IF 2 4区教育学

Literacy Pub Date : 2026-10-02 DOI: 10.1111/lit.70052

Stephanie F. Reid, Mengying Xue

{"title":"‘Stop Banning Books’: A Multimodal Analysis of Two Fifth-Grade Students' Co-Authored Protest Comic","authors":"Stephanie F. Reid, Mengying Xue","doi":"10.1111/lit.70052","DOIUrl":"https://doi.org/10.1111/lit.70052","url":null,"abstract":"<div>\u0000 \u0000 <p>This study draws from qualitative multimodal content analysis and interpretive research methods to examine how two elementary students in the midwestern United States co-authored an anti-censorship comic during a summer literacy programme focused on social justice and civic engagement. This study is rooted in critical and multimodal approaches to literacy education and draws upon recent scholarship responding to the current increase in censorship and book banning across the United States. The findings share a panel-by-panel analysis, demonstrating how the two students constructed a sophisticated comic that engages reader-viewers in meaningful socio-political critique. Students used a variety of multimodal resources as meaning-making tools to represent the significance of both individual and collective social action. Thus, the comics medium's sequential design gave these young composers room to ask not only what is wrong, but what might be, narrating a pathway from individual grievance through collective action to reconciliation. Ultimately, this study demonstrates that young students are capable of engaging with justice issues and offering hopeful visions for unity and resolution through images and words. This analysis of two students' protest comic testifies to what becomes possible when children are trusted as capable thinkers, multimodal composers and civic participants.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"61 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149099301","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

‘You Left No Crumbs’: Student Voices Informing an English Teacher's Podcasting Assessment “你没有留下任何碎屑”：学生的声音告诉英语老师的播客评估

IF 2 4区教育学

Literacy Pub Date : 2026-09-21 DOI: 10.1111/lit.70051

Jonathan Ferreira, Jenny Zhu

{"title":"‘You Left No Crumbs’: Student Voices Informing an English Teacher's Podcasting Assessment","authors":"Jonathan Ferreira, Jenny Zhu","doi":"10.1111/lit.70051","DOIUrl":"https://doi.org/10.1111/lit.70051","url":null,"abstract":"<p>Although writing essays remains hegemonic in English Language Arts (ELA) classrooms, podcasting as a form of digital multimodal composing (DMC) is an empowering alternative for diverse learners to represent learning. However, their privilege to draw on their full communicative repertoires may be constrained by assessment practices that overlook student voices. Situated in Western Canada, this ethnographic case study explored how diverse learners in Grade 8 might have informed an ELA teacher's assessment of podcast episodes they co-created to analyse poetry. Data included student-generated rubric criteria, self-assessment sheets, interviews, teacher feedback and the podcast episodes. Adopting a telling case approach and drawing on sociocultural, critical and multimodal perspectives on literacy assessment, we used thematic analysis to examine one trio's episode. We followed an inductive-deductive approach to examine student input and used constant comparison to juxtapose student input with teacher feedback. Three themes emerged: emphasizing relatability in literary analyses, explaining design choices to engage the audience and foregrounding collaborative troubleshooting. The findings demonstrate how prioritizing student voices legitimizes the intellectual, collaborative and multimodal work potentially overlooked in product-centred assessment. The study invites ELA teachers to position students as dialogic partners in DMC assessment and recognize their reflections as legitimate evidence of learning.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149047987","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

How Are Pupils With Reading Difficulties Taught? A National Survey of School Leaders and Teachers 如何教育有阅读困难的学生？全国学校领导和教师调查

IF 2 4区教育学

Literacy Pub Date : 2026-09-15 DOI: 10.1111/lit.70050

Homayra Rahimi, Rosanne Esposito, Miriam McBreen, Dominic Wyse

引用次数: 0

Emotion and Writing in Primary School-Aged Children: Writing Attitudes, Writing Ability and Wellbeing 小学学龄儿童情绪与写作：写作态度、写作能力与幸福感

IF 2 4区教育学

Literacy Pub Date : 2026-09-13 DOI: 10.1111/lit.70049

S. Critten, A. Holliman

{"title":"Emotion and Writing in Primary School-Aged Children: Writing Attitudes, Writing Ability and Wellbeing","authors":"S. Critten, A. Holliman","doi":"10.1111/lit.70049","DOIUrl":"https://doi.org/10.1111/lit.70049","url":null,"abstract":"<p>Previous research has shown that the ‘will’ to write (children's motivations and feelings about writing) is associated with the ‘skill’ or ability to write; although, the nature of this relationship across primary schooling remains unclear. There is also a paucity of research into how children's general emotional wellbeing relates to writing attitudes and ability. This study examined differences in wellbeing, writing attitudes and writing ability across Years 3–6 and the associations between these variables. Using a cross-sectional correlational design, 87 children aged 7–11 completed a writing task (‘Once I had the best day ever at school’) and a questionnaire assessing wellbeing and writing attitudes. Writing was analysed for productivity (word count) and accuracy (spelling correctness) as per CBM-W (Curriculum Based Measures of Writing) assessment. Results showed that writing ability was higher in Year 6 compared to Years 3–4 as expected while writing attitudes were confirmed as more positive in Year 3 compared to Years 5–6. No significant year group differences were found for wellbeing. Writing attitudes were positively correlated with both wellbeing and writing productivity. However, year group did not moderate these relationships. The findings underscore the important connection between wellbeing and writing attitudes. Educational implications and theoretical underpinnings are discussed.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994019","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

Intergenerational Reading in Increasingly Mediatised Contexts: An Inquiry With Chilean Tweens and Parents 媒介化语境下的代际阅读：对智利青少年和父母的调查

IF 2 4区教育学

Literacy Pub Date : 2026-08-26 DOI: 10.1111/lit.70048

Macarena García-González, Soledad Véliz, Ignacia Saona

{"title":"Intergenerational Reading in Increasingly Mediatised Contexts: An Inquiry With Chilean Tweens and Parents","authors":"Macarena García-González, Soledad Véliz, Ignacia Saona","doi":"10.1111/lit.70048","DOIUrl":"https://doi.org/10.1111/lit.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>Reading is increasingly situated within mediatised assemblages: dynamic configurations of people, devices, platforms, texts and domestic spaces that together shape what reading means in everyday family life. In this article, we propose the concept of intergenerational reading to capture how reading functions as a relational practice across generations, moving beyond both the book/digital binary and deficit frameworks that have long dominated family literacy research. Drawing on interviews with tweens (aged 8–12) and caregivers from the Chilean #EstoTbn project, we analyse how parents and children negotiate reading and cultural consumption in contexts of rapid mediatisation. Our analysis identifies two dynamics. First, the physical book retains a near-inescapable normative centrality, anchoring dominant ideals of the ‘good reader’ and the ‘good parent’ within an assemblage that includes furniture, home libraries and reading routines as much as texts themselves. Second, what we call ‘family taste’—a collectively negotiated aesthetic disposition—operates across media formats as a site of intergenerational connection and contestation, shaped by peer culture, algorithmic environments and parental curation alike. We argue that intergenerational reading, understood as a more-than-human relational practice, opens an analytical space where the value of shared cultural engagement lies not in measurable learning outcomes but in the affective, reciprocal and present-oriented bonds that reading, in its broadest sense, makes possible. These bonds become especially visible in moments when tweens invite adults into their own media worlds, reversing conventional flows of cultural authority and generating a different kind of intergenerational space.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849058","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

Critical Literacy Reading and True Crime Young Adult Literature 批判性读写阅读与真实犯罪青少年文学

IF 2 4区教育学

Literacy Pub Date : 2026-08-14 DOI: 10.1111/lit.70047

Kathleen Colantonio-Yurko, Janeen Pizzo, Natalie Sue Svrcek

{"title":"Critical Literacy Reading and True Crime Young Adult Literature","authors":"Kathleen Colantonio-Yurko, Janeen Pizzo, Natalie Sue Svrcek","doi":"10.1111/lit.70047","DOIUrl":"https://doi.org/10.1111/lit.70047","url":null,"abstract":"<div>\u0000 \u0000 <p>True crime has become a dominant force in popular culture, captivating audiences through podcasts, television and literature. This manuscript explores how educators can engage secondary students in critical discussions about true crime through the young adult novel <i>A Good Girl's Guide to Murder</i>. Drawing on the framework of critical literacy, we examine how true crime narratives, often rooted in inequities, can serve as tools for interrogating power, ethics and representation in secondary English classrooms. Although true crime's popularity offers relevance and engagement, it also raises ethical concerns related to victim portrayal, sensationalism and systemic bias. Using <i>A Good Girl's Guide to Murder</i> as a model, we provide strategies for teachers to guide students in critically analysing authorship, perspective and socio-political systems embedded in crime narratives. We argue that when approached thoughtfully, true crime-inspired young adult literature can foster deeper critical awareness of media consumption, justice and identity. Ultimately, this paper positions critical literacy as a pathway for students to move beyond passive consumption towards reflective and socially conscious engagement.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754048","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

Try a New Lens: A Pedagogical Framework for Student-Centred Literary Criticism Through Role-Play 尝试新的视角：以学生为中心的角色扮演文学批评教学框架

IF 2 4区教育学

Literacy Pub Date : 2026-07-03 DOI: 10.1111/lit.70045

Jenna Copper

{"title":"Try a New Lens: A Pedagogical Framework for Student-Centred Literary Criticism Through Role-Play","authors":"Jenna Copper","doi":"10.1111/lit.70045","DOIUrl":"https://doi.org/10.1111/lit.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>Although many teachers aspire to help their students become literary critics, implementing student-centred literary criticism in the secondary classroom remains challenging. Given the potential for critical thinking, literary criticism is an activity that many secondary English teachers aspire to bring to their classrooms. This article begins by reviewing existing research on the topic, which largely includes case-based and theoretical arguments for teaching specific interpretive lenses to secondary English students. It then presents a pedagogical framework for combining interpretive lenses, literary criticism actions and role-play design to facilitate student-centred literary criticism activities. The article proposes that teachers can develop role-play activities in which students try new lenses or ways of ‘seeing’ and interpreting a text. Drawing on practitioner-based examples, the Pedagogical Framework for Student-Centred Literary Criticism supports teachers in designing multiple-perspective curricula using role-play as a creative pedagogy. This article concludes that this framework offers English teachers an accessible approach utilizing creative pedagogy and facilitating student-centred literary criticism lessons in the English language arts classroom.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148386656","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

Exploring Creative Pedagogies and Democratic Literacy Practices to Empower Learners 探索创造性教学法和民主扫盲实践以增强学习者的能力

IF 2 4区教育学

Literacy Pub Date : 2026-07-03 DOI: 10.1111/lit.70046

Lisa Stephenson, Susan Rook

引用次数: 0

Partial Stories and Collective Creativity in Class: A Case of Story Prototyping With an Open-Ended Storytelling Board Game for Higher Education Students 课堂上的局部故事和集体创造力：以面向高等教育学生的开放式叙事桌游的故事原型为例

IF 2 4区教育学

Literacy Pub Date : 2026-06-29 DOI: 10.1111/lit.70044

Antoni Roig Telo, Ona Anglada-Pujol, José Miguel Tomasena

{"title":"Partial Stories and Collective Creativity in Class: A Case of Story Prototyping With an Open-Ended Storytelling Board Game for Higher Education Students","authors":"Antoni Roig Telo, Ona Anglada-Pujol, José Miguel Tomasena","doi":"10.1111/lit.70044","DOIUrl":"https://doi.org/10.1111/lit.70044","url":null,"abstract":"<p>The aim of this paper is to discuss the potentialities of open-ended board games for story generation in educational contexts. We have analysed story prototypes created through D-Stories, a collective storytelling game designed for this project. The research was carried out between 2023 and 2025 in Barcelona in two different higher education contexts. In D-Stories, story cards, organized in basic typologies that prompt potential interrelations, are turned into a story prototype through playful collaboration and improvisation and iteration. Thus, cards and connections shift through chance, individual and collective choice. Using the notion of partial stories, which allows us to analyse cards as self-contained but connectible story elements, we carried out a content analysis of 54 stories, looking for narrative strategies (RQ1), how card contents were turned into narratives (RQ2), the most popular cards (RQ3) and the most frequent connections favoured by game design (RQ4). Even if conventional narrative strategies were predominant, there were some alternative approaches to storytelling and emerging intertextual connections, social imaginaries and even stereotypes. The spaces of possibilities opened by open-ended storytelling games are powerful tools for creative literacies in different educational settings and levels.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148386928","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

Embedding Drama Pedagogy for Wellbeing Literacy: Children's Dispositions for Collective Creativity and Ethical Action 嵌入戏剧教学法的福祉素养：儿童的集体创造力和道德行动的倾向

IF 2 4区教育学

Literacy Pub Date : 2026-06-22 DOI: 10.1111/lit.70043

Lisa Stephenson, Namrata Patel, Beryce Nixon, Rachel Hodgson, Rebecca Austwick

{"title":"Embedding Drama Pedagogy for Wellbeing Literacy: Children's Dispositions for Collective Creativity and Ethical Action","authors":"Lisa Stephenson, Namrata Patel, Beryce Nixon, Rachel Hodgson, Rebecca Austwick","doi":"10.1111/lit.70043","DOIUrl":"https://doi.org/10.1111/lit.70043","url":null,"abstract":"<p>Attainment-focused policy often reduces literacy to measurable outcomes, overlooking the communicative, embodied and relational practices through which meaning is made. This paper examines how drama pedagogy can expand literacy as a collective practice that supports wellbeing, belonging and democratic participation. Drawing on bell hooks' concept of engaged pedagogy and the emerging concept of wellbeing literacy, the paper analyses comparative findings from two longitudinal collaborative action research projects across 15 primary schools involving more than 4000 pupils. The curriculum approach, conceptualised as Drama Worldbuilding pedagogy, combines story-making, dialogic inquiry and collective problem-solving. Foregrounding both pupil and teacher voices, the findings show how children developed self-awareness, compassion, confidence and communicative agency. The paper argues that wellbeing literacy is cultivated through embodied, relational and ethical participation within teaching communities. These insights are conceptualised as the Eight Dispositions for Collective Creativity, Wellbeing and Ethical Action, a framework for understanding how wellbeing literacy emerges through collaborative meaning-making. The findings extend wellbeing literacy research by demonstrating how creative pedagogies support collective wellbeing and democratic participation, while highlighting the importance of professional learning communities in sustaining pedagogical change. In doing so, the paper argues for a shift from literacy as performance towards literacy as relational, embodied and democratic practice.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":2.0,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324064","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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