Literacy最新文献

{"title":"From Panel to Pedagogy: Comics as Instruments for Developing Racial Literacy in British Educational Contexts","authors":"Kavyta Raghunandan,&nbsp;Lisa Stephenson","doi":"10.1111/lit.70029","DOIUrl":"https://doi.org/10.1111/lit.70029","url":null,"abstract":"<p>This article examines the transformative potential of a combination of creative pedagogies, particularly comics and graphic novels and applied drama pedagogy, in fostering racial literacy amongst young learners within British educational settings. Drawing upon anti-racist frameworks and culturally responsive pedagogy, we argue that graphic narratives such as Sanghera's <i>Stolen Empire</i>, the Manga Shakespeare adaptation of <i>The Tempest</i> and Colfer's <i>Global</i> graphic narratives are essential to reimagining classrooms as spaces of critical consciousness and transformative praxis. By foregrounding creative pedagogical approaches to the ‘how’ of teaching that prioritise participant agency, multimodal meaning-making and embodied learning, this study demonstrates how comics can move anti-racist education beyond cognitive understanding towards active, creative engagement with difficult histories.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147683393","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}

{"title":"From Panel to Pedagogy: Comics as Instruments for Developing Racial Literacy in British Educational Contexts","authors":"Kavyta Raghunandan,&nbsp;Lisa Stephenson","doi":"10.1111/lit.70029","DOIUrl":"https://doi.org/10.1111/lit.70029","url":null,"abstract":"<p>This article examines the transformative potential of a combination of creative pedagogies, particularly comics and graphic novels and applied drama pedagogy, in fostering racial literacy amongst young learners within British educational settings. Drawing upon anti-racist frameworks and culturally responsive pedagogy, we argue that graphic narratives such as Sanghera's <i>Stolen Empire</i>, the Manga Shakespeare adaptation of <i>The Tempest</i> and Colfer's <i>Global</i> graphic narratives are essential to reimagining classrooms as spaces of critical consciousness and transformative praxis. By foregrounding creative pedagogical approaches to the ‘how’ of teaching that prioritise participant agency, multimodal meaning-making and embodied learning, this study demonstrates how comics can move anti-racist education beyond cognitive understanding towards active, creative engagement with difficult histories.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147683392","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}

{"title":"Fluid Texts and Living Voices: Reciprocal Dynamicity of Aurality, Orality and Textuality in Katha Tradition","authors":"Amrapali Vyas,&nbsp;Vaibhav Shah","doi":"10.1111/lit.70026","DOIUrl":"https://doi.org/10.1111/lit.70026","url":null,"abstract":"<p>This study investigates <i>Katha</i> tradition, particularly <i>Ram Katha</i> and <i>Shrimad Bhagavat</i>, as a dynamic epistemic paradigm that resists binary models of orality and literacy, particularly when visited in contrast to Ong's theory of communication and other theories of ‘Great Divide’ theses. The literature review explores Great Divide theories, New Literacy Studies (NLS) and the indigeneity of Indian narratology, revealing gaps in Western binary models that overlook Katha's performative, context-driven fluidity. Borrowing from the basic tenets of NLS, like multimodal literacy, hybridity and contextually relevant knowledge, this study proposes an indigenous ‘Triadic Recursive Model of Narrative Transmission’, based on five vital arguments, namely, active listening (<i>shravana</i>), embodied performance, the role of the expositor, multimodal literacy and textual fluidity, which indicate reciprocal and cyclical literacy instead of static and binary inclinations. The research objectives are to explore how the Bhagavat Katha and Ram Katha traditions exemplify a fluid dynamic where aurality, orality and textuality coexist and mutually reinforce each other. The study aims to contest linear and static models by highlighting the participatory, adaptive and recurrent nature of Indian oral storytelling traditions. The inquiry is guided by the following research question: How do the <i>Bhagavat Katha</i> and <i>Ram Katha</i> function as unique storytelling traditions that exemplify a recurrent and fluid dynamic in which aurality, orality and textuality coexist and mutually reinforce one another? Methodologically, the research is qualitative and exploratory, based on a synthesis of existing secondary sources and of recorded and documented performances. Educators, researchers and practitioners can integrate Katha's <i>shravana</i>, participatory storytelling and performative activities into classrooms and pedagogies, fostering engagement, empathy, critical thinking and multimodal literacy in hypermedia societies. This study endeavours to highlight the fact that oral traditions such as <i>Katha</i> are not rudimentary crafts that are overridden by technology but rather find their significance in contemporary educational, performative and research-oriented contexts.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567017","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}

{"title":"Literary Literacy as Situated Practice: Teacher and Mediator Beliefs in a Writers' House Museum","authors":"Javier Roig-López,&nbsp;Alexandre Bataller-Català","doi":"10.1111/lit.70028","DOIUrl":"https://doi.org/10.1111/lit.70028","url":null,"abstract":"<p>This article examines the beliefs of secondary school teachers of ‘Valencian Language and Literature’ (official subject title in Valencian secondary education, where Catalan is officially referred to as Valencian) and of mediators at the Joan Fuster House-Museum (Sueca, Spain), regarding the literary mediation and literacy practices developed in one of the museum's workshops. Following a qualitative case study design, semi-structured interviews were analysed through open coding and thematic grouping as the main data collection tool. Findings indicate a positive evaluation of the experience as an educational resource that fosters literary literacy, critical thinking and connections between literature, territory and identity. Key influencing factors include teacher involvement, students' reading profiles and socio-linguistic dynamics. Drawing on <i>New Literacy Studies</i> and <i>New Materialisms</i>, the study interprets the Joan Fuster House-Museum as a material-discursive assemblage where texts, objects and social practices interact in meaning-making. The research highlights the educational potential of writers' house-museums as spaces of literary mediation and presents this institution as a model for promoting critical, situated and culturally meaningful literacy practices.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567019","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}

{"title":"Literary Literacy as Situated Practice: Teacher and Mediator Beliefs in a Writers' House Museum","authors":"Javier Roig-López,&nbsp;Alexandre Bataller-Català","doi":"10.1111/lit.70028","DOIUrl":"https://doi.org/10.1111/lit.70028","url":null,"abstract":"<p>This article examines the beliefs of secondary school teachers of ‘Valencian Language and Literature’ (official subject title in Valencian secondary education, where Catalan is officially referred to as Valencian) and of mediators at the Joan Fuster House-Museum (Sueca, Spain), regarding the literary mediation and literacy practices developed in one of the museum's workshops. Following a qualitative case study design, semi-structured interviews were analysed through open coding and thematic grouping as the main data collection tool. Findings indicate a positive evaluation of the experience as an educational resource that fosters literary literacy, critical thinking and connections between literature, territory and identity. Key influencing factors include teacher involvement, students' reading profiles and socio-linguistic dynamics. Drawing on <i>New Literacy Studies</i> and <i>New Materialisms</i>, the study interprets the Joan Fuster House-Museum as a material-discursive assemblage where texts, objects and social practices interact in meaning-making. The research highlights the educational potential of writers' house-museums as spaces of literary mediation and presents this institution as a model for promoting critical, situated and culturally meaningful literacy practices.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567016","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}

{"title":"Fluid Texts and Living Voices: Reciprocal Dynamicity of Aurality, Orality and Textuality in Katha Tradition","authors":"Amrapali Vyas,&nbsp;Vaibhav Shah","doi":"10.1111/lit.70026","DOIUrl":"https://doi.org/10.1111/lit.70026","url":null,"abstract":"<p>This study investigates <i>Katha</i> tradition, particularly <i>Ram Katha</i> and <i>Shrimad Bhagavat</i>, as a dynamic epistemic paradigm that resists binary models of orality and literacy, particularly when visited in contrast to Ong's theory of communication and other theories of ‘Great Divide’ theses. The literature review explores Great Divide theories, New Literacy Studies (NLS) and the indigeneity of Indian narratology, revealing gaps in Western binary models that overlook Katha's performative, context-driven fluidity. Borrowing from the basic tenets of NLS, like multimodal literacy, hybridity and contextually relevant knowledge, this study proposes an indigenous ‘Triadic Recursive Model of Narrative Transmission’, based on five vital arguments, namely, active listening (<i>shravana</i>), embodied performance, the role of the expositor, multimodal literacy and textual fluidity, which indicate reciprocal and cyclical literacy instead of static and binary inclinations. The research objectives are to explore how the Bhagavat Katha and Ram Katha traditions exemplify a fluid dynamic where aurality, orality and textuality coexist and mutually reinforce each other. The study aims to contest linear and static models by highlighting the participatory, adaptive and recurrent nature of Indian oral storytelling traditions. The inquiry is guided by the following research question: How do the <i>Bhagavat Katha</i> and <i>Ram Katha</i> function as unique storytelling traditions that exemplify a recurrent and fluid dynamic in which aurality, orality and textuality coexist and mutually reinforce one another? Methodologically, the research is qualitative and exploratory, based on a synthesis of existing secondary sources and of recorded and documented performances. Educators, researchers and practitioners can integrate Katha's <i>shravana</i>, participatory storytelling and performative activities into classrooms and pedagogies, fostering engagement, empathy, critical thinking and multimodal literacy in hypermedia societies. This study endeavours to highlight the fact that oral traditions such as <i>Katha</i> are not rudimentary crafts that are overridden by technology but rather find their significance in contemporary educational, performative and research-oriented contexts.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567018","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}

{"title":"Are School Newsletters Easy to Understand at Home, and Why Does This Matter?","authors":"Margaret K. Merga,&nbsp;Catherine Ferguson","doi":"10.1111/lit.70027","DOIUrl":"https://doi.org/10.1111/lit.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective communication between schools and homes is an obligation of schools, enhancing home involvement and thus student learning. However, many parents and guardians have low English reading comprehension, making the understanding of complex English written text challenging. This research sought to determine if a sample of school newsletters met a readability benchmark aligned with expectations for sixth grade reading comprehension attainment designated for optimal understanding in the general public. Analysis of a sample of 100 newsletters found that with a median readability at 12th grade, all newsletters were substantially more complex than the readability benchmark. It was also found that newsletters produced for homes in contexts of relative socioeducational disadvantage linked with lower English reading comprehension were only very slightly easier to read on average, while still being far higher than the benchmark. This suggests that those producing newsletters in these schools may be giving limited consideration to their accessibility relative to context and audience. Findings suggest that schools should audit the complexity of their newsletters using free and accessible platforms and make adjustments to their complexity if they are found to exceed readability benchmarks to optimise communication with diverse homes, with related implications for professional development in this skillset.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566026","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}

{"title":"Are School Newsletters Easy to Understand at Home, and Why Does This Matter?","authors":"Margaret K. Merga,&nbsp;Catherine Ferguson","doi":"10.1111/lit.70027","DOIUrl":"https://doi.org/10.1111/lit.70027","url":null,"abstract":"<div>\u0000 \u0000 <p>Effective communication between schools and homes is an obligation of schools, enhancing home involvement and thus student learning. However, many parents and guardians have low English reading comprehension, making the understanding of complex English written text challenging. This research sought to determine if a sample of school newsletters met a readability benchmark aligned with expectations for sixth grade reading comprehension attainment designated for optimal understanding in the general public. Analysis of a sample of 100 newsletters found that with a median readability at 12th grade, all newsletters were substantially more complex than the readability benchmark. It was also found that newsletters produced for homes in contexts of relative socioeducational disadvantage linked with lower English reading comprehension were only very slightly easier to read on average, while still being far higher than the benchmark. This suggests that those producing newsletters in these schools may be giving limited consideration to their accessibility relative to context and audience. Findings suggest that schools should audit the complexity of their newsletters using free and accessible platforms and make adjustments to their complexity if they are found to exceed readability benchmarks to optimise communication with diverse homes, with related implications for professional development in this skillset.</p>\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566025","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}

{"title":"Poetic trajectories: Ethnographic accounts of art, literacies and education from an Amazonian archipelago","authors":"Jamie Duncan","doi":"10.1111/lit.70024","DOIUrl":"10.1111/lit.70024","url":null,"abstract":"<p>This article reports ethnographic fieldwork on literacy and community arts. The setting is an arts education project named <i>Tecno Barca</i> working in the Bailique Archipelago, a cluster of small islands and riverside communities, situated within the Amazon River (Amapá, Brazil). It begins with a theoretical overview of ethnography, ethnographic perspectives on literacies, critical understandings of creativity, as well as biographical, semiotic and textual trajectories. These approaches offer a counterpoint to deficit, deterministic and non-dynamic understandings of literacy. Following theory, I survey geographical and social aspects of <i>Tecno Barca</i>'s place, project and people, as well as locating my fieldwork there during two editions spanning 10 years from 2014 to 2024. The rest of the article is divided into two main sections. First, in <i>Creative Trajectories</i>, I focus on ways everyday literacies, including writing and photography, become interacted with and developed on through <i>Tecno Barca</i> workshops. Tracing text and semiotic trajectories through the project illustrates a cline or spectrum, connecting everyday creativity into more deliberative and sustained artistic and poetic practices. Secondly, <i>Island Connections</i> concerns communication and common ground established between people from distant locations, via storytelling and poetry. The initial example discusses migrating teachers, uses of storytelling in education, and how stories are transformed through art. Afterwards, I recount a poetry reading project set up between a group of young artists from the Bailique Archipelago and literature students from the University of London. Conclusions stress the value of ethnographic and multimodal perspectives during periods of social and technological change; dynamic and hopeful understandings of literacies; ethics of love within education; as well as broad creative and poetic viewpoints on everyday life.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154704","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}

{"title":"A shift in writer identity: teacher reflections on how their sense of self as writers informs practice","authors":"Kerry Assemakis,&nbsp;Finola Utton,&nbsp;Karen Fox,&nbsp;Jo Head,&nbsp;Alison Willmott","doi":"10.1111/lit.70025","DOIUrl":"10.1111/lit.70025","url":null,"abstract":"<p>This paper explores the experiences and reflections of primary teachers who participated in a UK collaborative professional development that focussed on developing teacher-writer identity through online writing workshops. The notion that teachers who identify as writers better understand their pupils as writers is central to the study; however, accountability pressures and a lack of confidence in the teaching of writing can create environments that stifle professional growth and pedagogical change in the teaching of writing. The findings within this ethnographically positioned study highlight that sustained engagement with critically reflexive personal writing activities, within an empathetic, collaborative space, leads to shifts in teacher-writer identity and shifts in practice, which ultimately impact on pupils' experiences as writers. Indeed, teacher engagement with crafting personal writing experiences and the self-understanding they gained seemed to be a catalyst for teachers wanting their pupils to experience the same sense of writer agency and emotional connection to writing. Findings also reveal that shifts in practice were enacted in different ways and were determined by teaching experience and subject leadership position. Significantly, although tensions were experienced, all the teachers represented in this study expressed feeling empowered with the pedagogical and organisational changes they were able to make at their level.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162530","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}