Literacy最新文献_第10页

Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying 儿童在数字故事中跨越时空纠缠的自然情感体验

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12265

Jenny Byman, Kristiina Kumpulainen, Chin-Chin Wong, Jenny Renlund

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引用次数: 9

Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival 认识到沉默和缺席是绘本中多声音叙事的一部分:南非移民学习者参与《降临》

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12269

Helen Hanna

{"title":"Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival","authors":"Helen Hanna","doi":"10.1111/lit.12269","DOIUrl":"10.1111/lit.12269","url":null,"abstract":"This article presents research with migrant primary school learners in South Africa using the wordless picturebook The Arrival (by Shaun Tan) as a research tool. Bringing together the disciplines of literacies and childhood studies, it considers representation, storytelling, absence and silence as part of children's ‘voice’ in order to shed light on communication during fieldwork with Black migrant learners in South Africa. It examines both the absences and/or silences in The Arrival itself and instances where silence was used by participants, potentially as a way of avoiding topics such as children's ‘voice’ and ‘race’. It offers possible explanations for such silence and absence, including that such topics were banal to the learners, too sensitive or controversial and made them feel uncomfortable discussing with a White researcher in a school where the majority of teachers were White, or that the characters were not representative of their racial identities. Ultimately, I argue that the concepts of silence and absence should be considered more carefully when using literature as a tool in research and teaching, as a step towards enabling children to engage with storytelling in a way that is more reflective of their own multivocal stories.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 1","pages":"40-49"},"PeriodicalIF":1.3,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48462427","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: 3

Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point 解决设计工具的复杂性，以支持在困难时期的有形和数字跨文化故事讲述:一个恰当的例子

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12263

Cristina Sylla, Maitê Gil, Íris Susana Pires Pereira

引用次数: 2

A bridge across our fears: understanding spoken word poetry in troubled times 跨越恐惧的桥梁:在困难时期理解口语诗歌

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12270

Jen Scott Curwood, Katelyn Jones

引用次数: 4

Dreams of time and space: exploring digital literacies through playful transmedia storying in school 时空之梦:在学校里通过有趣的跨媒体故事探索数字素养

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12271

Angela Colvert

{"title":"Dreams of time and space: exploring digital literacies through playful transmedia storying in school","authors":"Angela Colvert","doi":"10.1111/lit.12271","DOIUrl":"10.1111/lit.12271","url":null,"abstract":"To support digital literacies in schools, fundamental reorientation and rethinking is required to develop ‘appropriate’ pedagogical practices which are aligned with (and extend) the current curriculum. To achieve this, new flexible frameworks and tools are needed to support educators to work creatively and productively within the current constraints and challenge dominant discourses. Addressing this necessity, I present the findings from a 2-year research project, funded by the British Academy, entitled Playful Pedagogies: Developing New Literacies in the Classroom through the Design and Play of Alternate Reality Games which set out to investigate how engaging teachers in the co-design of an alternate reality game might develop their understanding of digital literacies (their own and those of the children in their classes). The game, ‘Join the DOTS (Dreams of Time and Space)’, provides a fictional context and pedagogical framework for exploring the potential of ‘transmedia storying’ in schools. The associated planning tool and observation frame support teachers to reflect on the skills, critical questions and cultural connections shaped during play and foreground the value of noticing literacy processes as they emerge ‘in the moment’. These have significant implications educators and policy makers and those developing transmedia narratives with and for young people.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 1","pages":"59-72"},"PeriodicalIF":1.3,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63397834","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: 2

Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement, by Natalia Kucirkova and Teresa Cremin, 2020. SAGE Publishing. ISBN: 978-1-5264-3663-4, 185 pages, £26.99 (paperback) 《数字时代儿童快乐阅读:绘制读者参与图谱》，娜塔莉亚·库奇尔科娃和特蕾莎·克雷明著，2020年版。圣人出版。ISBN: 978-1-5264-3663-4, 185页，26.99英镑(平装本)

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-05 DOI: 10.1111/lit.12281

Matthew Courtney

引用次数: 0

The Dark Fantastic: Race and the Imagination from Harry Potter to the Hunger Games by Ebony Elizabeth Thomas, 2020. New York University Press. ISBN: 9781479806072, 240 pages, £12.99 (paperback) 《黑暗奇幻:从哈利波特到饥饿游戏的种族与想象》，作者:乌木·伊丽莎白·托马斯，2020年出版。纽约大学出版社。ISBN: 9781479806072, 240页，12.99英镑(平装本)

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-05 DOI: 10.1111/lit.12280

Laura Ovenden

引用次数: 0

Embracing the unpredictable effect of one person: an interview with Professor Keri Facer 接受一个人不可预测的影响:对Keri Facer教授的采访

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-01 DOI: 10.1111/lit.12267

K. Facer, B. Parry, Lucy Taylor, J. Bradley, S. Little

引用次数: 1

Weaving critical hope: story making with artists and children through troubled times 编织关键的希望:与艺术家和孩子们一起度过困难时期的故事

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-01 DOI: 10.1111/lit.12272

Lisa Stephenson, A. Daniel, Vicky Storey

引用次数: 3

Exploring academic literacy practices of graduate students in English language teacher education programmes at English-medium universities in Turkey 探索土耳其英语大学英语教师教育项目中研究生的学术素养实践

IF 1.3 4区教育学

Literacy Pub Date : 2021-12-13 DOI: 10.1111/lit.12279

Nur Yigitoglu Aptoula

{"title":"Exploring academic literacy practices of graduate students in English language teacher education programmes at English-medium universities in Turkey","authors":"Nur Yigitoglu Aptoula","doi":"10.1111/lit.12279","DOIUrl":"10.1111/lit.12279","url":null,"abstract":"While previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English-medium universities, which are common in non-English dominant (EFL) contexts. To address this gap in the literature, this exploratory research study investigates second language (L2) graduate students' academic literacy practices at English-medium universities in Turkey. During one academic year, Turkish graduate students in English language education programmes at seven English-medium universities were invited to participate in a survey regarding their academic literacy practices in English and Turkish. One hundred ten participants responded on the survey. In addition, a subset of participants was asked to participate in semi-structured interviews. Graduate students stated that studying through the medium of English made it almost impossible to write in their L1 (i.e. Turkish). They, however, were asked to make parallel use of English and Turkish in some genres such as academic papers and conference abstracts. Based on the results, the study highlights the importance promoting academic biliteracy along with full-bilingualism at graduate programmes in English-medium universities.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 2","pages":"174-183"},"PeriodicalIF":1.3,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46940993","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