The Australian Journal of Language and Literacy最新文献_第2页

Faith practices as literacy learning and identity construction opportunities for Afghan Muslim children 为阿富汗穆斯林儿童提供识字学习和身份建构机会的信仰实践

The Australian Journal of Language and Literacy Pub Date : 2023-11-13 DOI: 10.1007/s44020-023-00051-5

Gunay Aghayeva

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引用次数: 0

Readers matter: seven transactions with the visual, linguistic and material elements in a picture book 读者很重要:图画书中视觉、语言和材料元素的七笔交易

The Australian Journal of Language and Literacy Pub Date : 2023-11-06 DOI: 10.1007/s44020-023-00050-6

Jill Colton, Frank Serafini, Therese Lovett, Sarah Forrest, Julie Gale, Kerry Gehling, Anne-Marie Shin, Jenni Carter

{"title":"Readers matter: seven transactions with the visual, linguistic and material elements in a picture book","authors":"Jill Colton, Frank Serafini, Therese Lovett, Sarah Forrest, Julie Gale, Kerry Gehling, Anne-Marie Shin, Jenni Carter","doi":"10.1007/s44020-023-00050-6","DOIUrl":"https://doi.org/10.1007/s44020-023-00050-6","url":null,"abstract":"Abstract In this paper, we draw upon Rosenblatt’s transactional theory of reading to frame six readings of a picture book. The picture book, There’s a Ghost in This House by Oliver Jeffers, was selected for a children’s literature reading group which brought together literacy researchers and teacher educators to share their encounters with the text. The question “How did you read the book?” provoked us to examine how we had transacted with the text to generate interpretations. This work was presented at the “Stories that Matter” seminar alongside the other papers appearing in this special edition of the Australian Journal of Language and Literacy. In this paper, we highlight our own roles as readers encountering Jeffer’s book and reflect on our own responses as a way of explaining the multiple readings we present. We emphasise the place of intertextuality and intratextuality in reader response and argue that Rosenblatt’s transactional theory continues to be an important way of understanding what it means to read, including the reading of multimodal texts which combine linguistic, visual and material modes.","PeriodicalId":246083,"journal":{"name":"The Australian Journal of Language and Literacy","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling the power of critical multimodal literacy: exploring cultural difference in children’s literature through ‘The Proudest Blue — a Story of Hijab and Family’ 揭示批判性多模式读写能力的力量:通过《最骄傲的蓝色——一个关于头巾和家庭的故事》探索儿童文学中的文化差异

The Australian Journal of Language and Literacy Pub Date : 2023-10-12 DOI: 10.1007/s44020-023-00049-z

Jennifer Alford, Areej Yousef

{"title":"Unveiling the power of critical multimodal literacy: exploring cultural difference in children’s literature through ‘The Proudest Blue — a Story of Hijab and Family’","authors":"Jennifer Alford, Areej Yousef","doi":"10.1007/s44020-023-00049-z","DOIUrl":"https://doi.org/10.1007/s44020-023-00049-z","url":null,"abstract":"Abstract At a time when difference is being actively diluted in the service of standardisation and conservative views of nationhood, stories about difference, and their semiotic and multimodal elements, provide rich grounds for critical engagement. This is especially the case with stories about highly visible cultural symbols, such as the hijab, worn in many school classrooms in countries like Australia. In this paper, we explore the use of critical analysis of multimodal elements as matters with which to think about cultural difference, through the picture book, The Proudest Blue — a story of Hijab and family by Ibtihaj Muhammad with art by Hatem Aly, 2020. This story presents to young people the notion of being strong in cultural difference via the symbol of the hijab. Our analysis draws on Cappello et al.’s 2019) Critical Multimodal Literacy approach to explore four dimensions: communicating with multimodal tools; re-storying, representing and redesigning; acknowledging and shifting power relationships and leveraging multimodal resources to critique and transform socio-political realities . We identify the range of multimodal tools the author and illustrator put to use to re-story and critique common misconceptions about the wearing of the hijab as a religious symbol. Making links between multimodal composition and critical analysis is a powerful way to affirm the significance of children’s literature that addresses difference, a term often conflated with diversity which references dominant norms. It can also inspire children to story their own matters in ways that critique notions of cultural homogeneity.","PeriodicalId":246083,"journal":{"name":"The Australian Journal of Language and Literacy","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Not just in black and white: Aboriginal and Torres Strait Islander peoples in Australian children’s picture books 不仅仅是黑白:澳大利亚儿童图画书中的土著和托雷斯海峡岛民

The Australian Journal of Language and Literacy Pub Date : 2023-09-20 DOI: 10.1007/s44020-023-00048-0

Emerson Zerafa-Payne, Martin Kerby, Eseta Tualaulelei, Alison Bedford, Margaret Baguley

引用次数: 0

Subverting the selective tradition? A self-exploration of text selection in pre-service teacher education 颠覆选择性传统?职前教师教育文本选择的自我探索

The Australian Journal of Language and Literacy Pub Date : 2023-09-14 DOI: 10.1007/s44020-023-00047-1

Joanne Quick

{"title":"Subverting the selective tradition? A self-exploration of text selection in pre-service teacher education","authors":"Joanne Quick","doi":"10.1007/s44020-023-00047-1","DOIUrl":"https://doi.org/10.1007/s44020-023-00047-1","url":null,"abstract":"Abstract Children’s literature can be both a reflective mirror to readers’ lives and a window to new worlds, making teachers’ selection of texts for students an important professional activity. Researchers have consistently found that teachers’ choices of literature contain limited representations of ethnicities, cultures, and disabilities, and reinforce gender stereotypes. Teacher educators, when working with pre-service teachers in university settings, utilize children’s literature for literary, critical, and cultural pedagogical purposes. However, teacher educators rarely interrogate their text selections to explore patterns of representation, identity, and power. This paper describes and discusses a self-study into five children’s picture books selected for modeling aspects of early literacy teaching in a pre-service teacher education unit. Critical content analysis was used to explore representation, identity, and power in the texts. The analysis showed some connections with trends found in research into early years and school teachers’ selective traditions in the use of an older text and two texts without human characters. Other findings differed; agentive female characters, together with some variation of social, cultural, and ethnic groups and lives, were depicted in the three texts with human characters, likely because of the author’s own bias towards expanding representation in texts. This article reports on an example of one teacher educator’s selective literary tradition and shows how the texts used in education settings represent windows to specific worlds rather than standing in for “diversity.” It makes suggestions for other educators interested in interrogating their text selections and invites dialog with other educators about representation, identity, and power in the texts they teach with.","PeriodicalId":246083,"journal":{"name":"The Australian Journal of Language and Literacy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How multimodality matters in children’s literature scholarship 多模态在儿童文学研究中有多重要

The Australian Journal of Language and Literacy Pub Date : 2023-09-12 DOI: 10.1007/s44020-023-00046-2

Frank Serafini

引用次数: 0