Literacy最新文献

Shared understandings, actioned in multiple ways by teachers of writing 写作教师通过多种方式达成共识

IF 1.3 4区教育学

Literacy Pub Date : 2024-09-18 DOI: 10.1111/lit.12388

Judy M. Parr, Murray Gadd

{"title":"Shared understandings, actioned in multiple ways by teachers of writing","authors":"Judy M. Parr, Murray Gadd","doi":"10.1111/lit.12388","DOIUrl":"https://doi.org/10.1111/lit.12388","url":null,"abstract":"Underpinning this consideration of writing instruction in Aotearoa New Zealand (NZ) is the premise that acts of teaching interact with the context in which they occur; they are shaped by the socio‐cultural milieu, philosophical and socio‐political traditions, curriculum and assessment systems, and the nature of individual classrooms. This perspective positions research regarding effective teaching and learning as requiring interpretation and, often, adaptation. Further, we have argued elsewhere that shared theories or understandings about constructs in writing instruction, applied within a context, can give rise to varied acts of instruction. Two constructs in writing instruction, key given features of the NZ context, are examined: developing independent, self‐regulating writers, and engaging in responsive, sustaining pedagogy. In NZ, shared theory of the importance of developing independent, self‐regulating writers is actioned in multiple pedagogical acts or approaches: teaching of strategies, largely through modelling; scaffolding goal setting; providing opportunities for decision making and choice; and enabling peer and self‐evaluation. Promoting self‐regulation is important given a policy of continuous intake, and traditions of non‐streamed classrooms and of teaching the individual. Shared understandings about responsiveness include knowing each individual student and building on, and sustaining, existing strengths. In teaching, writing this includes differentiating instruction often through the use of small‐group instruction, providing targeted, accessible feedback, and the use of culturally sustaining forms of instruction such as those involving trans‐languaging and storytelling. These understandings align with shared views of teaching as iterative inquiry and with official invitations to adapt curricula to fit local contexts.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142250256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Literacy editorial September 2024 扫盲》社论 2024 年 9 月

IF 1.2 4区教育学

Literacy Pub Date : 2024-09-16 DOI: 10.1111/lit.12385

Sam Duncan, Sinead Harmey, Rachael Levy

引用次数: 0

‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency 我觉得她的诗歌更像我的生活"：通过诗人驻留培养黑人和华裔青少年的作家身份

IF 1.3 4区教育学

Literacy Pub Date : 2024-09-04 DOI: 10.1111/lit.12386

Melanie Ramdarshan Bold

{"title":"‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency","authors":"Melanie Ramdarshan Bold","doi":"10.1111/lit.12386","DOIUrl":"https://doi.org/10.1111/lit.12386","url":null,"abstract":"This article examines the impact of a poet‐led classroom‐based poetry programme on secondary school students' writer identities and self‐expression, particularly focusing on BPoC teenagers. Drawing on the Writing Realities framework, the research uses focus groups, participant observations, and interviews with the poet‐in‐residence. Rather than analysing the students' poems, the study explores their engagement with poetry writing and the poet‐in‐residence, highlighting the contribution to self‐reflection and meaning‐making. The findings reveal how the residency introduced students to diverse poetry forms, community‐based poetry, and collaborative writing, facilitating critical engagement with themes relevant to their lives. However, the school's status as a Predominantly White Institution hindered full expression of BPoC students' identities. The presence of the poet‐in‐residence, a young mixed‐heritage Muslim woman, positively influenced students' relationships with writing, particularly for BPoC students, by providing a protected space for self‐expression and identity exploration. The study underscores the importance of creating supportive environments in schools to nurture BPoC students' creativity and writer identity, emphasising the need for anti‐racist practices and culturally sustaining pedagogies to empower students from socially marginalised groups.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Novice interpreters, transmedia fictions and the afferent stance 新手译者、跨媒体小说和传入者的立场

IF 1.3 4区教育学

Literacy Pub Date : 2024-08-15 DOI: 10.1111/lit.12381

Margaret Mackey

引用次数: 0

Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English 克服障碍，提高成果：教师对使用叙事视频游戏进行扫盲/英语教学的看法

IF 1.3 4区教育学

Literacy Pub Date : 2024-08-13 DOI: 10.1111/lit.12384

Jen Aggleton, Emily Mannard, Mona Humaid Aljanahi, Christian Ehret

{"title":"Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English","authors":"Jen Aggleton, Emily Mannard, Mona Humaid Aljanahi, Christian Ehret","doi":"10.1111/lit.12384","DOIUrl":"https://doi.org/10.1111/lit.12384","url":null,"abstract":"Research strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers face when teaching with videogames, identifying how these barriers might be overcome and assessing whether the benefits of narrative videogames outweigh the practical difficulties of using them in the classroom. This participatory multiple‐case study explores the experiences of six teachers, working in a range of contexts, who each undertook an action research project to assess the barriers to and benefits of teaching literacy/English with narrative videogames. The findings show that although the participants faced barriers related to practical considerations, game choice, pedagogical knowledge and negative attitudes, almost all barriers could be overcome, and the benefits of learning far outweighed the difficulties faced. This article offers a new model for how to overcome barriers to using videogames to teach literacy/English and makes recommendations for both educational practice and the games industry.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Justice, community and rememory: opening spaces to (R)econoce(R) en colectiva with texts 正义、社区和记忆：用文本打开（R）经济（R）集体的空间

IF 1.3 4区教育学

Literacy Pub Date : 2024-08-13 DOI: 10.1111/lit.12382

Astrid N. Sambolín Morales, Francisco L. Torres, Carmen L. Medina, Raquel M. Ortiz

引用次数: 0

Embarking on the online reading challenge: adolescents' participation motives, gains and impacts on reading routines 迎接在线阅读挑战：青少年的参与动机、收获以及对阅读习惯的影响

IF 1.2 4区教育学

Literacy Pub Date : 2024-08-01 DOI: 10.1111/lit.12380

Jeroen Dera

{"title":"Embarking on the online reading challenge: adolescents' participation motives, gains and impacts on reading routines","authors":"Jeroen Dera","doi":"10.1111/lit.12380","DOIUrl":"10.1111/lit.12380","url":null,"abstract":"<p>Despite the widespread popularity of online reading challenges on platforms like Goodreads and The StoryGraph, research on this phenomenon has been mostly absent. This article addresses this gap by examining the motivations of adolescent participants in reading challenges, the outcomes of their participation and the implications for their reading routines. Drawing upon semi-structured interviews with 20 participants aged 15–20 years, the article shows that motivations range from a desire for social engagement within a book-loving peer group to self-challenge. A common thread is that reading challenges serve as a catalyst for increased volitional reading by adolescents, accompanied by changes in their reading habits. Furthermore, analysis of the responses reveals that these evolving reading practices are perceived by participants as both stimulating and self-directed. However, the research also underscores the significant role played by algorithms on platforms like Goodreads in influencing reading routines. The study also shows that some participants in online reading challenges are guided by social motivation, although most of them experience social motives as secondary to their individual and intrinsic desire to read more. At the same time, some individuals partaking in online reading challenges prove susceptible to negative perceptions from others. Hence, this research foregrounds crucial tensions in online reading cultures adolescents engage in, specifically those between autonomy and algorithm and sociocentrism and egocentrism.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 3","pages":"301-311"},"PeriodicalIF":1.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children need to see themselves in their reading material: parental perspectives on the importance of ethnically and culturally diverse reading material 儿童需要在阅读材料中看到自己：家长对种族和文化多样性阅读材料重要性的看法

IF 1.3 4区教育学

Literacy Pub Date : 2024-07-06 DOI: 10.1111/lit.12379

Mary A. Scorer, Emma J. Vardy

{"title":"Children need to see themselves in their reading material: parental perspectives on the importance of ethnically and culturally diverse reading material","authors":"Mary A. Scorer, Emma J. Vardy","doi":"10.1111/lit.12379","DOIUrl":"https://doi.org/10.1111/lit.12379","url":null,"abstract":"To support children's engagement with reading material, it is important children are represented in reading material provided. As Parents are the curators of their child's reading diet, in this study the parental perspectives of the ethnic diversity of available reading material for their children was explored. Eight parents were interviewed individually online to explore their perceptions of diversity in their children's reading books. Interview scripts were analysed taking a reflexive thematic analysis approach. There was a commonality across all parents in that children's literature needed to represent the multicultural society their child lived in, but the emotional and personal content in this message differed between parents. To explain the data two themes of identify formation and ethnic diversity limitations of reading material are discussed. Identity formation encapsulated the parents focus on children needing to see themselves in reading material to learn about themselves and their culture. Therefore, it is important to avoid stereotyping which is the second theme. All parents noted the need for more diversity broadly in children's reading material, from publishers but also availability of diverse reading material from educational settings.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141569774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Socialising feminism and diversity: the use of gender in young female readers' literary attachments and exclusions 女性主义和多样性的社会化：年轻女性读者对文学的依恋和排斥中的性别运用

IF 1.2 4区教育学

Literacy Pub Date : 2024-06-30 DOI: 10.1111/lit.12377

Luz Santa María

{"title":"Socialising feminism and diversity: the use of gender in young female readers' literary attachments and exclusions","authors":"Luz Santa María","doi":"10.1111/lit.12377","DOIUrl":"10.1111/lit.12377","url":null,"abstract":"<p>This article discusses young women's reading practices and the social uses of literature for enabling gender equality that are present in those practices. Through a digital ethnography study where six young women collaborated as participants, I asked the data: How is literature, precisely its capacity to be used, conceived by young women readers in the search for gender equality? These women's reading engagements are tightly woven with a gender perspective. What are these readers embracing, and what are they rejecting by assuming a gender lens? By tracing these attachments and exclusions, I describe how books affect readers' perspectives and practices on their identities, their choice of authors, the cultural value of books, the social representations of books and reading as education. Participants' close and distant connections between the book and their desire for gender equality allow me to discuss the literature's pedagogical instrumentality and uselessness for achieving gender-inclusive literacy. Finally, I argue that a plural and non-functional approach to literature could offer young people heterogeneous and more creative forms to approach the challenge of gender equality.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 3","pages":"312-321"},"PeriodicalIF":1.2,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing purpose-studies: A humanising approach for bridging the spaces between writers, their worlds and the test 实施目的研究：在作家、他们的世界和考试之间架起桥梁的人性化方法

IF 1.2 4区教育学

Literacy Pub Date : 2024-06-20 DOI: 10.1111/lit.12378

Charlotte L. Land, Alison Eike Elliot, Barbara McKinnon

引用次数: 0