IF 1.5 4区教育学

Literacy Pub Date : 2025-08-06 DOI: 10.1111/lit.70011

Ross Young, Melanie Ramdarshan-Bold, Christina Clark, Sarah McGeown

{"title":"‘It's healthy. It's good for you’: Children's perspectives on utilising their autonomy in the writing classroom","authors":"Ross Young, Melanie Ramdarshan-Bold, Christina Clark, Sarah McGeown","doi":"10.1111/lit.70011","DOIUrl":"https://doi.org/10.1111/lit.70011","url":null,"abstract":"Growing concern about children's writing motivation highlights the need for more research that foregrounds pupil autonomy and examines how classroom practices influence students' sense of agency and control in their writing. This study adopts a self-determination theory (SDT) perspective to explore the role of autonomy and locus of control in shaping writing motivation among primary-aged students. Specifically, it reports on a qualitative interview study with 24 children (aged 9–11, 50% female) from three primary schools in England, focusing on their feelings and experiences of autonomy in relation to school-based writing. Thematic analysis, illustrated within Graham's (2018) production strategies for writing, identified three key themes relating to children's perceptions of the locus of control for their writing and the extent to which this was held by, or shared between, the teachers or themselves, with (a) teacher-controlled writing, (b) student-controlled writing and (c) collaboratively-controlled writing themes identified. Children's perceptions of the advantages and disadvantages of teacher and student-controlled writing are discussed, before their thoughts on a ‘collaboratively-controlled writing’ approach are shared. This research provides novel and important insights for educators, researchers and policy-makers into how collaboratively-controlled writing projects could enhance primary students' writing motivation, and contributes to current discourse on effective and affecting writing pedagogy.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"372-384"},"PeriodicalIF":1.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037609","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

Stories of ‘successful’ readers: Matristic ontologies of emotioning, reciprocating and (de)growing “成功”读者的故事：情感、往复和（去）成长的矩阵本体论

IF 1.5 4区教育学

Literacy Pub Date : 2025-08-05 DOI: 10.1111/lit.70010

Danielle H. Heinrichs, Beryl Exley, Kylie Bradfield, Sonja Clancy

{"title":"Stories of ‘successful’ readers: Matristic ontologies of emotioning, reciprocating and (de)growing","authors":"Danielle H. Heinrichs, Beryl Exley, Kylie Bradfield, Sonja Clancy","doi":"10.1111/lit.70010","DOIUrl":"https://doi.org/10.1111/lit.70010","url":null,"abstract":"This article responds to debates about what affects/effects reading in the primary school years, with a focus on tracing examples of matristic ontologies that foster success. We offer matristic ontologies, which are ‘an entirely different concept of life, one based not on domination and hierarchies but on the relational web of life’, as alternative pedagogies for nurturing success in reading in the primary school years. Drawing on decolonial theorising of matriarchal cultures, we attempt to rupture patriarchal ontologies that value individual freedom, competition and growth and underpin children's reading success. Instead, we explore the matristic ontology whereby communal worlds organised around reciprocal relationships support reading success. Using interviews with children who made better-than-expected learning gains in reading during the primary school years, along with their parents and teachers, we highlight their accounts of the criteria for being a successful reader during this period. We consider how aspects of a matristic ontology, grounded in emotioning, reciprocating and (de)growing rupture, challenge the coloniality of literacy and learning to read, thereby nurturing in(ter)dependent reading that is responsive to students, teachers and parents alike.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"314-324"},"PeriodicalIF":1.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037798","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

The arts as an enabler of text production across modes and media in early literacy experiences 艺术作为早期读写经验中跨模式和媒介的文本生产的推动者

IF 1.5 4区教育学

Literacy Pub Date : 2025-07-15 DOI: 10.1111/lit.70009

Mitchell Parker, Lisa Kervin

{"title":"The arts as an enabler of text production across modes and media in early literacy experiences","authors":"Mitchell Parker, Lisa Kervin","doi":"10.1111/lit.70009","DOIUrl":"https://doi.org/10.1111/lit.70009","url":null,"abstract":"This paper illustrates educators' facilitation of literacy experiences involving children producing multimodal texts using digital and non-digital resources. Given the increasing attention to multimodality in literacy education and a turn to sociomaterial paradigms in literacy education research, our study contributes to an understanding of how educators teach and create opportunities for children to construct meaning and produce their texts. A key finding in our investigation was the role of the arts in enabling sense-making, multimodality and embodiment during the text production processes. Using theories of sociomateriality, we examined the interactions between bodies and materials within spaces as educators facilitated experiences for multimodal text production in their classrooms. Two cases are presented to demonstrate the possibilities when the arts are used with print and digital resources. Emerging from these cases is the centrality of the arts in text production experiences as the ‘glue’ at the interface of the social and material that draws together human and non-human entities. In response to the findings, a sociomaterial assemblage of text production is presented that shows this essential role of the arts in the assemblage's functioning. As such, we argue for an expanded conceptualisation of text production that elevates the place of the arts in the teaching of early literacy.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"325-335"},"PeriodicalIF":1.5,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038095","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 reading for pleasure: Two UK primary school teachers' perspectives 实现快乐阅读：两位英国小学教师的观点

IF 1.5 4区教育学

Literacy Pub Date : 2025-07-03 DOI: 10.1111/lit.70008

Nadia Robb

{"title":"Implementing reading for pleasure: Two UK primary school teachers' perspectives","authors":"Nadia Robb","doi":"10.1111/lit.70008","DOIUrl":"https://doi.org/10.1111/lit.70008","url":null,"abstract":"Despite the critical role that reading for pleasure (RfP) plays in primary education, there remains a limited understanding of how teachers perceive and implement these practices within their classrooms. Recent data indicate a continuing decline in both young people's desire to read and the enjoyment experienced when reading. While research frequently explores children's perspectives on reading, teachers' viewpoints remain under-represented. To address this gap, the present study aimed to investigate teachers' insights into RfP implementation and the challenges they encounter. Two primary school teachers from the northwest of England were recruited to take part in ethnographic interviews. A reflexive thematic analysis revealed three key themes: barriers to RfP, finding the right text and text interactivity. The barriers included issues with students' reading fluency and stamina issues among students as well as teachers' frustrations at the limited time available to balance exam-focused reading skills with fostering text enjoyment. Additional findings include the importance of teacher's knowledge of children's literature and their ability to have informal text discussions with students. Innovative strategies to enhance text interactivity, including the use of digital resources are also explored. These findings contribute to a deeper understanding of teacher-led implementation of RfP and offer practical insights for promoting a reading culture in UK primary schools. This study advocates for a holistic approach that integrates both teaching and classroom practices together with wider school culture.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"293-303"},"PeriodicalIF":1.5,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037738","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

‘We're very book rich’: The impact of school library services on reading, resourcing and reducing inequality “我们的书非常丰富”：学校图书馆服务对阅读、资源和减少不平等的影响

IF 1.5 4区教育学

Literacy Pub Date : 2025-06-26 DOI: 10.1111/lit.70007

Lucy Taylor, Paula Clarke

{"title":"‘We're very book rich’: The impact of school library services on reading, resourcing and reducing inequality","authors":"Lucy Taylor, Paula Clarke","doi":"10.1111/lit.70007","DOIUrl":"https://doi.org/10.1111/lit.70007","url":null,"abstract":"School library services (SLSs) provide curriculum resources and expertise to schools. Changes in educational policy have affected the resourcing and security of these services. This article reports on a United Kingdom Literacy Association (UKLA)-funded case study of one SLS co-designed with two librarians from the service. The aims were to investigate the role and impact of the service and to identify priorities for the development of the service. Data were collected using a mixed-methods approach, through an online survey to 226 schools (67 responses representing 43 schools received) and semi-structured interviews with teachers and senior leaders from 3 schools. Two phases of data analysis were conducted: the first was deductive coding to inform a service impact report, and the second was reflexive thematic analysis conducted independently of the partner SLS, the results of which are discussed here. The data showed that the value of SLSs should not be underestimated. The responses evidenced that services were vital to ensuring a sustainable book-rich curriculum and provided a valuable source of curriculum and literacy expertise, which supported teacher's professional development. This study indicates that the loss of SLSs in many parts of England could be of significant detriment to teachers and children and raises concerns about equality of access to books.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"283-292"},"PeriodicalIF":1.5,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038372","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

Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books 阅读与共情：青少年阅读小说经历的定性分析

IF 1.5 4区教育学

Literacy Pub Date : 2025-06-16 DOI: 10.1111/lit.70006

Elena Santi, Katie Cebula, Sarah McGeown

{"title":"Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books","authors":"Elena Santi, Katie Cebula, Sarah McGeown","doi":"10.1111/lit.70006","DOIUrl":"https://doi.org/10.1111/lit.70006","url":null,"abstract":"Fiction books offer opportunities for readers to gain insight into fictional characters' perspectives, lives, and experiences, and in doing so, have the potential to support their empathy. This article provides novel insights from semi-structured interviews with 37 (27 female, 10 male, aged 12–14 years) regular readers of fiction from two high schools in Scotland. A data-driven inductive thematic analysis approach illustrated the cognitive and affective ways in which adolescents empathise with fictional characters; how feelings of empathy can transfer beyond fiction to real-life others; how feelings of empathy can personally enrich readers and support their social relationships; and how book content and writing style can facilitate readers' empathy. However, while many adolescent readers shared examples of how reading had supported their empathy, others did not, suggesting that adolescent readers' may read for different purposes. Implications for teachers, librarians and others interested in supporting adolescents' literacy practices, experiences and empathy are discussed, in addition to future research directions.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"304-313"},"PeriodicalIF":1.5,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038403","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

The price of learning: Assessing cost versus quality in children's reading apps 学习的代价：评估儿童阅读应用程序的成本与质量

IF 1.5 4区教育学

Literacy Pub Date : 2025-06-15 DOI: 10.1111/lit.70005

Lori Bruner, Natalia I. Kucirkova

引用次数: 0

Letter knowledge in light of bilingualism and socioeconomic status 双语和社会经济地位下的字母知识

IF 1.5 4区教育学

Literacy Pub Date : 2025-06-15 DOI: 10.1111/lit.70004

Carmit Altman

引用次数: 0

Storytelling and climate education: Empowering preservice teachers as readers and leaders through literacy education 讲故事和气候教育：通过扫盲教育使职前教师成为读者和领导者

IF 1.5 4区教育学

Literacy Pub Date : 2025-05-02 DOI: 10.1111/lit.70003

Lauren Fletcher, Erica Holyoke

引用次数: 0

Discursive distancing and disconnection-making in a culturally and linguistically complex book group 在一个文化和语言复杂的书群中，话语的疏离和断开

IF 1.5 4区教育学

Literacy Pub Date : 2025-04-28 DOI: 10.1111/lit.70002

Jackie Ridley

{"title":"Discursive distancing and disconnection-making in a culturally and linguistically complex book group","authors":"Jackie Ridley","doi":"10.1111/lit.70002","DOIUrl":"https://doi.org/10.1111/lit.70002","url":null,"abstract":"Using data collected during a qualitative study of a book group in an after-school programme at a public, urban elementary school, in this article, I analyse how immigrant- and refugee-background students discursively distanced themselves from the portrayal of refugees in the text Outcasts United. The teacher chose this book because she believed it reflected students' own experiences. Yet they often resisted making personal connections to the refugee stories depicted, instead employing various discursive strategies to distance themselves and their experiences from those in the text. The study uses microethnographic and discourse analytical methods to examine interactions where students redirected conversations away from teacher-proposed connections. Findings underscore how connection-making is not universally straightforward or applicable, especially when assuming shared identities among minoritized students. By analysing instances where students engaged in distancing and disconnection-making, this study emphasizes the value of fostering both connections and disconnections in literacy instruction. Implications for educators include the creation of spaces that encourage diverse, authentic responses to texts, as well as future teacher training and curriculum design that fosters students' ability to push against narratives with which they disagree. This approach could enrich the development of inclusive literacy practices that better serve multilingual students from diverse cultural and linguistic contexts.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"336-346"},"PeriodicalIF":1.5,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038146","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

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