From Habituation to Engagement: Unpacking the Processual Dynamics of the School Literacy Movement in Primary Education
DOI:
https://doi.org/10.64780/jole.v2i1.200Keywords:
School Literacy Movement (SLM), Literacy Habituation, Student Engagement, Processual Analysis, Primary Education, Literacy Environment, Reading CultureAbstract
Background: The School Literacy Movement (SLM) has been widely promoted to cultivate reading habits in primary education; however, post-pandemic implementation reveals uneven practices and limited transformation from routine reading to meaningful engagement.
Aims: This study aims to unpack the processual dynamics through which habituation-based literacy practices evolve into sustained student engagement in primary school contexts.
Methods: A qualitative design was employed involving a principal, a fourth-grade teacher, students, and parents in an Indonesian public elementary school. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using thematic analysis with iterative coding, data reduction, and pattern identification.
Results: The findings indicate that habituation practices, particularly daily 15-minute reading routines, function as an initial trigger for literacy development when supported by enabling conditions such as accessible reading corners, interest-based book selection, and parental involvement. These elements collectively shape a literacy-rich environment that fosters gradual cognitive and behavioral engagement. However, constraints including limited non-textbook resources and inconsistent implementation across classes hinder the sustainability of engagement outcomes.
Conclusion: The study demonstrates that habituation alone is insufficient without systemic support that connects routines to meaningful literacy experiences. A process-oriented perspective reveals that engagement emerges through the interaction of structured routines, environmental affordances, and social participation. Strengthening resource availability, ensuring program consistency, and integrating family engagement are critical to transforming literacy practices into sustained engagement. These insights contribute to a more nuanced understanding of literacy development as a dynamic process rather than a static program implementation.
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