ).

Read Abstract 2.  Refer to Types of Literature Reviews.  What type of lit review do you think this study is and why?  See the Answer Key for the correct response.

Education : The focus of this paper centers around timing associated with early childhood education programs and interventions using meta-analytic methods. At any given assessment age, a child’s current age equals starting age, plus duration of program, plus years since program ended. Variability in assessment ages across the studies should enable everyone to identify the separate effects of all three time-related components. The project is a meta-analysis of evaluation studies of early childhood education programs conducted in the United States and its territories between 1960 and 2007. The population of interest is children enrolled in early childhood education programs between the ages of 0 and 5 and their control-group counterparts. Since the data come from a meta-analysis, the population for this study is drawn from many different studies with diverse samples. Given the preliminary nature of their analysis, the authors cannot offer conclusions at this point. ( Duncan, Leak, Li, Magnuson, Schindler, & Yoshikawa, 2011 ).

Test Yourself

See Answer Key for the correct responses.

The purpose of a graduate-level literature review is to summarize in as many words as possible everything that is known about my topic.

A literature review is significant because in the process of doing one, the researcher learns to read and critically assess the literature of a discipline and then uses it appropriately to advance his/her own research.

Read the following abstract and choose the correct type of literature review it represents.

Nursing: E-cigarette use has become increasingly popular, especially among the young. Its long-term influence upon health is unknown. Aim of this review has been to present the current state of knowledge about the impact of e-cigarette use on health, with an emphasis on Central and Eastern Europe. During the preparation of this narrative review, the literature on e-cigarettes available within the network PubMed was retrieved and examined. In the final review, 64 research papers were included. We specifically assessed the construction and operation of the e-cigarette as well as the chemical composition of the e-liquid; the impact that vapor arising from the use of e-cigarette explored in experimental models in vitro; and short-term effects of use of e-cigarettes on users’ health. Among the substances inhaled by the e-smoker, there are several harmful products, such as: formaldehyde, acetaldehyde, acroleine, propanal, nicotine, acetone, o-methyl-benzaldehyde, carcinogenic nitrosamines. Results from experimental animal studies indicate the negative impact of e-cigarette exposure on test models, such as ascytotoxicity, oxidative stress, inflammation, airway hyper reactivity, airway remodeling, mucin production, apoptosis, and emphysematous changes. The short-term impact of e-cigarettes on human health has been studied mostly in experimental setting. Available evidence shows that the use of e-cigarettes may result in acute lung function responses (e.g., increase in impedance, peripheral airway flow resistance) and induce oxidative stress. Based on the current available evidence, e-cigarette use is associated with harmful biologic responses, although it may be less harmful than traditional cigarettes. (J ankowski, Brożek, Lawson, Skoczyński, & Zejda, 2017 ).

• Meta-analysis
• Exploratory

Education: In this review, Mary Vorsino writes that she is interested in keeping the potential influences of women pragmatists of Dewey’s day in mind while presenting modern feminist re readings of Dewey. She wishes to construct a narrowly-focused and succinct literature review of thinkers who have donned a feminist lens to analyze Dewey’s approaches to education, learning, and democracy and to employ Dewey’s works in theorizing on gender and education and on gender in society. This article first explores Dewey as both an ally and a problematic figure in feminist literature and then investigates the broader sphere of feminist pragmatism and two central themes within it: (1) valuing diversity, and diverse experiences; and (2) problematizing fixed truths. ( Vorsino, 2015 ).

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Literature Reviews for Education and Nursing Graduate Students Copyright © by Linda Frederiksen is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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The Importance of Literature in Education

English Literature is a crucial part of a child’s education and obligatory in the UK until at least the end of their GCSEs. It allows children to develop a variety of key skills that can be transferred, not only across the rest of the curriculum, but also into adulthood when seeking a job. What’s more, reading books can be a source of entertainment and relaxation, and often provides a topic of conversation. I have teamed up with an independent school in Surrey to explore the importance of literature in education in further detail below.

For younger children, literature is great for helping them learn how to concentrate and sit still for long periods of time, which will benefit them throughout their schooling. It also allows them to develop their creativity and imagination, because they will have to visualise the characters and settings, and they may even start to guess what will happen in the next chapter. Parents who read with their little ones on a regular basis are able to develop a strong bond.

Studying literature allows young people to develop the ability to think critically about different topics, from a range of different theoretical perspectives. Through books, they will learn about various historical events and start to understand a wide range of cultures. Essentially, English Literature will help students understand different experiences from a variety of viewpoints, helping them to become more open-minded and empathetic. It broadens their horizons and allows them to understand the world around them on a deeper level.

English Literature is an essay based subject and writing essays is fantastic for a child’s overall development. It helps them learn how to carry out research, develop a line of argument and find evidence to back it up, and write in a coherent manner, thus improving spelling, grammar. Regular writing essays also helps with general communication skills and they may start to feel more comfortable raising their hand in lessons and contributing to class discussions.

From playgroups, education and English Tutors to events, activities and fun for all the family, you are in the right place!

• Library databases
• Library website

Education Literature Review: Education Literature Review

What does this guide cover.

Writing the literature review is a long, complex process that requires you to use many different tools, resources, and skills.

This page provides links to the guides, tutorials, and webinars that can help you with all aspects of completing your literature review.

The Basic Process

These resources provide overviews of the entire literature review process. Start here if you are new to the literature review process.

• Literature Reviews Overview : Writing Center
• How to do a Literature Review : Library
• Video: Common Errors Made When Conducting a Lit Review (YouTube)  

The Role of the Literature Review

Your literature review gives your readers an understanding of the evolution of scholarly research on your topic.

In your literature review you will:

• survey the scholarly landscape
• provide a synthesis of the issues, trends, and concepts
• possibly provide some historical background

Review the literature in two ways:

• Section 1: reviews the literature for the Problem
• Section 3: reviews the literature for the Project

The literature review is NOT an annotated bibliography. Nor should it simply summarize the articles you've read. Literature reviews are organized thematically and demonstrate synthesis of the literature.

For more information, view the Library's short video on searching by themes:

Short Video: Research for the Literature Review

(4 min 10 sec) Recorded August 2019 Transcript 

Search for Literature

The iterative process of research:

• Find an article.
• Read the article and build new searches using keywords and names from the article.
• Mine the bibliography for other works.
• Use “cited by” searches to find more recent works that reference the article.
• Repeat steps 2-4 with the new articles you find.

These are the main skills and resources you will need in order to effectively search for literature on your topic:

• Subject Research: Education by Jon Allinder Last Updated Aug 7, 2023 5878 views this year
• Keyword Searching: Finding Articles on Your Topic by Oasis Content Last Updated Aug 12, 2024 27524 views this year
• Google Scholar by Jon Allinder Last Updated Aug 16, 2023 17958 views this year
• Quick Answer: How do I find books and articles that cite an article I already have?
• Quick Answer: How do I find a measurement, test, survey or instrument?

Video: Education Databases and Doctoral Research Resources

(6 min 04 sec) Recorded April 2019 Transcript 

Staying Organized

The literature review requires organizing a variety of information. The following resources will help you develop the organizational systems you'll need to be successful.

• Organize your research
• Citation Management Software

You can make your search log as simple or complex as you would like.  It can be a table in a word document or an excel spread sheet.  Here are two examples.  The word document is a basic table where you can keep track of databases, search terms, limiters, results and comments.  The Excel sheet is more complex and has additional sheets for notes, Google Scholar log; Journal Log, and Questions to ask the Librarian.  

• Search Log Example Sample search log in Excel
• Search Log Example Sample search log set up as a table in a word document.
• Literature Review Matrix with color coding Sample template for organizing and synthesizing your research

Writing the Literature Review

The following resources created by the Writing Center and the Academic Skills Center support the writing process for the dissertation/project study. 

• Critical Reading
• What is Synthesis 
• Walden Templates
• Quick Answer: How do I find Walden EdD (Doctor of Education) studies?
• Quick Answer: How do I find Walden PhD dissertations?

Beyond the Literature Review

The literature review isn't the only portion of a dissertation/project study that requires searching. The following resources can help you identify and utilize a theory, methodology, measurement instruments, or statistics.

• Education Theory by Jon Allinder Last Updated Aug 5, 2024 706 views this year
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Books and Articles about the Lit Review

The following articles and books outline the purpose of the literature review and offer advice for successfully completing one.

• Chen, D. T. V., Wang, Y. M., & Lee, W. C. (2016). Challenges confronting beginning researchers in conducting literature reviews. Studies in Continuing Education, 38(1), 47-60. https://doi.org/10.1080/0158037X.2015.1030335 Proposes a framework to conceptualize four types of challenges students face: linguistic, methodological, conceptual, and ontological.
• Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation 14(13), 1-13. Provides advice for writing a quantitative or qualitative literature review, by a Walden faculty member.
• Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606 This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge.
• Wee, B. V., & Banister, D. (2016). How to write a literature review paper?. Transport Reviews, 36(2), 278-288. http://doi.org/10.1080/01441647.2015.1065456 Discusses how to write a literature review with a focus on adding value rather and suggests structural and contextual aspects found in outstanding literature reviews.
• Winchester, C. L., & Salji, M. (2016). Writing a literature review. Journal of Clinical Urology, 9(5), 308-312. https://doi.org/10.1177/2051415816650133 Reviews the use of different document types to add structure and enrich your literature review and the skill sets needed in writing the literature review.
• Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research. https://doi.org/10.1177/0739456X17723971 Examines different types of literature reviews and the steps necessary to produce a systematic review in educational research.

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Date : August 5, 2020

Literature in early childhood is a critical part of a child’s education – and for more reasons than you might think. Access to a wide range of quality literature helps a small child to develop critical cognitive skills, an appreciation for their own culture and the cultures of others, the development of emotional intelligence and empathy, and the development of their personality and social skills. In essence, what your child reads in their early years helps to give them the tools necessary to become intelligent, thoughtful, successful people. 

Develop critical cognitive skills

Quality literature does not always tell the reader everything they need to know, and this allows young children to learn to evaluate and analyse the illustrations. Wordless picture books like those offered by Jeannie Baker or Aaron Becker are particularly effective stimuli for oral and written language. Young children can use the pictures to develop their own plots and dialogue. Conversations about these books between parents and their children or educators and children can develop, which offers a rich learning experience. This also helps to strengthen their cognitive function and language skills, and allows them to express themselves. 

Learn about their own cultural heritage and the cultures of others

Picture books like I’m Australian Too by Mem Fox or I Love Me by Sally Morgan provide a way for young children to learn about the multiculturalism of their own country, and the cultures of other people. Learning to appreciate their own culture and the cultures of others is a critical skill for young children to develop, as this aids in the development of their empathy skills. It’s also a necessary part of their social and personal development. It is especially critical in this instance that parents and educators carefully choose books written sensitively and don’t rely on cliché. Other books that are appropriate include Under the Love Umbrella by Davina Bell or Colour Me by Ezekiel Kwaymullina , or else this is a great resource for helping you to choose what to read to your child. 

Develop emotional intelligence

Reading quality literature is also a fabulous way to help young children develop emotional intelligence. Stories have awesome power when it comes to promoting emotional and moral development. Children’s literature is uniquely qualified to provide numerous moments of crisis when characters make decisions based on their own morals while contemplating the reasons for those decisions. This helps young children to think deeper about their own feelings, and to develop their own sense of morality. 

For more information on literacy in early childhood, this University of Melbourne article is especially helpful. For more articles on early literacy, visit May Gibbs’ informative site today!

Librarian Bec Right now, Librarian Bec’s hard at work at your local library, sharing a passion for reading with little people and big. Bec writes about inspiring little readers and embracing lovely literature.

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• Published: 16 August 2024

Seeing life through life: Unpacking life education in intergenerational learning in China

• Hao Cheng   ORCID: orcid.org/0000-0002-3133-9774 1  

Humanities and Social Sciences Communications volume  11 , Article number:  1048 ( 2024 ) Cite this article

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Life education is increasingly recognized as one of the potentially effective ways to reduce unnatural deaths. Existing research focuses mainly on classroom knowledge transfer and extracurricular practical activities, which has been criticized for their effectiveness due to insufficient interaction between teachers and students. Creating high-quality life education, therefore, has become a demand for human happiness. Intergenerational learning embedded in life education, developed by collaborating with primary schools and older adult schools in China, has become an effective practice. Two teachers, seven primary school students, and seven older adult learners were interviewed to reveal the characteristics and impact of this effective practice. This model of practice establishes a dual subject of teachers and students in breaking the boundary between teachers as subjects and students as objects, while recognizing diverse lives in the interaction and reflection of intergenerational learning. In addition, this study constructs a classroom teaching model of teachers, primary school students, and older adult learners jointly creating knowledge, skills, emotions, attitudes, and values, and I put forward the life education thought of ‘seeing life through life’. This study has implications for policymakers on improving educational policies and practitioners on innovating life education models in cross-cultural contexts.

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From ancient times to the present, philosophers, educators, and sociologists have regarded life as the original intention and destination of theoretical construction and practical exploration (Sirgy & Wu, 2009 ). Among them, what is life, where life comes from, and how to improve the value of life have become important topics that researchers continue to discuss (Binmore, 2016 ; Grimm & Cohoe, 2021 ). There is a consensus that understanding, revering, and cherishing life should be everyone’s attitude and behavior (Lindseth & Norberg, 2022 ; Wright, Breier, Depner, Grant, & Lodi-Smith, 2018 ). If we understand death in terms of whether it is normal or not, the types of death can be categorized into normal aging death and unnatural death (Pilling, 1967 ). Normal death, such as disease and aging, has inevitable and irresistible characteristics. Increasing medical input and maintaining a positive attitude have become important methods to deal with normal death. Although normal death brings serious physical and mental harm to relatives and friends, human beings often choose to accept it calmly (Clements, DeRanieri, Vigil, & Benasutti, 2004 ). However, many unnatural deaths, such as car accidents caused by drunk driving and suicides caused by depression, often bring negative effects of individual trauma, family breakdown, and social instability that are difficult to eliminate in the short term (Carr et al., 2017 ; Testoni, Russotto, Zamperini, & Leo, 2018 ).

Many studies have shown that most unnatural deaths are characterized by human intervention, which may be prevented by effective methods (Longo et al., 2015 ; Truby, Brown, Dahdal, & Ibrahim, 2022 ; Zalla et al., 2023 ). To minimize the frequency of unnatural deaths, many countries have tried to develop and innovate effective ways to help people revere and cherish life. For example, life teaching materials in China (Ji & Reiss, 2022 ), school and community life training in Japan (Takamura et al., 2017 ), and life care for vulnerable groups in countries such as Italy (Corti et al., 2023 ) profoundly highlight particular practices in improving the quality of life in different countries. In addition, many studies have shown that life education has important value for normal death and abnormal death, and has become one of the effective methods to prolong physical life, enrich spiritual life, and empower social life (Besley & Peters, 2020 ; Nan et al., 2020 ; Ronconi, Biancalani, Medesi, Orkibi, & Testoni, 2023 ).

Globally, the current theoretical research and practical reform in life education are constantly being explored and advanced. The hypothesis of these studies follows the logic that education can achieve the purpose of revering and cherishing life (Mirowsky & Ross, 1998 ; Schuller, Preston, Hammond, Brassett-Grundy, & Bynner, 2004 ). Or rather, how to live a valuable life and enhance the meaning of life can be taught in the form of knowledge and skills. On the whole, many countries implement life education in their education systems, such as primary and secondary schools, universities, community schools, vocational schools, and older adult schools (Bolkan, Srinivasan, Dewar, & Schubel, 2015 ; Raccichini et al., 2023 ; Ryoo, 2016 ). From most recent theoretical research and practical exploration, teachers teach students rich knowledge of what life is, and how to cherish life inside and outside the classroom, which becomes the most important way to carry out life education in the school system (Rodríguez Herrero, de la Herrán Gascón, Pérez-Bonet, & Sánchez-Huete, 2022 ). It can be said that these diversified life education courses and activities have played an important role in improving the awareness and ability of the educated to understand, revere, and cherish life.

However, some studies show that life education is somehow conditional and limited, and many people who have participated in life education courses and activities are involved in abnormal deaths every year (Kim, Choi, Lee, & Shin, 2005 ; Wass, 2004 ). The main reason why life education is inefficient lies in the lack of experience and interaction in the classroom teaching mode in which teachers teach students life knowledge and skills (Akyildiz, Altun, & Kasim, 2018 ). On the surface, students seem to acquire a lot of knowledge and skills about life in this kind of classroom teaching of life education. This knowledge-teaching and skill-enhancing education divorced from life, however, can hardly effectively enable students to fully understand the essence of life and experience its preciousness (Albe, 2008 ; Hilton & Pellegrino, 2012 ). It can even be said that the life education model taught by teachers and learned by students tends to highlight life knowledge and skills, and it is difficult to see living students with life growth and development. Therefore, in the current society full of risks and uncertainties, many countries have called for exploring new methods of life education, which has become an important issue with a sense of the times that theoretical researchers and practical reformers have to face (Kang et al., 2010 ).

As one of the countries with the largest number of students enrolled in schools, China attaches great importance to the physical and mental health of students at all levels and types of schools. Since the reform and opening up, especially in the 21st century, China has issued a range of laws and policies on life education for all ages. For example, on October 17, 2020, the Standing Committee of the National People’s Congress of China adopted the Law of the People’s Republic of China on the Protection of Minors , which clearly states that schools should provide life guidance, mental health counseling, adolescent education, and life education according to the physical and mental development characteristics of minor students (Standing Committee of the National People’s Congress, 2020 ). On February 21, 2022, the State Council issued the Notice on Printing and Distributing the ‘14th Five-Year Plan’ National Planning for the Development of the Cause for the Aged and the Service System for the Aged, clearly proposing to strengthen life education for the public (State Council of the People’s Republic of China, 2022 ). From these laws and policies, it can be seen that China attaches great importance to life education to help citizens live a more valuable life. Therefore, to improve the awareness and behavior of different age groups in perceiving, revering, and cherishing life, China, like most countries, incorporates life education courses and activities into the process of healthy growth of students and school brand building (State Council of the People’s Republic of China, 2010 ).

However, unlike the life education model in which teachers teach knowledge and skills to students inside and outside the classroom, older adults and adolescents in China have jointly created a new model of life education through intergenerational learning. Specifically, this new model aims to enable teachers to guide older adults and adolescents to see each other’s lives. Older adults and adolescents better understand, revere, and value life as they share what life is and how to live a worthwhile life (Longhutang Experimental Primary School, 2023 ). Unfortunately, few studies have focused on such cases. Therefore, this study aims to address the paucity of research and answer two research questions: What are the core features of life education through intergenerational learning? What are the implications of life education based on intergenerational learning for older adults and elementary school students? Opening the ‘black box’ of life education through intergenerational learning in China will not only enrich the theoretical framework and boundaries of global life education research but also help to provide practical experience of China’s life education model to other countries.

This article is structured as follows. The introduction of this study maps out life education through intergenerational learning from a global perspective. In the literature review, this study reviews the progress and shortcomings of life education and intergenerational learning, while highlighting the theoretical and practical value of this study. In the methodology section, I briefly introduced how the data were collected from teachers, older adults, and elementary school students. The findings reveal the core characteristics and effects of life education through intergenerational learning. The discussion problematizes the findings and teases out the theoretical value and practical significance of this study. Limitations and future research directions are outlined at the end of the article.

Literature review

Globally, different researchers tend to explore possible effective models of life education from a specific standpoint. On the whole, life education is a kind of educational idea and practice, which aims to cultivate individual respect, understanding, and care for life (Phan et al., 2021 ). The practical exploration and theoretical construction of life education can be divided into formal and informal life education, which constitute common and differentiated life education in many countries (Eshach, 2007b ).

Formal life education refers to life education that takes place in the school education system and is organized and implemented by teachers according to the curriculum and teaching plans for students (Glass, 1990 ). The knowledge of life and how to live a meaningful life becomes the most important teaching content of this formal life education. Systematism and standardization are regarded by many researchers as the core characteristics of life education in classroom teaching mode. For example, a study on life education in Hong Kong found that drug prevention education in primary school classrooms helped increase students’ understanding of the relationship between drugs and life (Chan, 1999 ). For another example, several surveys of Korean college students found that formal life-and-death education helped to increase students’ knowledge of life and strengthen their perception of life (E. H. Kim & Lee, 2009 ; S.-N. Kim et al., 2005 ). In addition, a study of the impact of life-and-death education classes took place at a state university in the southeastern United States found that students who took the classes had significantly lower anxiety and fear of death while being more awed and appreciative of life than students who did not take life-and-death education classes (McClatchey & King, 2015 ). Many studies show that systematic, standardized, and formal life education patterns that occur in school classrooms help to change students’ understanding of life from negative to positive (Katajavuori, Virtanen, Ruohoniemi, Muukkonen, & Toom, 2019 ; Phan, Chen, Ngu, & Hsu, 2023 ; Phan et al., 2020 ).

On the whole, formal life education based on classroom teaching plays an important role in helping students form a positive and healthy life outlook. However, in the face of rising rates of unnatural mortality worldwide and numerous reports of negative attitudes towards life, some researchers argue that formal life education tends to inculcate knowledge of life, while neglecting the growth process of life (Phan et al., 2023 ; Ramos-Pla, Del Arco, & Espart, 2023 ). Therefore, under the background of praising and criticizing life education, seeking the balance between knowledge teaching and experience teaching has become an important direction for many researchers and practitioners to explore a new life education mode.

Along with questioning and criticizing the formal life education curriculum, informal life education activities outside the classroom began to emerge. Informal life education, as opposed to formal life education at school, is often organized and implemented in families (Peniston, 1962 ) and society (Eshach, 2007a ; Golding, Brown, & Foley, 2009 ; Scribner & Cole, 1973 ). Compared with formal and systematic school life education curriculums, informal life education activities in an experiential way tend to enable students to perceive the existence of life and understand the value of life (Sallnow et al., 2022 ). Therefore, informal life education activities are distinguished from formal life education courses by non-systematic, non-standard, non-emphasis on knowledge teaching and emphasis on direct feelings and experiences. For example, a study aimed at promoting children’s understanding of life pointed out that providing an educational environment for informal learning in botanical gardens helps children perceive life changes in the process of seeing plant life (Sanders, 2007 ). For another example, a study has shown that informal life education courses or activities with contextualized characteristics can help improve the professionalism and responsibility of medical interns in the face of aging and death (Ratanawongsa, Teherani, & Hauer, 2005 ). In addition, a survey of 215 Italian high school students showed that informal life education activities were more helpful in reducing students’ anxiety about death than formal life education courses (Testoni, Palazzo, De Vincenzo, & Wieser, 2020 ). On the whole, life education is not only organized in the formal school education system but also implemented in hospitals, botanical gardens, and communities by informal education mode. Some studies point out that, besides the advantages of informal life education for individual growth and social progress, we still need to see that the function of informal life education has not been fully stimulated due to some possible factors such as teachers’ professional level, educational content and physical and mental development of students (Katajavuori et al., 2019 ; Testoni, Ronconi, et al., 2020 ). Other studies argue that lack of teacher-student interaction, student feedback, and communication between different age groups are the biggest shortcomings of informal life education (Stylianou & Zembylas, 2021 ). Therefore, interaction, communication, sharing, and reflection between the same or different groups are expected to become the direction of life education.

With the development of information technology and the aging of the population, the life gap between adolescents and older adults is generated due to differences in knowledge, skills, and thinking. Intergenerational learning, which originated in Europe and America, is characterized by mutual learning among different age groups. This mode of learning plays an important role in reducing conflicts and contradictions between adolescents and older adults in communication and interaction (Andreoletti & Howard, 2018 ; Watts, 2017 ). Current research in the field of intergenerational learning focuses on eliminating adolescents’ negative perceptions, attitudes, and behaviors about age and aging (Powers, Gray, & Garver, 2013 ; Tam, 2014 ), helping older adults cross the digital divide (Cheng, Lyu, Li, & Shiu, 2021 ), and establishing harmonious relationships between different age groups (Andreoletti & Howard, 2018 ; Keyi, Xu, Cheng, & Li, 2020 ). Along with the idea dissemination and practice exploration of lifelong education, lifelong learning, and learning society, intergenerational learning has evolved in today’s uncertain society. Intergenerational learning has been highlighted as a valuable theoretical and practical innovation involving formal and informal learning relationships between different age groups in life and work (Cabanillas, 2011 ). Although intergenerational learning is considered to cover almost all topics in interpersonal relationships, unfortunately, life education, which is closely related to everyone, has not been incorporated into intergenerational learning.

With the dissemination of the concept and practical exploration of active, successful, and productive aging (Badache, Hachem, & Mäki-Torkko, 2023 ; Pfaller & Schweda, 2019 ), how to promote the physical and mental health, social participation, and life realization of older adults has become a challenge. Promoting life values and practices through education emerges as an important solution to this challenge (Lövdén, Fratiglioni, Glymour, Lindenberger, & Tucker-Drob, 2020 ; Raghupathi & Raghupathi, 2020 ). With the continuous exploration and creation of new models of intergenerational learning and life education, intergenerational learning through life education has been created in the process of China’s modernization of characteristic socialist education. To promote the theoretical construction and practical dissemination of the life education model, this study aims to reveal intergenerational learning through life education in China. Seeking the balance between teaching knowledge and experiential learning, pursuing the classroom atmosphere of sharing, interaction, and reflection, has become an innovation of this study to unpacking life education in intergenerational learning in China.

Indeed, in contrast to the above review of studies focusing on life education for younger learners, life education for older learners has not yet attracted widespread scholarly attention and research. The small amount of literature that is highly relevant to life education for older learners focuses on two main areas. The first is to enhance the health and quality of life of older adults. These studies have shown that physiological, psychological, and social factors profoundly affect the value of life and its realization for older adults. In recent years, practitioners, represented by social workers, have aimed to enhance older people’s knowledge, understanding, and practice of life by providing them with psychological counseling services (Liu, Yang, Lou, Zhou, & Tong, 2021 ; Wang et al., 2020 ), information technology training (Chelongar & Ajami, 2021 ; Fischer, David, Crotty, Dierks, & Safran, 2014 ; Talaei-Khoei & Daniel, 2018 ), and opportunities and platforms for social participation (Duppen et al., 2020 ; Hashidate, Shimada, Fujisawa, & Yatsunami, 2021 ; Nivestam, Westergren, Petersson, & Haak, 2021 ). Second, life education for older people has begun to be mentioned indirectly rather than directly in a small number of studies on geriatric education, health education, and intergenerational learning. For example, one theoretical study argued that life education and information technology education should be included within the basic scope of education and learning for older people (Boulton-Lewis, 2010 ). Another study emphasized that education or learning that has a connection to life should perhaps be emphasized in intergenerational programs (Whitehouse & George, 2018 ). Overall, the above studies point to possible directions for understanding and exploring life education for older adults. However, how to construct an appropriate model of life education for older adults in a complex and uncertain society becomes a challenge for researchers, practitioners, and policymakers.

Methodology

Background information.

Guang Ming Primary School (pseudonym), founded in 1913, is an urban primary school located in Jiangsu Province of China. As the first older adult school in Xinbei District, Xi Yang Older Adult School (pseudonym) not only provides a platform for education and learning for older adults but also adheres to the idea and action of radiating educational resources to a wider area. The ‘Intergenerational Learning Lecture Hall’ was jointly established by Guang Ming Primary School and Xi Yang Older Adult School in September 2019 as a unique educational platform for age mixing based on mutual interests. To ensure the sustainable development of this education platform, the principals of the two schools signed an agreement on intergenerational learning. By linking the two different educational institutions, this agreement empowers primary school students and older adult school students to engage in monthly learning.

So far, the ‘Intergenerational Learning Lecture Hall’ has been hosted to sustainable educational activities, such as paper-cutting, painting of intangible cultural heritage, and UNESCO’s Agenda for Sustainable Development 2030. In recent years, young children have committed suicide due to academic pressure and older adults have committed suicide due to mental depression. These events of unnatural death, which shocked and saddened the whole society, highly inspired Guang Ming Primary School and Xi Yang Older Adult School to organize and carry out a series of life education activities such as what is life and how to cherish life. After reflecting on the shortcomings of classroom teaching and practical activities in life education, teachers of the two schools decided to conduct ‘Life Education Through Intergenerational Learning’ with the help of ‘Intergenerational Learning Lecture Hall’ on May 30, 2023.

Research project

To ensure that this activity can be carried out orderly, Xiao Ming (pseudonym), principal of Guang Ming Primary School, and Ming Xin (pseudonym), principal of Xi Yang Older Adult School, decided to choose an experimental class as the practical starting point for exploring intergenerational learning empowering life education. By soliciting the willingness of primary school students and older adult students to participate in this activity, seven primary students from Class 2 of Grade 5 and seven older adult students from the painting class were finally formed into a teaching class. To improve the quality of this life education classroom teaching activity, Xiao Ming, who has rich educational wisdom, serves as the teacher. Following the physical and mental development characteristics of primary school students and older adult learners, Xiao Ming decided to use Badger’s Parting Gifts , which is a picture book on death created by British painter Susan Varley, as teaching materials for life education.

The badger is a friend who makes other animals rely on and trust, and he is always willing to help everyone. He was very old and he knew he was going to die. But the badger is not afraid of death. He thinks that death just means that he is leaving his body. He was more worried about how his friends would feel after he died. As the badger expected, his death made his loving friends sad. Time is slowly healing the sadness of the badger’s friends. When they talk about the badger later, the sadness is slowly turning into warm memories. His friends express to each other the ‘gifts’ that the badger has given them. For example, the badger taught the frog how to skate. The badger taught the fox how to wear a tie. The badger not only taught his friends skills without reservation but also taught them the value and meaning of life. It can be further expressed as being honored in life and missed in death. This picture book is a vivid story that expresses the meaning of life and how to inspire and realize the value of life. The fun, inspiration, education, and artistry have contributed to the picture book’s wider influence in the fields of philosophy and education.

On June 1, 2023, from 8:30 a.m. to 11:30 a.m., the life education through intergenerational learning was carried out as scheduled. Overall, the classroom teaching process was divided into four interlinked parts. Guiding, interacting, reflecting, and growing in teacher-student interactions were sustained throughout the teaching process. First, Xiao Ming led the elementary students and the older adults to read the picture book Badger’s Parting Gifts wholeheartedly together as the teaching content. Second, after reading and understanding the book independently word by word, Xiao Ming asked the elementary students and the older adults to share and discuss with each other the stories of life and death in Badger’s Parting Gifts in a one-to-one cooperative learning mode. Then, based on discussing and reflecting on the Badger’s Parting Gifts , Xiao Ming suggested that the primary students and the older adults turn their expression of the value of the Badger’s life further towards their views and understanding of each other’s life. Finally, Xiao Ming encouraged primary students and older adults to share their expectations and imaginations about their future lives and how to create a more meaningful life. The life education through intergenerational learning, which lasted for three hours, was brought to an end with discussions, interactions, and reflections among teachers, primary students, and older adults.

Interview method

The interview method is a common research method in the humanities and social sciences. The interview method aims to construct the mechanism of social phenomena by collecting information from the interaction between the researcher and the interviewee (Qu & Dumay, 2011 ). Therefore, the interview method is more suitable for exploring and discovering the complex psychological activities of human beings with a unique method in social science research (Adeoye‐Olatunde & Olenik, 2021 ). Further, meaning construction, process revelation, emotional empathy, cultural understanding, and exploration of the unknown become the core purposes and characteristics of the interview method (Bartlett, 2012 ; Powell & Brubacher, 2020 ). In addition to its aforementioned strengths, the more important reason for choosing the interview method in this study is that the characteristics and meanings of intergenerational learning empowerment for life education form an intrinsic connection with the interview method. Specifically, teachers, older learners, and elementary school students created a new model of life education through intergenerational learning based on complex psychology and practice. The interview method, which is characterized by exploring dynamic and complex processes (Döringer, 2021 ), provides unique value in understanding the characteristics and value of life education through intergenerational learning.

Stemming from shared interests and beliefs with educational practitioners, my relationship with Guang Ming Primary School and Xi Yang Older Adult School was established in June 2019. With the advice, encouragement, and support of my doctoral supervisor and me, Xiao Ming and Ming Xin established an institutionalized platform for the ‘Intergenerational Learning Lecture Hall’. A series of intergenerational learning activities such as poetry recitation, music singing, paper-cutting, and the UNESCO 2030 Strategy for Sustainable Development were planned and created. The intergenerational learning activities for life education explored in this study are the formalized activities of the ‘Intergenerational Learning Lecture Hall’. In my role as an idea transmitter and leader, I tried to stimulate the wisdom of educational practitioners and help this activity to be organized and run smoothly. It should be emphasized that to avoid the negative impact of sensitive topics such as death, this study strictly adheres to the Declaration of Helsinki’s ethics of academic research and has been strictly reviewed and approved by the academic ethics committee of a university in China. In addition, the academic ethics of respect, equality, friendliness, and sincerity were always upheld in the process of activity development and data collection.

After the activity of life education through intergenerational learning, I sent out a recruitment request to Xiao Ming, Ming Xin, seven primary students, and seven older adults who participated in the activity. All participants agreed to participate actively in the data collection. To answer the research questions raised in the introduction, a semi-structured interview method was used. The interview questions for Xiao Ming and Ming Xin are mainly about why carry out life education through intergenerational learning. The interviews for elementary students and older adults included a series of questions. For example, why would you like to participate in life education? How would you evaluate the life education you have experienced before? Did you enjoy life education through intergenerational learning? What do you think are the characteristics of life education? What new understanding of life have you gained through life education? The demographic profile of the interviewees is illustrated in Table 1 .

Before conducting the formal interview, the author explained the motivation and value of the study to each interviewee in detail. To allay the psychological concerns of the interviewees, the author emphasized the research ethics that may be involved in the whole interview process, including the principles of voluntary participation, withdrawal at any time, and anonymity (Allmark et al., 2009 ). Considering the completeness of the recorded information, I asked if the interview could be audio-recorded and all interviewees agreed. Formal interviews were conducted from June 1 to 10, 2023. Overall, each participant was interviewed for approximately 40–60 minutes. Due to the interference and interruption of various uncertain factors, Xiao Ming, a primary school student, and two older adult learners were interviewed twice.

Data analysis

In reviewing existing literature, it is evident that life education has undergone practical explorations that generally exhibit two key characteristics. Firstly, the teacher-student relationship in life education often presents the teacher as the authority and the student as the passive recipient. Additionally, teachers tend to impart abstract knowledge about life education to students. However, these traditional features have been subject to criticism by scholars due to their static nature and lack of interaction. Recent educational theory and practical exploration emphasize classroom teaching that fosters interaction, dialogue, and reflection between both teachers and students (Hennessy, Calcagni, Leung, & Mercer, 2023 ; Muhonen, Pakarinen, Rasku-Puttonen, & Lerkkanen, 2024 ). The practical exploration of life education through intergenerational learning in this study serves as a reflection on traditional educational shortcomings while highlighting new directions for educational reform and development. Existing studies focusing on concepts such as teacher-student dialogue, and reflective teaching methods provide a theoretical basis for understanding life education’s impact through intergenerational learning. Furthermore, this study aims to address questions regarding the impact of life education through intergenerational learning, particularly its influence on enhancing values in life, understanding diverse life forms, and exploring meaningful life practices. (Chaturvedi, Vishwakarma, & Singh, 2021 ; Lövdén et al., 2020 ; Ross & Van Willigen, 1997 ). In exploring the potential impact of life education through intergenerational learning, axiology, epistemology, and methodology become critical viewpoints for evaluating its effects. Therefore, this study endeavors to construct the impact of life education through intergenerational learning from these three aspects.

To ensure the completeness and accuracy of the interview text, I first converted the audio-recorded interviews into Chinese text and then translated them word by word into English text with contextualization. To ensure the accuracy of the translation, the data translated into English were further validated and slightly adjusted by colleagues teaching English. Thematic coding, including deductive and inductive coding, was utilized in the data analysis (Xu & Zammit, 2020 ), which aimed to answer the two research questions. Top-down deductive coding was completed using the theoretical principles of teacher-student relationships, dialogic and reflective teaching methods, axiology, epistemology, and methodology. Bottom-up inductive codes were identified and categorized based on rich and sufficient interview data. The research findings are dynamically interpreted in life education practice and theory, as well as in Chinese cultural contexts.

Specifically, careful reading, refined categorization, and theoretical construction were summarized as the three necessary steps in the process of analyzing the interview data. First, all interview data texts were read in-depth, which aimed to understand and grasp the scope and meaning of the interview data as a whole. Second, the interview data were categorized and reorganized according to the conceptual frameworks of ‘teachers and students as subjects’, ‘pedagogical methods of dialogue and reflection’, and ‘axiology, epistemology, and methodology of life education’. Third, the interview data were further arranged to reflect life education through intergenerational learning. To ensure the reliability and validity of the data, two colleagues were invited by me to participate in separate coding. After careful comparisons and slight adjustments, coding reliability was ensured in consistency, which minimized subjective bias in coding (Mackieson, Shlonsky, & Connolly, 2019 ; Morgan, 2022 ). In addition, to ensure that the interview data provided by the participants were accurately understood, member check was performed to ensure validity.

Two core characteristics of life education through intergenerational learning

Establishing the relationship between teachers and students as the subject.

Through the in-depth interviews conducted with two principals, seven primary school students, and seven older adult school students, it was revealed that both educators and learners alike uphold the fundamental principle of mutual respect and understanding in the realm of intergenerational learning, which underpins life education. Collectively, they devised classroom educational activities that place teachers and students on an equal footing as co-creators of the learning experience, drawing upon their collective educational insights and wisdom. This transformative teacher-student partnership transcends the traditional boundaries that often separate the teacher as the authoritative figure from the student as the passive recipient, fostering a dynamic interplay between the two. Notably, this innovative relationship has garnered immense recognition, endorsement, and accolades from both the two principals and the collective voices of the fourteen students interviewed.

As a teacher with more than 20 years of rich teaching experience, Xiao Ming has experienced the above three kinds of teacher-student relationships. Compared with the previous classroom teaching with knowledge transmission as the main mode, she thought that life education based on intergenerational learning more truly reflects the classroom teaching mode in which teachers and students are the subject. As she stated in the interview:

As a teacher for so many years, I have been exploring and reflecting on what is the ideal teacher-student relationship and classroom teaching model. Before student discussions and teacher-student interaction were often organized, but the teaching effect did not reach the expectations. However, from my initiative to guide students to actively read, dialogue, and reflect, I think this life education activity designed through intergenerational learning realizes classroom teaching in which teachers and students are the subjects. (Xiao Ming)

Ming Xin, 62 years old, has rich teaching experience like Xiao Ming. Before becoming the principal of Xi Yang Older Adult School, he was also a primary school principal. The experience of implementing life education through intergenerational learning with Xiao Ming drives him to reflect on his education work for more than 40 years. He expressed:

I thought before that the unequal amount of knowledge storage makes it difficult for teachers and students to achieve true equality in knowledge exchange. However, this life education activity made me see and firmly believe that teachers and students can be subject to each other. Such a classroom is full of vitality. I am proud and happy to be able to design and implement such courses and teaching. (Ming Xin)

The authentic embodiment of the aforementioned dual principles underscores the full realization of a reciprocal teacher-student relationship within the classroom context of life education. Concurrently, an analysis of the interview narratives from seven primary school students and seven older adult learners reveals a striking convergence with the perspectives of the two principals. All participants assert their individual identities as active subjects and collaborate seamlessly with teachers to collectively devise life education activities. To illustrate, a representative older adult learner articulates:

I have been at Xi Yang Older Adult School for two years, and have taken part in music, dance, and painting courses. These courses practice the classroom model of the teacher as subject and the student as object. I think life education classes create a new classroom model of active guidance by teachers and independent exploration by students. (Qing Xia)

In addition, a primary school student who took into account the views of other participants stated:

Although the education department requires schools to develop students’ core competencies, teachers still use indoctrination to transfer knowledge to students. Fortunately, when we take life education classes, we feel the interaction between teachers and students and the sharing and learning between us and the older adult learners. (Zhang Qiang)

The above presents the understanding of two principals and two representative students on the roles of teachers and students and their relationship with life education. They tended to perceive that the teacher-student relationship is created in life education through intergenerational learning. This judgment interrupted the existing defects about who is the subject and object between teachers and students (Wong, 2016 ). Through comparative thinking, on the one hand, it reveals their criticism and reflection on the previous education mode based on knowledge transmission, on the other hand, it reflects their expectation and yearning for democracy, dialogue, discussion, and reflection in classroom teaching between teachers and students as the subject.

Understanding pluralistic life in intergenerational learning interaction and reflection

Under the backdrop of modern school operational logic, which revolves around subject-based teaching and examination scores, parents and teachers often prioritize knowledge transmission over students’ holistic development after weighing the pros and cons. While some middle-income countries have made significant strides in exploring and implementing classroom instruction that is interactive and embodies the dual subjectivity of teachers and students, educational reforms aimed at fostering interaction and emphasizing life skills remain challenging in many low-income countries. Despite the difficulties in realizing interactive educational formats within subject-focused teaching, such interactions have been successfully cultivated in life education activities grounded in intergenerational learning.

The interviews with participants reveal that, on one hand, they perceive their subjectivity in life education curriculum teaching, and on the other, they profoundly experience teaching interactions and reflections that are often elusive in other classroom settings. Notably, prior studies have predominantly focused on teaching interactions and reflections between teachers and students of similar ages and stages of physical and mental development. In contrast, life education activities fostered by intergenerational learning uniquely enable interactions and reflections between teachers, primary school students, and older adult learners, spanning different ages and stages of physical and mental development. Consequently, classroom instruction that prioritizes interaction and reflection has emerged as a discursive expression for teachers and students to organize, execute, and construct these life education activities.

As a teacher, Xiao Ming expressed her understanding of life education and happiness in her eyes. This positive emotional expression can be attributed to the interactive, reflective, and life-filled education constructed by her, primary school students and older adult learners. As she stated:

I have often tried to integrate interaction and reflection into classroom teaching before, but it has not achieved the ideal educational effect. Therefore, I believe that the listening, dialogue, and reflection between primary school students and older adult learners in intergenerational learning inspired this life education activity to move towards high-quality development. (Xiao Ming)

Similar to Xiao Ming’s evaluation of why this class is of higher quality than the previous classroom teaching, Ming Xin also believes that the interaction between primary school students and older adult learners due to differences in age, psychology, and life experience has brought unexpected positive effects to this life education activity. He said:

Because of the taboo of Chinese culture to talk about life and death, the atmosphere of life and death education in Xi Yang Older Adult School was heavy and there was no communication between teachers and students. A very important reason why this life education activity is full of interaction and reflection is that the differences between primary school students and older adult learners inspire them to listen, communicate, dialogue, and reflect on each other. (Ming Xin)

In addition to the above two principals’ statements, primary school students and older adult learners articulated their reflections on participating in this course or activity with experiences and feelings. For example, Yu Xiu, a primary school student, recounted:

The previous experience of life education is extremely lacking in interaction and reflection, manifested in receiving knowledge from teachers or watching movies. This life education class is unique and interesting because it is full of dialogue and reflection. In the classroom, there are not only our primary school students and teachers but also a group of older adult learners who love learning and are very different from us. (Yu Xiu)

Similarly, Xuan Yu also suggested the ‘live and learn’ attitude and values of life. Having studied at Xi Yang Older Adult School for nearly three years, he, like other older adult learners, deeply felt that the learning experience characterized by openness, freedom, and communication was extremely vivid and unforgettable. What he said during the interview represented the common feelings of other older adult learners about this class.

As older adult learners, listening, sharing, and communicating with primary school students not only increases the teaching atmosphere and updates the teaching model, but also opens up new horizons for us to understand what life is and how to live a meaningful life. (Xuan Yu)

The interview data from the aforementioned participants illustrates how intergenerational learning propels the curriculum and instruction of life education toward high-quality development, leveraging its distinct advantages of dialogue, exploration, and reflection. This form of classroom teaching transcends the traditional static paradigm of ‘teachers teach, students learn’ and fosters a novel dynamic model in the era of lifelong learning, characterized by the interactive engagement between teachers and students, as well as the dialogic exchange between primary school students and older adult learners. Within this innovative teaching model, primary school students and older adult learners not only observe each other’s lives but also view each other as mirrors, facilitating mutual understanding and empathy. Processes such as experiencing, interacting, referencing, providing feedback, and reflecting become the cornerstone of understanding life through lived experiences. These core processes underpin the profound recognition and praise from both students and teachers towards intergenerational learning’s empowering influence on life education.

Life changing through intergenerational learning

Infinite life value: from self-development to contribution to others and society.

The interview data revealed that life education through intergenerational learning raised the awareness of life among primary school students and older adult learners. Before participating in this life education activity, they paid more attention to the development of material and spiritual life, while ignoring the improvement of social life to a certain extent. However, after reading the picture book Badger’s Parting Gifts together and sharing their views on life and its value, they began to foster a strong desire to improve their material, spiritual, and social life.

Wei Min was a primary school student who came to the city with his parents from the countryside to study. He was taught by his parents to earn more money when he grew up to live a richer life. Pursuing the improvement of material life value has become an important goal of his current study and future work. However, thinking about the social life of ‘Badger’ in the picture book made him realize that the meaning of human life includes not only material life but also social life. He said:

Many of my classmates and I thought that we would live a comfortable life by earning more money when we grew up, and we didn’t realize our responsibility for social development too much. Badger’s life of helping others inspired me to be valuable to others and society. (Wei Min)

As Wei Min and other students, Xiao Hong changed his perspectives on life. In addition to emphasizing the reflection on life and its value from the dedicated life of Badger, Xiao Hong also emphasized the understanding of spiritual life and its finite and infinite values in dialogue and mutual learning with older adults. As Xiao Hong explained in the interview:

I used to have a biased image of older adults as senile, sick, and useless. By taking life education classes with them, my perception of them changed from negative to positive. Lifelong learning for older adults is the embodiment of their spiritual life to be infinitely rejuvenated. (Xiao Hong)

The aforementioned exemplary figures, Wei Min and Xiao Hong, embody primary school students’ profound comprehension of life and its inherent value, garnered through their participation in life education activities grounded in intergenerational learning. Similarly, older adults, when engaged as learners, also foster fresh perspectives on the essence of life and its worth. Post-participation in this life-enriching activity, Qiu Jin was deeply moved by the selfless assistance displayed by Badger, which sparked within her a renewed commitment to actively lend support to others in her subsequent life journey. Below are a selection of pivotal phrases extracted from her insightful interview:

The story of Badger offering help to other animals drove me to reflect on the inadequacy of my social life. Badger’s life of dedication has taught me that as I develop my material and spiritual life, I also need to further enhance my value to others and society. (Qiu Jin)

Distinct from Qiu Jin, who underscores the paramountcy of social life, Yun Long, endowed with an ardent and outgoing disposition, actively engages in a myriad of voluntary service endeavors, encompassing traffic order maintenance and community environmental cleanup. Despite his evident dedication to material and social pursuits, he, to a certain extent, overlooked the significance of enriching his spiritual life. Fortunately, the exposure to the commendable learning attitudes and lifelong learning ethos of primary school students served as a catalyst for change. Consequently, enhancing his spiritual life emerged as a pivotal takeaway from his participation in this life education initiative. As he eloquently expressed:

In the process of learning and discussing life and its value with primary school students, I felt the desire of primary school students for knowledge and imagination for the future. Different from material life, spiritual life shows one’s knowledge and sentiment, while social life emphasizes one’s help, service, and contribution to others and society. (Yun Long)

The above presents a new understanding of finite and infinite life and its goals and values by elementary school students and older adults as learners after participating in life education activities based on intergenerational learning. These new understandings confirm and enrich the material, spiritual, and social life of theoretical construction from the perspective of educators. Research has shown that while not everyone can fully realize the value of life, we can help others live meaningful lives by living meaningful lives ourselves (Scripter, 2023 ). It can be judged that the above-mentioned primary school students and older adult learners realize the reflection and reconstruction of their life value from the interaction process of daily life between individuals, others, and society.

Diverse life forms: respect and tolerance for the life course of different individuals

Life education rooted in intergenerational learning encompasses the diverse lifestyles of teachers, primary school students, senior learners, and Badgers alike. Xiao Hong’s aforementioned observation underscores the pivotal role that age discrimination and prejudice play in fostering generational divides and their associated tensions. A meticulous analysis of interview data reveals that subsequent to engaging in this form of life education, both primary school students and senior learners approach the myriad life forms encountered within the realms of humanity, nature, and society with heightened respect and tolerance.

Peng Yi, along with a preponderance of other primary school students and senior learners, harbors a profound affection for animals. His love for these creatures is evident in the four-legged and furry members of his household: two feline companions, a loyal canine, and a fluffy rabbit. Upon arriving home from school, his first priority without fail is to attend to their needs, feeding them with care. While Peng Yi’s admiration for animals stems from their endearing cuteness and their innate ability to provide companionship, he has yet to fully comprehend the intricate bond that constitutes the community of shared destiny between humans and animals. Fortunately, this life education program, rooted in intergenerational learning, has served as a catalyst for an evolution in his perspectives and understanding of this vital relationship. As he eloquently articulated:

I used to only know how to love animals and did not think deeply about our relationship with animals from the perspective of life. The teacher shared a series of reports on the relationship between human beings and nature issued by UNESCO, which made me realize that there is a common destiny between human beings and animals. (Peng Yi)

Different from Peng Yi’s understanding of life, Ze Hui also shared her understanding of the older adult group. Due to the imperfect information filtering mechanism, the image of the older adult is stigmatized on the Internet platform. Influenced by negative information, aging, disease, and worthlessness are Ze Hui’s stereotypes of the image of older adults. The pleasant and memorable experience of attending classes with older adults made her realize that older adults can be positive images of lifelong learners, social volunteers, and family supporters.

The internet media is irresponsible and distorts the real life of the elderly to a great extent. older adults, who joined me in class, shared their positive views of life and its value, expressing their positive identities in family, society, and learning. In this classroom full of life atmosphere, I think we need to respect, understand, and accommodate everyone’s life course. (Ze Hui)

In addition, the older adults also developed respectful and inclusive attitudes towards life after participating in life education through intergenerational learning. In contrast to Ze Hui’s fondness for animals, Liang Zhu dislikes them because he cannot tolerate their hair and smell. After reading, discussing, and reflecting on the life course and value of Badgers and other animals with elementary school students, Liang Zhu felt that animals and humans have similar life growth and emotional development. Liang Zhu experienced a change in how he dealt with animals from intolerable to respectful and tolerant.

After attending this life education class, I deeply reflected and felt guilty about my previous attitudes and feelings towards animals. In the process of discussing badger life and its value with primary school students, I feel that there is no difference between animal and human life. I will face the diversity of life with respect and tolerance attitude and emotion. (Liang Zhu)

Different from Liang Zhu’s emotional changes to animals, Xiang Ning gradually felt that there were great differences in the life course of different individuals after debating with primary school students about how to treat diversified life. Her attitude and views towards friends who had previously been difficult to get along with changed from never understanding to respect and tolerance.

Attending this life education class not only made me see more possibilities in life but also prompted me to constantly reflect on my previous attitudes and behaviors toward others. In the rest of my old age, I consider problems from the standpoint of others on the one hand and uphold the principles of respect and tolerance in interpersonal communication on the other hand. (Xiang Ning)

In November 2020, UNESCO published a report entitled Learning to Become with the World: Education for Future Survival (UNESCO, 2020 ). Based on the theory of common worlds pedagogies, this report challenged the traditional educational ideas and formed rooted in Western philosophy and put forward the future pedagogy of coexistence between human beings and all things. The above-mentioned life education activities through intergenerational learning, which practiced the concept of future education, provided important support for primary school students and older adults to better understand the coexistence relationship between human beings and other life in the world. At the same time, primary school students and older adult learners were renewing and constructing their own unique life experiences across ages, species, and cultures.

Authentic life practice: embracing uncertain life with positive behavior

Within the confines of this life education classroom, where intergenerational learning thrives, primary school students and senior adults converged to forge a shared insight: that the essence of human existence, as well as other forms of life, is inextricably tied to uncertainty. Through the lens of the Badger’s life journey and the intertwining of one another’s life stories, they gained profound reflections. When posed with the question of how to navigate the unpredictable tides of life, their collective response resonated with a common theme: embracing real-life experiences with positivity. This positive behavioral paradigm encompasses a proactive stance towards confronting the uncertainties that both oneself and others may encounter. While the answer may seem deceptively simple, it resonates with a profound sense of practicality and achievability. The following excerpts, culled from interviews with both primary school students and senior adults, offer glimpses into their behavioral strategies when confronted with the realities of life’s uncertainties.

One such example is Xuan Yu, a primary school student who, due to his unconventional personality, found himself with a limited circle of close friends within his class. However, observing the adult adults around him actively contemplating and planning for the future ignited a spark within him. He realized that adopting a positive mindset and taking proactive steps could potentially unlock new avenues for personal growth and fulfillment. As he eloquently put it:

To be honest, I do not particularly like my introverted personality now. From this life education class, I saw the dedicated life of the Badger and the lifelong learning of older adults. Their life experiences inspired me to take ownership of my own life and create more valuable lives with positive attitudes and behaviors. (Xuan Yu)

Similar to Xuan Yu, this life education class has also inspired Guo Qing, who adheres to lifelong learning, as she suggested:

After reading Badger’s life, I regret that I did nothing in my youth. Seeing the growth of the primary school students in class together, I feel that I need to keep my love for life and active practice in retirement to improve the value of life. (Guo Qing)

Secondly, primary school students and older adults alike demonstrate a commendable commitment to approaching the uncertainties inherent in the lives of others and the world at large with a positive and dedicated mindset. In contrast to the inward-looking approach exemplified by Xuan Yu and Guo Qing, Zhang Qiang and Qing Ling embody a philosophy that extends beyond oneself, emphasizing the importance of embracing life’s external dimensions through positive behavioral practices. Zhang Qiang, who had previously engaged in bullying his classmates, underwent a profound transformation within the confines of this life education class. He came to a profound realization of the harmfulness of his past actions and resolved to adopt a new, positive principle: to sincerely respect and care for the physical and mental well-being of others. This commitment has become the guiding force behind his interactions with his classmates, shaping his future conduct with empathy and understanding.

I was ashamed of my previous mistakes in bullying my classmates. I intend to sincerely apologize to my classmates who were bullied by me. I hope they forgive me. I will practice the concept of equality and respect in future interpersonal communication, and strive to be a person who cares and helps others. (Zhang Qiang)

Similar to Zhang Qiang, Qing Ling also embraced the uncertainty of her friends’ lives with positive attitudes. She also expanded the scope of life practice from humans to other species in the world such as animals and plants. She believed that human beings and nature should maintain a harmonious and unified relationship, and protecting animals, plants and other natural environments is to protect ourselves. She stated:

By discussing Badger’s life story with primary school students, I suddenly realized that the earth does not belong to humans alone. Human beings and animals, plants, mountains, and rivers together constitute the earth’s ecological system. For the rest of my life, I will try my best to practice the idea of symbiosis between humans and nature. (Qing Ling)

The above revealed the impact of life education through intergenerational learning on the beliefs, attitudes, and practices of primary school students and older adults in facing life. Infinite life value, diversified life forms, and authentic life practice constitute three organic aspects of this influence with their unique charm.

Discussion and conclusion

The increasing number of unnatural deaths worldwide has caused enormous physical and psychological damage to individuals, families, and societies that is difficult to reverse and repair (Carr et al., 2017 ; Clements et al., 2004 ; Testoni et al., 2018 ). Compared with social work services and mental health counseling, education is considered an effective way to reduce mortality and improve quality of life (Carr et al., 2017 ; Nan et al., 2020 ; Ronconi et al., 2023 ). Life education implemented in Guang Ming Primary School and Xi Yang Older Adult School in China was chosen as the case for this study. This study explored life education through intergenerational learning and revealed its effect on primary school students and older adults on life and its practices. This study found that establishing a double subject between teacher and student and learning in cross-age are two prominent characteristics of life education through intergenerational learning. In addition, this study further found that life education through intergenerational learning could bring positive effects in three aspects of life concept and practice. First, primary school students and older adult learners recognized the infinite life value in their transition from developing themselves to contributing to others and society. Second, they developed a respect and tolerance attitude for the life course of different individuals in the face of diverse life forms. Third, they embraced all uncertain life on earth with positive behavior in the authentic life practice.

Life education implemented in classrooms illustrated a basic pattern of ‘teachers teach’ and ‘students learn’. The greatest advantage of this classroom model is to transmit systematic and comprehensive knowledge about life to students (Akyildiz et al., 2018 ; Testoni, Tronca, Biancalani, Ronconi, & Calapai, 2020 ), which can be called ‘life education in knowledge form’. However, teachers’ indoctrination undoubtedly ignores students’ life growth and practical experience (Glass, 1990 ; Phan et al., 2023 ; Ramos-Pla et al., 2023 ). Therefore, pursuing the balance between objective knowledge and subjective experience became an ideal life education model. Taking life education through intergenerational learning in China as a case, this study described how teachers, primary school students, and older adult learners created classroom teaching patterns that took knowledge, skills, emotions, attitudes, and values into account. This model, which aims to make up for the deficiency of ‘life education in knowledge form’, can be called ‘comprehensive life education of seeing life through life’.

In addition to life education in the school system, informal life education practice activities outside schools such as families, communities, museums, botanical gardens, and zoos are gradually regarded as an effective way to promote life development and life quality (Peniston, 1962 ; Sallnow et al., 2022 ; Sanders & Hohenstein, 2015 ). However, this life education model somehow ignores teachers’ guidance, weakens teacher-student interaction, despises students’ feedback, and has no communication between different age groups (Stylianou & Zembylas, 2021 ; Testoni, Ronconi, et al., 2020 ). Life education through intergenerational learning discussed in this study effectively compensates for the above-mentioned unavoidable disadvantages in two aspects. First, life education through intergenerational learning establishes double subjects of teachers and students in interrupting the separation of subject and object, which provides fundamental preconditions for full interaction and communication between teachers and students. Second, primary school students and older adult learners with great age differences see each other’s state of life in sharing, discussing, and reflecting. The debate over what life is and how to live a more meaningful life opens up possibilities for them to recognize and understand life in its diversity.

Research on intergenerational learning rarely touches on the theme of life education, focusing mainly on age discrimination and prejudice (Powers et al., 2013 ; Tam, 2014 ), the digital divide (Cheng et al., 2021 ), active aging, social volunteerism, and human capital development for older adults (Andreoletti & Howard, 2018 ; Keyi et al., 2020 ). Perhaps it is because many practitioners and researchers are unaware of the possible connection between intergenerational learning and life education. Against the backdrop of gradually strengthening the connection of educational institutions in China, Guang Ming Primary School, and Xi Yang Older Adult School created life education relying on intergenerational learning based on forward ideas and practical actions. The results of this innovative educational practice show that life education through intergenerational learning helps to enhance the positive understanding and action of primary school students and older adult learners about what life is and how to live a meaningful life.

Overall, this study contributes to theory construction, policy improvement, and practice exploration in three ways. Regarding theory construction, this study establishes the connection between intergenerational learning and life education. ‘Life education through intergenerational learning’ or ‘Integrating intergenerational learning into life education’ is a possible conceptual expression of this relationship. On this basis, this study puts forward two prominent characteristics of life education through intergenerational learning, that is, establishing teacher-student double subject in breaking the separation of teacher-student subject and object and recognizing diversified life in the interaction and reflection of intergenerational learning. In addition, this study further constructs the impact of life education through intergenerational learning on the lives of primary school students and older adult learners from the infinite life value, diversified life forms, and authentic life practice. Based on the above concepts, viewpoints, and frameworks, this study attempts to formally put forward the life education thought of ‘seeing life through life’.

How to respect, honor, and value life and how to efficiently stimulate the positive value of life education have become important topics of extreme concern to policymakers. From the evidence from the interviewees, life education through intergenerational learning is considered a valuable and innovative practice. This study has two implications for policymakers. First, policymakers need to incorporate collaborative learning, dialogic education, and reflective learning into educational reform and development while recognizing the premise that teachers and students are subjects of each other. Second, policymakers need to build an education system that serves comprehensive lifelong learning with more inclusive educational thinking and action.

In addition to theoretical construction and policy implications, this study also contributes to promoting the reform and development of life education practice in China and beyond. Although the practice of life education through intergenerational learning was created in the contemporary social culture of China, its understanding of life, education, learning, and their relations has the universal law of human social development. Therefore, this study takes the life education practice of ‘seeing life through life’ in China as a sample and provides a useful reference for other countries to establish the relationship between intergenerational learning and life education, and form interactive, dialogue, and reflective classroom teaching patterns.

However, this study is not without limitations. First, this study discusses the characteristics and influence of life education through intergenerational learning, ignoring the complex influence of age, gender, education, family background, and life course for interviewees. Second, life is complex, rich, and difficult to describe. Taking Badger’s Parting Gifts as a teaching material may be insufficient in constructing the theoretical framework of life education. Third, it may be difficult to fully validate the impact of life education through intergenerational learning in a single session or activity, and perhaps more regular sessions are needed as longitudinal studies. Fourth, theoretically, the impact of life education through intergenerational learning should include both positive and negative or insufficient. However, the interviewees were satisfied with their experiences and feelings of participation. The possible shortcomings and how they can be improved are important directions for future research. In addition, future research on the relationship between intergenerational learning and life education should be carried out from a possible perspective of cross-cultural comparison. This will undoubtedly provide more diversified possibilities for understanding the complex dynamic relationships between human beings, nature, education, learning, life, and society.

Data availability

All data analyzed are contained in the paper.

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Acknowledgements

This work was supported by the Postdoctoral Fellowship Program (Grade C) of China Postdoctoral Science Foundation under Grant Number GZC20230921.

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• UBIT's crucial role in National AI Institute for Exceptional Education launch

UBIT's crucial role in National AI Institute for Exceptional Education launch

The National AI Institute for Exceptional Education, newly opened, aims to transform exceptional education through AI. Photographer: Douglas Levere

By Michael Canfield IT Communication Specialist

Published August 16, 2024

The newly-opened National AI Institute for Exceptional Education aims to revolutionize exceptional education through AI. In order to do that, the technology tools and audio/visual components used by the institute had to be state-of-the-art. That’s where UBIT comes in, providing the advanced tech tools, support and assets needed to help the institute reach its potential. 

A cutting-edge institute

Located in 205 Lockwood, the institute opened on April 2, 2024, working to provide resources and tools for several projects involving teachers in exceptional education. 

The Institute is currently developing two innovative AI solutions: an AI Screener for universal early screening of all children, and an AI Orchestrator to collaborate with speech language pathologists and teachers in providing personalized interventions for children with Individualized Education Programs.

UBIT was crucial in equipping the institute with the latest technology needed to build-out these projects, said Srirangaraj (Ranga) Setlur, managing director of the institute.

“The new space for the institute is designed to showcase research being carried out, including a sandbox space that can be used to envision technology-infused classrooms of the future,” Setlur said. “The UBIT team helped to ensure that the space was well equipped from an IT perspective to facilitate this vision.”

"By providing a state-of-the-art research environment, UBIT is helping to position UB at the forefront of educational advancements powered by AI."

Zoe Lohnes IT project manager for UBIT Customer Service

UBIT's vital support

UBIT was responsible for the design, installation and support of the entire audio/visual and information technology system within the institute, according to Zoe Lohnes, IT project manager for UBIT Customer Service. This included setting up 14 workstations, ensuring that the space is equipped with the necessary technology to support groundbreaking research and educational advancements.  

Additionally, UBIT is providing ongoing support for the standard technology in the facility, making sure that any repairs, replacements or in-depth troubleshooting needs are promptly addressed. 

The technology and support UBIT provide was important for the institute to conduct its research, Setlur said. It was also important in other ways.  

“Having cutting-edge technology in place not only helps to propel research, but also facilitates outreach activities such as research talks, meetings and seminars as well as broadening participation activities such as camps and educational outreach for K-12, undergrad and graduate students,” he said.  

The space was brought online using UB’s standard network, with only minor exceptions for the AV system. The rapid deployment of AV and network systems was made possible by the recently modernized telecom room, a key component of the Level Up project.  

“It’s...a testament of the flexibility and robustness of UB’s standards,” said Adam Pellittieri, audio/visual systems engineer for UBIT. 

While no additional servers or computing power were directly provided for research purposes, the infrastructure was intentionally over-sized to accommodate future growth, ensuring the space can evolve with researchers’ needs. 

Logistics and coordination

The close proximity of Lockwood Memorial Library to the Computing Center facilitated efficient logistics management. However, the delivery and staging of large AV equipment required meticulous coordination between UBIT, vendors, the library and the design and construction teams. 

One example of this collaboration was the quick replacement of a damaged three-bay audio/visual credenza, ensuring the project remained on schedule, said Lohnes.

“UBIT’s Classroom Technology Support, Field Services, Network and Communication Services and public computing staff members all contributed internal resources to ensure this space was operational by April 2,” she said. 

Aligning with UBIT’s mission

UBIT's involvement in the institute aligns with its mission to advance UB’s excellence in research, teaching, and service through the innovative and effective use of information technology, according to Lohnes.  

“By providing a state-of-the-art research environment, UBIT is helping to position UB at the forefront of educational advancements powered by AI,” she said. 

Saving time and money

UBIT was also able to cut down on the number of vendors needed on the project. “UBIT was the facilities design consultant, the AV/IT design team, and the AV/IT integrator,” Pellettieri said.

Typically, similar projects involve between two and four outside vendors, he said. Being able to reduce the number of vendors needed ensured the project was done quickly and save on costs. 

“We had finished our needs analysis, planned infrastructure requirements and begun construction before an outside consultant would have been contracted to begin discussions with the client for the project,” Pellettieri added.  

“It wouldn’t be an exaggeration to say that we saved months on the project timeline,” he said. 

UB Information Technology News  keeps UB students, faculty, and staff informed about their IT services and showcases creative collaborations between UBIT and the campus community. Published by the Office of the Chief Information Officer at UB and distributed via email as  The Monthly Download . Edited by Diana Tuorto, IT Communication and Engagement,  [email protected] .

Understanding your lab values and other CKD health numbers

Last Updated: September 05, 2023

Medically reviewed by NKF Patient Education Team

Table of Contents

About your lab values and other ckd health numbers, measuring your general health, measuring your kidney health, measuring your balance of important minerals and acidity, measuring ckd complications: nutrition & malnourishment, measuring ckd complications: anemia, measuring ckd complications: mineral and bone disorder (ckd-mbd), measuring ckd complications: cardiovascular disease (cvd), measuring ckd risk factors: diabetes, questions for your healthcare team, more resources.

It is normal to feel like living with chronic kidney disease (CKD) sometimes means you need to learn a new language. CKD is a complex condition that worsens over time. Early on, only a small number of tests may be needed. As CKD gets worse, your kidneys have a harder time doing all their jobs like helping make red blood cells, balancing important minerals, and keeping your bones healthy. So, you may notice more tests being checked and/or checked more often as your CKD gets worse. You may also need extra tests to monitor for other health conditions that are related to kidney disease.

Having regular visits with your healthcare professionals and getting your recommended lab work done can help you stay up to date with your health. But you may not be familiar with why some of these measures of your kidney-related health and wellbeing are used. So, the information below serves as a quick guide to the different types of health information that you may see in your medical record that is important for people living with CKD. Some of these tests require a blood or urine sample (also called “lab tests” or “labs”) – these are usually sent to a laboratory for measurement. Other measures, like weight or blood pressure, are usually done in an exam room.

If you have questions about your results, always talk with your healthcare professional first before taking any action.

Everybody's situation is different - some of these tests may not apply to you. Similarly, your situation may need a test that is not included in this list. Also, having test results that are not in the "normal" range (as provided on your lab sheet) doesn't always mean there is a problem or concern.

Blood pressure

A healthy blood pressure is very important for your kidneys and overall health.

• High blood pressure puts extra stress on your kidneys, heart, and blood vessels - increasing your risk for heart attack, stroke, and worsening kidney disease.
• Low blood pressure makes it hard for your blood to deliver oxygen and nutrients to all the different parts of your body. This increases your risk for acute kidney injury . It can also increase your risk for dizziness and falling.

Your blood pressure is reported as 2 separate numbers – for example “120/80” or “120 over 80”. The first/top number (called “systolic pressure”) is the pressure in your blood vessels during each heartbeat - when blood is actively pumped out of your heart to the rest of your body. The second/bottom number (called “diastolic pressure”) is the pressure in your blood vessels when your heart is resting between each beat.

The recommended blood pressure target may vary depending on factors like your age, other health conditions, risk of falling, and whether you are on dialysis . Ask your healthcare professional what your goal blood pressure should be.

Maintaining a healthy weight is important for your overall health. The definition of healthy weight depends on many other factors like your height, age, and other health conditions. So, ask your healthcare professional what a healthy body weight is for you.

• If you are underweight or losing weight without trying, you may not be getting the right nutrition to stay healthy.
• If you are overweight or slowly gaining weight, you may be getting too many calories and/or not enough physical activity.

In either of these situations, working with a dietitian can help you find ways to safely add or remove extra calories to your diet and make sure you get the right nutrition.

• Sudden weight gain can also be a serious problem, especially if you are on dialysis and/or have heart failure. It may be a sign of too much fluid in your body, especially if it also comes with symptoms like swelling, shortness of breath, and/or a rise in blood pressure.

If you are on dialysis and/or living with heart failure, it is important to ask your healthcare professional what your dry weight is – your “normal” weight without any extra fluid in your body. As part of your treatment plan, your healthcare professional may recommend weighing yourself at a certain time every day. After you check your weight, compare the number to your dry weight number. If your weight has gone up or down by too much (as defined by your healthcare professional’s directions), contact your dialysis center or clinic for further instructions.

Serum (blood) creatinine

Creatinine  is a waste product in your blood that comes from the digestion of protein in your food and the normal breakdown of muscle tissue. It is removed from your body through the kidneys. If you have kidney disease, the kidneys can have trouble removing creatinine from your blood. So, the level of creatinine in your blood starts to go up. High creatinine levels can be a sign of  acute kidney injury  and/or  chronic kidney disease . A “normal” creatinine level in the blood is hard to define because it can change depending on your age, sex, body size, and other factors.

Cystatin C is a protein that is produced by the cells in your body. Like creatinine, it is also removed from the body through the kidneys. If you have kidney disease, the kidneys can have trouble removing cystatin C from your blood. So, the level of cystatin C in your blood starts to go up. For some people, this blood test can be helpful to measure instead of (or in addition to) your serum creatinine to check your kidney health. This test is not as common as the creatinine test and can be more expensive.

Estimated glomerular filtration rate (eGFR)

The estimated glomerular filtration rate (eGFR) is an estimate of how well your kidneys are removing waste products from the blood. It is calculated using your serum (blood) creatinine level, age, and sex. It can also be calculated using your cystatin C level instead of, or in addition to, your serum (blood) creatinine level. A “normal” eGFR varies according to age – it naturally decreases as you get older. For this test, a higher number is better .

If you have chronic kidney disease (CKD) , the eGFR is used to determine your CKD stage . In general, an eGFR value lower than 60 is a sign that the kidneys may not be working properly. An eGFR lower than 15 is a marker of kidney failure .

Measured glomerular filtration rate (mGFR)

In less common situations where a more accurate measure of your kidney function is needed, your healthcare provider may order a measured glomerular filtration rate (mGFR) . The mGFR is a direct measure of how well your kidneys are removing waste products from the blood. It can be a complicated and lengthy process. So, it is not used as often as the estimated GFR (eGFR).

Your healthcare professional may recommend this test if a more accurate measure of your kidney function is needed. There are many ways to complete this test – some involve collecting all the urine you make in 24 hours; others involve multiple blood samples taken from your arm over several hours. The mGFR is sometimes called a different name - measured creatinine clearance (mCrCl).

Blood urea nitrogen (BUN)

Urea nitrogen is a waste product in your blood that comes from the breakdown of protein in the foods you eat. It is removed from the body through the kidneys. A “normal” BUN level varies, and usually increases as you get older. Checking your BUN level is usually not very helpful by itself. So, your healthcare provider will likely compare your BUN level to your creatinine and eGFR levels when evaluating your kidney health.

Urine albumin-creatinine ratio (uACR)

The urine albumin-creatinine ratio (uACR) test measures the amount of two different substances in your urine (pee) – albumin (protein) and creatinine. Healthy kidneys keep the albumin in your blood while filtering the creatinine out into the urine. So, this test checks to see how well your kidneys are keeping albumin in your body and sending creatinine out.

The uACR is calculated by comparing the amount of albumin in your urine with the amount of creatinine in your urine to find the ratio. A “normal” uACR level is less than 30 mg/g. For this test, a lower number is better . A uACR level of 30 mg/g or more can be a sign of albuminuria .

When you check the results from this test on your lab report, you may see many different numbers. Focus on the result that has the word ratio in the name. For example, the name on your report may be “alb/creat ratio”, “albumin/creat ratio”, or “albumin/creat ratio, random urine”.

Urine protein-creatinine ratio (uPCR)

This test is very similar to the uACR test described above. But instead of measuring only the amount of albumin in your urine (pee), it measures all the different proteins that may be present. In some forms of kidney disease (like IgA nephropathy , lupus nephritis , or glomerulonephritis ) or when testing children for protein in their urine , your healthcare professional may choose to measure your uPCR instead of uACR. A “normal” uPCR level is less than 150 mg/g. For this test, a lower number is better . A uPCR level of 150 mg/g or more can be a sign of proteinuria .

Potassium is an important mineral found throughout your body. It is needed for many of your body’s functions – like keeping your heart beating regularly and muscles working properly. Your kidneys help keep the right amount of potassium in the blood.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra potassium from the blood, especially if you are on dialysis. People living with CKD can also be at risk for low potassium, especially during earlier stages of CKD. The recommended goal potassium level for most people is between 3.5 and 5.

Sodium is an important mineral that helps balance the amount of fluid in your body. It also helps your nerves and muscles to work properly. Your kidneys play an active role in keeping your fluid levels balanced, partly by helping get rid of any extra sodium in your body through your urine.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time balancing your fluid and blood sodium levels. This can increase your risk of high blood pressure, edema (swelling), and/or heart failure.

Having a sodium level higher or lower than the goal range can be a result of many things. So, your healthcare professional will likely compare your results from this test with your other test results (such as serum creatinine, glucose, potassium, carbon dioxide, and/or urine tests). When looked at together, your healthcare professional can provide you with custom guidance for resolving the issue (if applicable).

However, it is also possible to have a normal sodium level while still consuming too much sodium (salt). When your blood sodium level goes up, your body tries to balance it out by holding on to extra water. This is what causes symptoms like thirst, swelling, high blood pressure, and/or shortness of breath. It is important to limit your sodium (salt) intake to less than 2300 mg per day. Your healthcare professional may advise an even lower target depending on your other health conditions.

Serum (blood) bicarbonate / carbon dioxide (CO2)

Bicarbonate is needed in your blood to stop it from getting too acidic. Most of the bicarbonate in your body is in the form of carbon dioxide (CO2), a waste product from when your body turns food into energy. So, another name for this blood test is your “serum carbon dioxide (CO2)” level.

The kidneys work together with the lungs to keep your bicarbonate (carbon dioxide) level in your blood in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra acidic waste products from the blood. This is also known as metabolic acidosis . A bicarbonate/CO2 level less than 22 mEq/L can be a sign your blood has too much acid – talk with your healthcare professional about a treatment plan if your labs show a CO2 (bicarbonate) level less than 22.

Serum albumin

Good nutrition is important for providing your body with the resources to fight infections, repair body tissue, and build new muscle. Having a more advanced stage of chronic kidney disease increases your risk of problems with your nutritional health and malnourishment, especially for people who are on dialysis . It is not possible to measure your nutritional health directly, so a variety of tests can be used to check the highest risk areas for health problems.

Albumin is an important protein normally found in the blood that serves many roles in the body. These roles include building muscle, repairing tissue, and fighting infection. A low level of albumin in your blood may be caused by not getting enough protein or calories in your diet, especially if you are on hemodialysis . Since albumin is made in the liver, low albumin levels can also be a sign of liver problems. A low albumin level may lead to health problems such as difficulty fighting off infections. When compared against your other health information and test results, your serum albumin level can help your healthcare professional see if you are getting enough nutrients in your diet.

Normalized protein nitrogen appearance (nPNA)

If you are on dialysis , the nPNA can be a helpful tool that your healthcare professional may use to see if you are eating enough protein. This number is calculated using your blood urea nitrogen (BUN) level just before your dialysis session, your weight, and the amount of protein you ate (including food, drink, and supplements) during a specific period of time. The amount of urea nitrogen in your urine may also be used.

When compared against your other health information and test results, your nPNA results can help your healthcare professional see if you are getting enough protein in your diet.

Another name for this test is the normalized protein catabolic rate (nPCR).

Subjective global assessment (SGA)

If you are on dialysis , your dietitian may use the SGA to help check for signs of nutrition problems. The dietitian will ask you a few questions about your daily diet and any symptoms you may have, measure your weight, and then check your fat and muscle stores in your face, hands, arms, shoulders, and legs. All this information can help your dietitian see if you are getting enough nutrition in your diet. If there are any concerns, your dietitian will work with you to create a plan to help you get the nutrition you need.

Anemia happens when you have low levels of red blood cells in your blood. Red blood cells carry oxygen from your lungs to the rest of your body. The kidneys play a very active role in helping your body make these red blood cells. Also, people living with advanced CKD can have problems absorbing iron from food. They are also at high risk for repeated blood loss from frequent blood tests and during dialysis . This makes the kidneys try to make even more red blood cells when they are having trouble keeping up in the first place. So, having a more advanced stage of chronic kidney disease increases your risk of anemia, especially for people who are on dialysis .

Keep in mind that anemia is not always caused by CKD and the descriptions below are general guides to the most common tests. If you have anemia, talk with your healthcare professional about what the primary cause may be and how you can treat it.

Hemoglobin (Hgb)

Hemoglobin is the protein in your red blood cells that carries oxygen. For adults and children over 15 years living with CKD, anemia is suspected when the hemoglobin level is under 13 g/dL (in males) or under 12 g/dL (in females).

Hematocrit (Hct)

Hematocrit is very similar to hemoglobin. It is a measure of how many red blood cells your body is making. The number is the actual percentage of your blood sample that is made up of red blood cells.

Ferritin (pronounced FAIR-ritt-in) is the stored form of iron found in your body. So, your ferritin level is a measure of how much iron your body has available to use at any given moment. Iron is an important ingredient for making hemoglobin. Having enough iron (ferritin) available is important for being able to make more red blood cells. Having a low level of ferritin means you may need an iron supplement to help treat your anemia.

Transferrin saturation (TSAT)

Transferrin (pronounced trans-FAIR-rin) is a protein that helps move iron throughout your body. So, your transferrin saturation (TSAT, pronounced TEE-sat) number helps show what percent of the transferrin in your blood is currently attached to iron. Your healthcare professional will likely look at your TSAT number in combination with your ferritin level to decide the best way to treat your anemia. In general, a TSAT number of 20% or more is considered “normal”.

Mean corpuscular volume (MCV)

The mean corpuscular volume (MCV) is a blood test that measures the average size of your blood cells. When combined with your other test results and medical history, it can help your healthcare professionals identify the best treatment for your anemia.

For example, an MCV below the reference range suggests the anemia may be caused by low iron. Similarly, an MCV above the reference range suggests the anemia may be caused by low vitamin B12 and/or folic acid.

Your kidneys play a very active role in balancing the ingredients needed for healthy bones – calcium, phosphorus, and vitamin D. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D (which is needed to absorb calcium from your food) and removing extra phosphorus from the blood. This increases your risk of having calcium and phosphorus levels that are out of balance (also known as secondary hyperparathyroidism ). Without close monitoring and treatment, this can cause CKD-related bone disease (also known as CKD-mineral and bone disorder or CKD-MBD).

Parathyroid hormone (PTH)

Parathyroid hormone (PTH), also known as intact parathyroid hormone (iPTH), helps balance the levels of calcium and phosphorus in your blood. When your blood level of calcium goes down, your body makes more PTH to raise it, usually by releasing calcium (and phosphorus) from your bones. PTH also helps remove extra phosphorus from your blood through the kidneys. So, the kidneys play a very active role in this complex process.

Even though this test has the word “thyroid” in the name, it is entirely separate from anything related to your thyroid function. The name “parathyroid” comes from the place where the hormone comes from - very small glands in your neck that sit very close to your thyroid.

A “normal” PTH level in the blood is hard to define because it depends on many other factors (including your stage of CKD, phosphorus level, and calcium level). Ask your healthcare professional what your custom target PTH level should be.

Serum calcium

Calcium is an important mineral your body needs for strong bones, and for your nerves, muscles, and heart to work properly. Your kidneys play a very active role in balancing your calcium levels to make sure the level is just right. If your body needs more calcium, your kidneys activate vitamin D to help absorb more calcium from your food and drink. Your body is not able to absorb the calcium without it. In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This makes it very hard for your body to absorb enough calcium from your food. So, your body starts breaking down bones to supply the calcium. This increases your risk of CKD-related bone disease .

For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your phosphorus and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.

Serum Phosphorus

Phosphorus (sometimes called phosphate) is an important mineral that your body needs to make strong bones, store energy, and maintain your tissues and cells. Your kidneys play a very active role in keeping your phosphorus levels in the goal range. In more advanced stages of chronic kidney disease , your kidneys may have a hard time removing extra phosphorus from the blood, especially if you are on dialysis. This increases your risk of having phosphorus levels that are too high, and can also lead to CKD-related bone disease .

For people living with advanced CKD, your healthcare professional will likely compare your results from this test with your calcium and PTH levels. Looking at these three tests together will help them provide you with custom guidance about your target for each item.

Vitamin D (25-hydroxyvitamin D; 25(OH)D; calcidiol)

Vitamin D is something your body needs to absorb calcium from your food. Vitamin D is needed for strong teeth and bones. It also helps keep your muscles, nerves, and immune system working well. Your body gets vitamin D from sun exposure and the food that you eat. Once absorbed, your liver converts the vitamin D into its storage form to save for later, also known as 25-hydroxyvitamin D or calcidiol. Your kidneys are responsible for activating the stored vitamin D when your body needs it.

In more advanced stages of chronic kidney disease , your kidneys may have a hard time activating vitamin D. This increases your risk of not absorbing enough calcium from your food. So, your body can start breaking down bones to get the calcium it needs. This increases your risk of CKD-related bone disease . Having a low 25-hydroxyvitamin D (calcidiol) level suggests you may not have enough stored vitamin D ready to use when your body needs it.

People living with chronic kidney disease are at an increased risk of having cardiovascular disease (heart attack or stroke). This is especially true if you have an advanced stage of CKD and/or if you have albuminuria . Your risk of CVD (heart attack or stroke) is increased even more if you also have high cholesterol.

Cholesterol is a fat-like substance found throughout your body and in your blood. It is important for keeping your cells and organs healthy. Your body gets cholesterol from two places – it is absorbed from food and made in your liver. Too much cholesterol in your blood can lead to it attaching to the walls of your blood vessels, making them narrow or blocking them altogether.

A typical cholesterol test usually checks your blood for four different things:

Total cholesterol (TC)

Total cholesterol is the total level of cholesterol in your blood. This number includes all the major types of cholesterol that exist in your blood (LDL cholesterol, HDL cholesterol, and triglycerides). For most people, a level below 200 mg/dL is considered the goal. However, there may be situations where a higher TC number is okay – for example, people who have very high HDL (“good”) cholesterol levels. So, your healthcare professional may advise you to focus more attention on the numbers for the different types of cholesterol listed below.

HDL cholesterol (HDL-C)

HDL cholesterol is the level of “good cholesterol” in your blood. It has this name because it helps remove extra fats from your blood. This lowers the risk of having blocked arteries and lowers your risk of heart disease. For this test, a higher number is better , especially if it is 40 mg/dL or higher.

LDL cholesterol (LDL-C)

LDL cholesterol is the level of “bad cholesterol” in your blood. It has this name because it increases the amount of fat that attaches to the walls of your blood vessels. This increases the risk of blockages in your arteries and raises your risk of heart disease. For this test, a lower number is better . A number less than 100 mg/dL is generally considered to be at goal. People who already have heart disease or are at very high risk for developing heart disease may have an even lower LDL-C goal.

Triglycerides (TG or “trigs”)

Triglycerides are a mixture of fats and carbohydrates (sugars) that your body uses as an energy source. A high triglyceride level can increase the risk of heart disease and pancreatitis. For this test, a lower number is better , especially if it is less than 150 mg/dL.

High blood glucose (sugar) levels over a long period of time can damage the kidneys. So, diabetes is a very strong risk factor for developing chronic kidney disease. This is especially true if your blood sugar levels are higher than your goal range for long periods of time. Two of the most common tests used to diagnose and monitor diabetes are the hemoglobin A1C and serum (blood) glucose level.

Hemoglobin A1C

Your hemoglobin A1C, often just called “A1C”, is a blood test that describes your average blood sugar over the past 2-3 months.

• If you have not been diagnosed with diabetes before , this test can be used to check for it. An A1C of 5.7% or more can be a sign that you are at high risk for developing diabetes. An A1C of 6.5% or more can be a sign that you have diabetes. A repeat test is usually recommended to confirm the results are accurate before a diagnosis can be made.
• If you have been diagnosed with diabetes before , this test is used to see how well you are managing it. The goal for most adults living with diabetes is an A1C of 7% or lower. Some people may need a higher or lower goal depending on their clinical situation. Ask your healthcare professional what your goal A1C level should be.

The A1C test may not be as accurate for people on dialysis or receiving erythropoietin stimulating agents (ESAs, a medication for anemia caused by CKD).

Serum (blood) glucose (sugar)

Glucose (sugar) is an important source of energy for your body, including your brain and red blood cells. This test describes the amount of glucose that is in your blood at the time of testing.

• A fasting blood glucose level of 100 mg/dL or higher is a sign that you may be at high risk for developing diabetes.
• A fasting level of 126 mg/dL or more is a sign that you may have diabetes.
• In both cases, “fasting” means you have not had anything to eat or drink (except water) during the 8-12 hours before the test.
• A blood sugar level of 200 mg/dL or more at any time is also a sign that you may have diabetes.
• In all of these cases, a repeat test is usually recommended to confirm the results are accurate before a diagnosis can be made.
• If you have been diagnosed with diabetes before , this test is used to see how well you are managing it. Keeping your blood glucose (sugar) level within your goal range is important. A blood sugar level that is too low (less than 70 mg/dL) can starve your brain and other parts of the body of energy. A blood sugar level that is too high can cause damage to your kidneys, heart, and other organs in your body. Everyone’s goal range is different – ask your healthcare professional what your goal range is.
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Literature in Education

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• Geoff Hall 2  

Part of the book series: Research and Practice in Applied Linguistics ((RPAL))

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Chapter 1 sketched the linguistic features of literary texts which research has established, notably its variety and its relations to the spoken and to everyday creativity and language use. Students could in principle learn much about the target language through the variety present in the range of texts known as ‘literary’. Nevertheless, no distinct single linguistic identity can be pinned down. The possible linguistic advantage of literary texts for learners of a language (an important advantage) would seem if anything to be its sheer range, which is unparalleled in other text types, and the creative linguistic, cognitive and communicational strategies required of the successful literary reader, as outlined in Chapter 2. But apart from claims for the linguistic value of literary studies, literature has traditionally been taught across a variety of contexts as a set of particularly highly valued and supposedly engaging texts Indeed for many readers literature is first or most extensively a schooled experience. The enthusiastic readers of literature in later life reported in Long (2003) or Hartley (2001) are mostly university graduates, though reading is widely advocated and practised to some degree in prisons, therapeutic contexts and (by some) as a key indicator of a healthy civic society. I now turn to these wider cultural and educational claims which also apply to foreign or second language reading as not only often a practical utilitarian need, but more widely advocated educationally.

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Introduction: Teaching? Literature?

Academic Literacies in Theory and Practice

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Hall, G. (2015). Literature in Education. In: Literature in Language Education. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9781137331847_4

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Health Literacy

Health Care Access and Quality

About This Literature Summary

This summary of the literature on Health Literacy as a social determinant of health is a narrowly defined examination that is not intended to be exhaustive and may not address all dimensions of the issue. Please note: The terminology used in each summary is consistent with the respective references. For additional information on cross-cutting topics, please see the Language and Literacy literature summary.

Related Objectives (4)

Here's a snapshot of the objectives related to topics covered in this literature summary. Browse all objectives .

• Increase the proportion of adolescents who speak privately with a provider at a preventive medical visit — AH‑02
• Increase the proportion of adults whose health care provider checked their understanding — HC/HIT‑01
• Decrease the proportion of adults who report poor communication with their health care provider — HC/HIT‑02
• Increase the health literacy of the population — HC/HIT‑R01

Related Evidence-Based Resources (4)

Here's a snapshot of the evidence-based resources related to topics covered in this literature summary. Browse all evidence-based resources .

• Decision Aids for People Facing Health Treatment or Screening Decisions
• Health Communication and Social Marketing: Campaigns That Include Mass Media and Health-Related Product Distribution
• Informed Decision Making
• Patient Engagement Playbook

Literature Summary

Healthy People 2030 has elevated the importance of health literacy by declaring it a foundational principle and overarching goal , and by adopting two definitions that together constitute health literacy .

Personal health literacy is the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.

Organizational health literacy is the degree to which organizations equitably enable individuals to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.

Healthy People and the U.S. Department of Health and Human Services have long recognized that health literacy is not just the result of individual capacities but also the health-literacy related demands and complexities of the health care system. 1 , 2 This official recognition of the two dimensions of health literacy clarifies the different routes to health literacy improvement and encourages stakeholders to engage on both levels. Healthy People’s new definitions of health literacy also underscores the differences between social risks and social determinants of health.

Personal Health Literacy Is a Social Risk

Personal health literacy is a social risk, one associated with worse health care and health outcomes. 3 When individuals have limited personal health literacy, they are at higher risk of misunderstanding information that is important to achieving and maintaining health or losing their way in the fragmented health care system.

Most measures of personal health literacy assess people’s ability to understand written health information and numbers. Using such an assessment in English, the only national health literacy measure found that over a third of adults in the U.S. have limited personal health literacy. 4 Assessing personal health literacy at a given point in time for the purpose of targeting interventions to individuals has limitations; measurement tools can lack precision, and personal health literacy skills can fluctuate, declining at times of illness or stress. 5 Assessment at the aggregate level, however, allows support and resources to be targeted to communities and populations in greatest need. Currently, there is no national measure of personal health literacy.

Organizational Health Literacy Is a Social Determinant of Health

Living in communities served by health care organizations that lack organizational health literacy can affect the quality of health care delivered and, consequently, health outcomes. People residing in the catchment areas of organizations with limited health literacy may be more likely to suffer from miscommunication and have difficulty accessing services. Even people with high personal health literacy can suffer ill effects from low organizational health literacy. Healthy People 2030 organizational health literacy objectives focus on provider-patient communication and shared decision-making.

The concept of organizational health literacy is still evolving. Attributes of a health-literate organization, as well as strategies for becoming a health-literate organization, have been articulated. 6–11 Many measures of aspects of organizational health literacy have been developed, but currently there is no measure of the extent of organizational health literacy in the nation. 12 , 13 Studies of organizational health literacy have largely been descriptive, with few impacts reported. 9 , 14-18 Additional research on the effect of organizational health literacy is needed. 19

Health Literacy and Health Equity

Personal health literacy is associated with racial/ethnic minority status, age, poverty, health insurance coverage, educational attainment, language spoken before starting school, and self-reported health. 20 Strategies to increase personal health literacy disproportionately benefit populations that have been marginalized and therefore have the potential to decrease health disparities.  

Similarly, improving organizational health literacy may reduce disparities. For example, one aspect of being a health-literate organization is meeting the needs of populations with a range of health literacy levels. By ensuring that everyone, regardless of their abilities, can make use of health information and services, health-literate organizations advance health equity.

The National Action Plan to Improve Health Literacy called for interventions that increase both organizational and personal health literacy. 2 On the organizational health literacy front, its goals include promoting changes in the health care system that improve communication, informed decision-making, and access to culturally and linguistically appropriate health information and services. On the personal health literacy front, it promotes accurate, standards-based, and developmentally appropriate health and science information and curricula in child care and education through the university level, as well as expanding adult education and English language instruction.

U.S. Department of Health and Human Services. (2003). Communicating health: Priorities and strategies for progress: Action plans to achieve the health communication objectives in Healthy People 2010 .

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (2010). National action plan to improve health literacy.

Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155 (2), 97–107.

U. S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (2008). America’s health literacy: Why we need accessible health information.

Pleasant, A., Rudd, R. E., O’Leary, C., Paasche-Orlow, M. K., Allen, M. P., Alvarado-Little, W., ... & Rosen, S. (2016). Considerations for a new definition of health literacy . National Academy of Medicine.

Brach, C., Keller, D., Hernandez, L. M., Baur, C., Parker, R., Dreyer, B., ... & Schillinger, D. (2012). Ten attributes of health literate health care organizations . NAM Perspectives.

Abrams, M. A., Kurtz-Rossi, S., Riffenburgh, A., & Savage, B. A. (2014). Building health literate organizations: A guidebook to achieving organizational change. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education , 69.

Brega, A. G., Barnard, J., Mabachi, N. M., Weiss, B. D., DeWalt, D. A., Brach, C., ... & West, D. (2015). AHRQ health literacy universal precautions toolkit . Agency for Healthcare Research and Quality.

Brach, C. (2017). The journey to become a health literate organization: A snapshot of health system improvement. Studies in Health Technology and Informatics , 240, 203.

Farmanova, E., Bonneville, L., & Bouchard, L. (2018). Organizational health literacy: Review of theories, frameworks, guides, and implementation issues. INQUIRY: The Journal of Health Care Organization, Provision, and Financing , 55. doi: 0046958018757848

Koh, H. K., Brach, C., Harris, L. M., & Parchman, M. L. (2013). A proposed “health literate care model” would constitute a systems approach to improving patients’ engagement in care. Health Affairs , 32(2), 357–367.

Kripalani, S., Wallston, K., Cavanaugh, K. L., … & Rothman, R. L. (2014). Measures to assess a health-literate organization. National Academies of Medicine.

Brega, A. G., Hamer, M. K., Albright, K., Brach, C., Saliba, D., Abbey, D., & Gritz, R. M. (2019). Organizational health literacy: Quality improvement measures with expert consensus. HLRP: Health Literacy Research and Practice, 3(2), e127–e146.

Weaver, N. L., Wray, R. J., Zellin, S., Gautam, K., & Jupka, K. (2012). Advancing organizational health literacy in health care organizations serving high-needs populations: A case study. Journal of Health Communication, 17 (sup3), 55–66.

Adsul, P., Wray, R., Gautam, K., Jupka, K., Weaver, N., & Wilson, K. (2017). Becoming a health literate organization: Formative research results from healthcare organizations providing care for undeserved communities. Health Services Management Research, 30 (4), 188–196.

Institute of Medicine. (2013). Organizational change to improve health literacy: Workshop summary. National Academies Press.

Isibel, D. (2020). Improving health literacy at the organizational level. Journal of Doctoral Nursing Practice, 13(1), 79-83.

Kaphingst, K. A., Weaver, N. L., Wray, R. J., Brown, M. L., Buskirk, T., & Kreuter, M. W. (2014). Effects of patient health literacy, patient engagement and a system-level health literacy attribute on patient-reported outcomes: A representative statewide survey. BMC Health Services Research, 14 (1), 1–8.

Agency for Healthcare Research and Quality. (2020). Special emphasis notice (SEN): AHRQ announces interest in research on improving organizational health literacy to prevent and manage chronic disease. https://grants.nih.gov/grants/guide/notice-files/NOT-HS-20-009.html

Kutner, M., Greenburg, E., Jin, Y., & Paulsen, C. (2006). The health literacy of America’s adults: Results from the 2003 National Assessment of Adult Literacy (NCES 2006-483). Institute of Education Sciences, National Center for Education Statistics.

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Education | What can medieval literature tell us about…

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Education | What can medieval literature tell us about modern conspiracy theories? Quite a lot, California professor says

Cal state fullerton professor elise wang is one of 28 scholars across the country selected for the prestigious 2024 andrew carnegie fellows program.

Cal State Fullerton professor Elise Wang is one of 28 scholars across the country selected for the 2024 Andrew Carnegie Fellows Program, one of the nation’s most prestigious grants for social science and humanities researchers examining pressing societal issues.

So, what can someone studying Chaucer tell us about America in 2024?

It turns out quite a bit, Wang would say.

Her book project, which she will work on during the two-year fellowship, is titled “That’s What They Want You to Think: Identifying Dangerous Conspiracy Theories.”

Wang says that medieval texts, often revolving around miracles and sainthood, lay out narrative arcs that reveal a lot about the types of not-exactly-true stories people believe and why, structurally, they’re appealing.

“A lot of the academic conversation about conspiracy theories focuses on the believer,” Wang said. “Why do people believe? What brings them to conspiracy theories? How do we get them out of it? It’s really focused on the psychology of the believer.”

“But I didn’t really see anybody talking about the fact that conspiracy theories are also stories, they’re narratives,” Wang added. “And literature has the tools to talk about stories. So it seemed like there was a gap in our understanding of how conspiracy theories worked because we were so focused on the believer.”

But medieval readers considered stories across a spectrum.

“There were categories of fiction and nonfiction and miracles and religious stories,” Wang said. “The genres in the medieval period were much more mixed, and some medieval readers were much more flexible in how they related to the truth of a story.”

For example, she points to the archaic genre of historia, which she describes as a “punched up” version of history.

“It was understood that the author would embellish to make the story better,” Wang said. “And that wasn’t considered fiction. It was just considered better writing.”

“The reason I say this is I think one reason we have such trouble with conspiracy theories is that we really don’t know what to do with the fact that many basic tenets of the theories are provably false,” Wang added.

For instance, it’s easy to prove the Earth is round. But, it’s hard to convince flat Earthers .

“You can’t just tell a conspiracy theorist that X, Y and Z aren’t true,” Wang said. “That has no effect on their belief. We’ve missed the point. It’s not actually about the logic. It’s about something else — at least that’s what I think.”

And that “something else,” Wang says, like the genre historia, “doesn’t have to be 100% verifiably true.”

“People don’t love conspiracy theories because they think that they’re a science,” she said. “I think people love them because they help us create our identities.”

As Wang mentioned, that’s where the better-studied psychology of conspiracy theories comes into play. But it’s also, she hopes, where her research can shed light on how, as she puts it, certain theories can “take you out of this nonfiction realm and put you in the realm of belief and identity.”

Because, once people form a belief or identity, she says, “It can be extremely difficult to dissuade them.” Conversely, when confronted with facts that upset their belief, conspiracy theorists tend to double down or move on.

“The more out of control we feel in our personal lives, in our work and in our world, the more we seek patterns to compensate. This preference for patterns over noise is so strong that if the facts don’t match our experience of things, we will find a story that does,” Wang said.

Perhaps that’s one reason why disinformation flourished about the pandemic — a time when more than a quarter of Americans felt “so stressed they cannot function,” according to a 2022 poll conducted for the American Psychological Association.

Perhaps, that overwhelming feeling is also why Wang’s research — although it draws on literature written 900 or 1,000 years ago — resonates today.

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