{'fraction_non_alphanumeric': 0.05952380952380952, 'fraction_numerical': 0.030952380952380953, 'mean_word_length': 5.091787439613527, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Cultural Literacy: Getting to Know Digital-Based Folklore

This study involved 38 teachers and 63 students as respondents coming from seven schools in Indonesia, namely Lampung (Kota Bumi), Central Java (Semarang), Bangka Belitung Islands (Central Banka), Banten (Serang), East Java (Pasuruan), West Java (Subang), and East Nusa Tenggara (Manggarai). It was found that, first, the education community already had the knowledge about the conception of cultural literacy. Second, the interest in reading folk literature was mainly due to its interesting story line (47%), followed by the positive messages contained (36.4%), and the easiness in understanding the story (12.9%). Third, regarding the understanding of contents, 57.4% of readers perceived that folklore contained advice, 39.6% perceived customs, and another 38.6% perceived history. Fourth, readers' sources of folklore were dominated by printed books which accounted for about 60.4%, while those who listen it orally from their parents was about 52.5%. Only 33.7% respondents learn it in schools and the rest got access from digital sources (30.7%) and from friends (15.8%). Most teachers and students already knew about local folklore although there were 28.7% of them who had not known about it.