发布求助
文献互助 智能选刊 最新文献

Written Language and Literacy最新文献

筛选
英文 中文
Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media 儿童早期数字技术的获取和使用:大众媒体中混杂信息的回顾
IF 0.3
Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29546
Laura Teichert, Jimmeka Anderson, Ann M. Anderson, J. Hare, M. McTavish
{"title":"Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media","authors":"Laura Teichert, Jimmeka Anderson, Ann M. Anderson, J. Hare, M. McTavish","doi":"10.20360/langandlit29546","DOIUrl":"https://doi.org/10.20360/langandlit29546","url":null,"abstract":"This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"29 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83574620","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: 4
Les effets d’une approche littératiée sur la communication orale en classe de mathématiques de 7e/8e année dans un programme d’immersion française 在法语浸入式课程的七/八年级数学课上，读写方法对口语交流的影响
IF 0.3
Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29508
Marie-Josée Morneau, Danielle Bérubé
{"title":"Les effets d’une approche littératiée sur la communication orale en classe de mathématiques de 7e/8e année dans un programme d’immersion française","authors":"Marie-Josée Morneau, Danielle Bérubé","doi":"10.20360/langandlit29508","DOIUrl":"https://doi.org/10.20360/langandlit29508","url":null,"abstract":"Résumé \u0000Cet article traite des principaux résultats d’une étude ayant comme objectif de mesurer les effets d’une approche littératiée sur les habiletés de communication orale en langue seconde lors d’un cours de mathématique dans une classe de 7e/8e année dans un programme d’immersion française précoce au Manitoba, Canada.  Certains tests paramétriques ont démontré un effet positif sur la structure syntaxique à l’oral, ce qui suggère que l’approche littératiée peut jouer un rôle clé dans la facilitation du raisonnement mathématique en contexte immersif. \u0000Abstract \u0000This article reports the primary results of a study exploring the effects of a literacy-based approach on oral accuracy in second language during a Grade 7/8 mathematics class in a French Immersion program in Manitoba, Canada.  Some of the parametric tests showed a positive effect on sentence structure in oral communication, which suggests that a literacy-based approach can play a key role in the facilitation of mathematical reasoning in an immersion setting.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"36 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87516775","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 Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners 名字罐计划:支持职前教师与英语学习者一起工作
IF 0.3
Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29510
Theodora Kapoyannis
{"title":"The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners","authors":"Theodora Kapoyannis","doi":"10.20360/langandlit29510","DOIUrl":"https://doi.org/10.20360/langandlit29510","url":null,"abstract":"Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82367686","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
K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies K-12 ESL写作教学:教学挑战与策略研究综述
IF 0.3
Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29530
S. Bhowmik, Marcia Kim
{"title":"K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies","authors":"S. Bhowmik, Marcia Kim","doi":"10.20360/langandlit29530","DOIUrl":"https://doi.org/10.20360/langandlit29530","url":null,"abstract":"Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"14 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81658709","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
Exploring Literacy Coach Research in Canada: A Review 加拿大扫盲教练研究述评
IF 0.3
Written Language and Literacy Pub Date : 2021-10-26 DOI: 10.20360/langandlit29549
Peng Liu, Xuyang Li, Zhuoma Ciren
{"title":"Exploring Literacy Coach Research in Canada: A Review","authors":"Peng Liu, Xuyang Li, Zhuoma Ciren","doi":"10.20360/langandlit29549","DOIUrl":"https://doi.org/10.20360/langandlit29549","url":null,"abstract":"The purpose of this review is to understand literacy coach research in Canada in order to facilitate further research in this regard. Research about literacy coaches in Canada remains at an initial stage, and there is no universally accepted definition of a “literacy coach.” Most literacy coach research in Canada has used a qualitative method. The research has shown that literacy coaches in Canada, who act as both guides and supporters in schools, also experience many challenges such as role confusion and inadequate time for carrying out their work. Scholars believe that setting up coaching models and collaboration may be ideal ways to deal with these problems. This review also found that the research has concentrated on literacy coaches in elementary and secondary schools in Ontario. This article concludes with implications and suggestions for future research about Canadian literacy coaches. More analysis about literacy coaches’ identity, their relationships with other stakeholders in the education system, and the challenges they face is needed in the Canadian context.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"55 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90463393","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
Remembering Professional Commitments: Trusting in Teachers 牢记专业承诺:信任老师
IF 0.3
Written Language and Literacy Pub Date : 2021-06-09 DOI: 10.20360/langandlit29550
J. Bulman, C. Burnett, Guy Merchant, E. Rogers
{"title":"Remembering Professional Commitments: Trusting in Teachers","authors":"J. Bulman, C. Burnett, Guy Merchant, E. Rogers","doi":"10.20360/langandlit29550","DOIUrl":"https://doi.org/10.20360/langandlit29550","url":null,"abstract":"In England statutory expectations for literacy education place little emphasis on contemporary modes and media of communication and, as such, are out of step with contemporary life. We explore how open-ended, collaborative pedagogies can provide rich contexts for authentic everyday communication even in the context of such reductionist curriculum and assessment frameworks. This leads us to claim that the success of such approaches depends on the enthusiasm, experience and creativity of teachers and that remembering longstanding professional commitments in language and literacy teaching is at least as important as rethinking the curriculum when advocating for literacy provision more suited to current times.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"8 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90631899","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
Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era 重新想象数字:在流行病时代及其之后赋予游戏以授权的意义创造
IF 0.3
Written Language and Literacy Pub Date : 2021-06-09 DOI: 10.20360/langandlit29551
S. Abrams
{"title":"Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era","authors":"S. Abrams","doi":"10.20360/langandlit29551","DOIUrl":"https://doi.org/10.20360/langandlit29551","url":null,"abstract":"This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"50 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86105827","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: 4
Reimagining Professional Development for Digital Literacies: Old, New and Pandemic 重塑数字素养的专业发展:旧的、新的和流行的
IF 0.3
Written Language and Literacy Pub Date : 2021-06-09 DOI: 10.20360/langandlit29563
S. Wong, Linda Laidlaw, Yina Liu
{"title":"Reimagining Professional Development for Digital Literacies: Old, New and Pandemic","authors":"S. Wong, Linda Laidlaw, Yina Liu","doi":"10.20360/langandlit29563","DOIUrl":"https://doi.org/10.20360/langandlit29563","url":null,"abstract":"During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teaching and learning literacy. Following the start of the COVID-19 pandemic they shared their experiences, insights and challenges. In our article, we address implications for digital literacy teaching and learning and the need for new ways of approaching teacher development.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89734763","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: 4
Reimagining Literacy: Being Literate in the Pandemic Era 重新想象读写能力:大流行时代的读写能力
IF 0.3
Written Language and Literacy Pub Date : 2021-06-09 DOI: 10.20360/langandlit29562
Linda Laidlaw, S. Wong, Joanne O’Mara
{"title":"Reimagining Literacy: Being Literate in the Pandemic Era","authors":"Linda Laidlaw, S. Wong, Joanne O’Mara","doi":"10.20360/langandlit29562","DOIUrl":"https://doi.org/10.20360/langandlit29562","url":null,"abstract":"","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"8 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79406059","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
“You’re the boss, yo!”: Role-Play in Digital Multimodal Composition of Newcomer Youth “你是老板，你!”:新移民青年数字多模态作文中的角色扮演
IF 0.3
Written Language and Literacy Pub Date : 2021-02-22 DOI: 10.20360/LANGANDLIT29503
Amir Michalovich
{"title":"“You’re the boss, yo!”: Role-Play in Digital Multimodal Composition of Newcomer Youth","authors":"Amir Michalovich","doi":"10.20360/LANGANDLIT29503","DOIUrl":"https://doi.org/10.20360/LANGANDLIT29503","url":null,"abstract":"This case study explores how two 16-year-old newcomer youth in a Canadian secondary school navigated the digital multimodal composition process through role-play in their first digital video production at school. Employing a qualitative, case-study design, the study shows how the youth playfully accentuated collaborative over coercive power relations, as well as repositioned and represented their imagined identities as they played different assigned roles in the filmmaking process. The implications of these findings are discussed for educators and researchers considering digital multimodal composition as a classroom literacy practice.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81364709","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: 4
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信