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Written Language and Literacy最新文献

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Narrative Inquiry as Relational Research Methodology and Andragogy: Adult Literacy, Identities and Identity Shifting 作为关系研究方法论和人类学的叙事探究:成人识字、身份与身份转移
IF 0.3
Written Language and Literacy Pub Date : 2020-07-15 DOI: 10.20360/langandlit29457
Sandra Jack-Malik, J. Kuhnke
{"title":"Narrative Inquiry as Relational Research Methodology and Andragogy: Adult Literacy, Identities and Identity Shifting","authors":"Sandra Jack-Malik, J. Kuhnke","doi":"10.20360/langandlit29457","DOIUrl":"https://doi.org/10.20360/langandlit29457","url":null,"abstract":"Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curriculum and life making experiences of a tutee and tutor within the context of adult literacy with a focus on learning to write. As the study progressed and as trust developed, tension filled stories were experienced, shared and reimagined. Thinking through the lens of Dewey’s continuity of experience we demonstrate the links between literacies, curriculum making, and efforts to shift identities. Field texts provided textured and nuanced descriptions of narrative inquiry as andragogy, while supporting the tutee to expand her literate identity and the tutor to become more relational. This work invites readers to reimagine the ways in which educators practice alongside adults who are described as struggling readers and writers.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"1 1","pages":"43-63"},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88328645","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: 2
Do Books Make a Difference? The Effects of an Indigo Love of Reading Foundation Grant and Teacher Professional Learning on Motivation for Reading in a Middle School 书有影响吗?靛蓝热爱阅读基金资助和教师专业学习对中学阅读动机的影响
IF 0.3
Written Language and Literacy Pub Date : 2020-07-15 DOI: 10.20360/langandlit29403
R. Bright, Michele Loman
{"title":"Do Books Make a Difference? The Effects of an Indigo Love of Reading Foundation Grant and Teacher Professional Learning on Motivation for Reading in a Middle School","authors":"R. Bright, Michele Loman","doi":"10.20360/langandlit29403","DOIUrl":"https://doi.org/10.20360/langandlit29403","url":null,"abstract":"This study documents, over a three-year period, the effects of an Indigo Love of Reading Foundation grant and teacher professional learning in literacy on the motivation for reading in a large urban middle school. The school-wide focus on literacy included: 1) the development of a Literacy Exploratory, a 50-minute daily period set aside for teachers to help students develop as readers, choose books to read, and have time to be involved in a reading community, 2) ongoing teacher professional learning, and 3) a $125,000.00 Indigo Love of Reading Foundation grant. The grant was provided to support the school’s literacy initiatives through purchasing new books for the library and for the development of classroom libraries for every teacher. Using the Motivation for Reading Questionnaire (MRQ) (Wigfield and Guthrie, 1997), students’ favourable ratings of four aspects of intrinsic reading motivation – efficacy, importance, challenge, and social – increased significantly over the course of the study. Teachers’ perceptions indicate they have valued the school-wide focus on literacy, their principal’s support, and the professional learning opportunities that were offered; they pointed to the effect of the grant on helping them create and use classroom libraries in their instructional practice. Students, too, indicated that their motivation for reading has been positively influenced by the school’s focus on literacy, with the suggestion that teachers continue to offer greater choice in their reading material. The findings of this study do not contradict previous research that shows, overall, motivation for reading declines over the middle school years.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"149 1","pages":"18-42"},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86657979","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: 1
Mise en œuvre de la lecture interactive auprès d’une élève ayant des incapacités intellectuelles profondes : interaction personne/milieu 对有严重智力障碍的学生实施互动阅读:人与环境的互动
IF 0.3
Written Language and Literacy Pub Date : 2020-07-15 DOI: 10.20360/langandlit29481
Judith Beaulieu, Marilyn Dupuis-Brouillette
{"title":"Mise en œuvre de la lecture interactive auprès d’une élève ayant des incapacités intellectuelles profondes : interaction personne/milieu","authors":"Judith Beaulieu, Marilyn Dupuis-Brouillette","doi":"10.20360/langandlit29481","DOIUrl":"https://doi.org/10.20360/langandlit29481","url":null,"abstract":"L’article s’inscrit dans une perspective d’interaction entre la personne et le milieu. Ici, la personne a des incapacités intellectuelles profondes et elle est scolarisée dans une classe spéciale où son enseignante met en oeuvre de la lecture interactive. Nous proposons d’analyser cette mise en oeuvre sous l’angle de deux modèles : didactique d’Irwin (2007) et psychopédagogique de Fougeyrollas et ses collaborateurs (1998). Il sera question de l’interaction entre l’élève, un contexte, la classe spéciale, la lecture interactive et le développement des processus liés à la lecture (Irwin, 2007). Il s’agit d’une recherche collaborative. Les résultats issus de cette recherche montre que la personne ayant des incapacités intellectuelles profondes peut développer ses processus impliqués dans l’acte de lire et qu’il est possible d’enseigner avec la littérature de jeunesse à cette clientèle.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"5 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78669467","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
The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award 森林中最明亮的部分:对安大略省儿童图书奖的分析
IF 0.3
Written Language and Literacy Pub Date : 2020-07-15 DOI: 10.20360/langandlit29473
J. McConnel, C. de Leon
{"title":"The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award","authors":"J. McConnel, C. de Leon","doi":"10.20360/langandlit29473","DOIUrl":"https://doi.org/10.20360/langandlit29473","url":null,"abstract":"This study explores how grit manifests in the nominees of Ontario’s Forest of Reading Blue Spruce Award children’s literature competition from 2013-2018. Performing a document analysis (Bowen, 2009), we used a modified version of Duckworth’s (2018) grit scale to gauge the grittiness of the nominees’ protagonists. We found that 28 of the 60 titles portrayed grit with 19 of those titles scoring four or higher on the modified grit scale indicating that protagonists had consistently high scores for the various aspects of grit. Our paper concludes with a discussion about implications to educators seeking to use these books to engage students in discussions about grit and resilience.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"63 1","pages":"64-79"},"PeriodicalIF":0.3,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89173888","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
(Be)Coming Together: Making Kin through Stories of Language and Literacy 《走到一起:通过语言和读写能力的故事创造亲缘
IF 0.3
Written Language and Literacy Pub Date : 2020-06-24 DOI: 10.20360/langandlit29515
C. Thomas, Nicki Benson, M. Lemon
{"title":"(Be)Coming Together: Making Kin through Stories of Language and Literacy","authors":"C. Thomas, Nicki Benson, M. Lemon","doi":"10.20360/langandlit29515","DOIUrl":"https://doi.org/10.20360/langandlit29515","url":null,"abstract":"Inspired by our attendance at the 16th Annual Language and Literacy Researchers of Canada (LLRC) Pre-Conference and their call to undertake ways in which race, decolonization, and unsettling research can shift the lens of traditional language and literacy approaches, we have come together to experiment with métissage (Hasebe-Ludt et. al, 2009) as a writing and research praxis. Using this “writing as inquiry” (Richardson & St. Pierre, 2005) methodological and theoretical approach, we embark upon our métissage of making kin. With research interests in the fields of Indigenous Language Revitalization (Benson), Ecojustice Education (Lemon), and Decolonial/Equitable Teacher Education and Schooling (Thomas), we weave together our micro-stories, provoked by the temporal questions: Where do we come from? Where are we right now? Where do we hope things will go?","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"23 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86166138","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: 3
Click Here: Unsettling Scholarly Writing Practices and Knowledge Representation 点击这里:令人不安的学术写作实践和知识表示
IF 0.3
Written Language and Literacy Pub Date : 2020-06-24 DOI: 10.20360/langandlit29516
Gunita Gupta
{"title":"Click Here: Unsettling Scholarly Writing Practices and Knowledge Representation","authors":"Gunita Gupta","doi":"10.20360/langandlit29516","DOIUrl":"https://doi.org/10.20360/langandlit29516","url":null,"abstract":"In fine arts, a diptych usually consists of two paintings that are hinged or bound together to form a single piece that opens like a book. In my interpretation of the form, I have written this paper as a textual diptych. It consists of two halves—each of which provides a slightly different perspective and response to the question: How might scholars work to unsettle conventional practices of academic representation in order to allow for different knowledges and understandings to emerge? Further, I wonder in what ways I might expand how and what I write to include as-yet-unsanctioned thoughts, insights, sources, forms, and habits in order to unsettle conventional academic scholarship. This piece of work is my current contribution to the conversation on what it means to write academically, to represent one’s scholarship.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"133 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91373609","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
The Meeting of Multiple Words and Worlds 多重词汇和世界的相遇
IF 0.3
Written Language and Literacy Pub Date : 2020-06-24 DOI: 10.20360/langandlit29513
Galicia Blackman
{"title":"The Meeting of Multiple Words and Worlds","authors":"Galicia Blackman","doi":"10.20360/langandlit29513","DOIUrl":"https://doi.org/10.20360/langandlit29513","url":null,"abstract":"As a newcomer to Canadian culture, I present an interpretive rendering of my encounters with settler and Indigenous relations. It is my humble attempt to respond to the Truth and Reconciliation Calls to Action ([TRC], 2015) for newcomers, by providing insight into what newcomers might experience in response to the complexities of Indigenous and settler dialogues. Newcomers are diverse groups, on the fringes of Indigenous-settler relations discourse, and outside of the protocols to enter such dialogues. Therefore, I ask, where and when can newcomers, temporary or long term, enter the dialogues in meaningful, respectful ways? I came to recognize that as a newcomer the more appropriate course of action would be to wait to be invited into the conversation; but that does not absolve me of the responsibility to inform myself about Indigenous-settler relations and confront my discomforts with how I am implicated in these relations. This led me to inquire, can newcomers be of value in the ways multiple ethnic groups live together, in a good way? Using a hermeneutic and mythopoetic lens I present a series of vignettes that attempt to grapple with these questions, to contribute to the discourse of responses to the Calls to Action (TRC, 2015).","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"29 1","pages":"6-23"},"PeriodicalIF":0.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86973198","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
Becoming a (Re)Searcher: Negotiating Literacies and Uncertainty 成为一个(再)搜索者:谈判素养和不确定性
IF 0.3
Written Language and Literacy Pub Date : 2020-06-24 DOI: 10.20360/langandlit29514
Darcy Courtland
{"title":"Becoming a (Re)Searcher: Negotiating Literacies and Uncertainty","authors":"Darcy Courtland","doi":"10.20360/langandlit29514","DOIUrl":"https://doi.org/10.20360/langandlit29514","url":null,"abstract":"In this paper I explore my evolving understandings of literacy and ways of knowing. Using autobiographical narrative inquiry (Clandinin & Connelly, 2000), the first section of my paper delves into the ways I have previously negotiated concepts of literacy as an educator and novice researcher. In the second section of my paper, I turn towards Indigenous scholarship (Antone, 2003; Cardinal, 2010; Young, 2005) as I embrace my conception of literacy as “life lived” in conjunction with Freire’s (1985) concept of dwelling in uncertainty. By engaging narratively with my own literacy and learning experiences during the first year of my doctoral program, I negotiate uncertainty through three threads of learning: slowing down, being open to vulnerability, and walking humbly in good","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"27 1","pages":"24-38"},"PeriodicalIF":0.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80273576","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: 1
Race and Decolonization in Language & Literacies: Unsettling Research and Practices 语言和文学中的种族和非殖民化:令人不安的研究和实践
IF 0.3
Written Language and Literacy Pub Date : 2020-06-24 DOI: 10.20360/langandlit29512
Laura Teichert, Alexis Brown
{"title":"Race and Decolonization in Language & Literacies: Unsettling Research and Practices","authors":"Laura Teichert, Alexis Brown","doi":"10.20360/langandlit29512","DOIUrl":"https://doi.org/10.20360/langandlit29512","url":null,"abstract":"Editorial","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"19 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89680933","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
Writing systems 书写系统
IF 0.3
Written Language and Literacy Pub Date : 2019-12-31 DOI: 10.1075/wll.00024.joy
T. Joyce, R. Crellin
{"title":"Writing systems","authors":"T. Joyce, R. Crellin","doi":"10.1075/wll.00024.joy","DOIUrl":"https://doi.org/10.1075/wll.00024.joy","url":null,"abstract":"","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72671106","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: 48
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