Literacy最新文献_第2页

Writing and reading workshop: impact on reading motivation, reading amount and text comprehension 写作与阅读工作坊：对阅读动机、阅读量和文本理解的影响

IF 1.2 4区教育学

Literacy Pub Date : 2024-12-06 DOI: 10.1111/lit.12390

Mirella Zanobini, Carlotta Rivella, Paola Viterbori

引用次数: 0

Opening the door to writing relationalities: Moving writing and the teaching of writing 打开写作关系之门：移动写作与写作教学

IF 1.2 4区教育学

Literacy Pub Date : 2024-12-06 DOI: 10.1111/lit.12392

Michelle Honeyford, Jennifer Watt

引用次数: 0

Children's drawings as an interpretive response to a gamified narrative with augmented reality: the case of Towards the South Pole 儿童绘画作为对增强现实游戏化叙事的解释性回应：以《走向南极》为例

IF 1.2 4区教育学

Literacy Pub Date : 2024-11-14 DOI: 10.1111/lit.12391

María del Rosario Neira-Piñeiro, Begoña Camblor-Pandiella, Nerea López-Bouzas, M. Esther del-Moral-Pérez, Jonathan Castañeda-Fernández

{"title":"Children's drawings as an interpretive response to a gamified narrative with augmented reality: the case of Towards the South Pole","authors":"María del Rosario Neira-Piñeiro, Begoña Camblor-Pandiella, Nerea López-Bouzas, M. Esther del-Moral-Pérez, Jonathan Castañeda-Fernández","doi":"10.1111/lit.12391","DOIUrl":"https://doi.org/10.1111/lit.12391","url":null,"abstract":"Drawing is an ideal technique to understand children's responses to fictional narratives, including digital ones. In this case, a gamified narrative with augmented reality (AR), based on a picturebook, was designed and used in an intervention in 8 Early Childhood Education classrooms (N = 113), aimed at enhancing their literary competence. This paper analyses the visual responses of the participating students after the intervention, reflected in their drawings and complemented with individual interviews. The methodology is mixed: (a) qualitative, analysing the content of the drawings, and taking into account the narrative-interpretive and gamification dimensions, through an instrument designed ad hoc; (b) quantitative, through the statistical treatment of the collected data. The results show the predominance of informative and emotional responses, which reveal the understanding of the narrative. Most of the children draw the characters that sparked their interest and recreate key scenes from the story. Drawings emphasise the narrative aspects, and to a lesser extent refer to the game mechanics (challenges and rewards). Finally, it is confirmed that the gamified narrative with AR has the capacity to generate emotional responses and promote the immersion of students in the story and the game.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 2","pages":"185-198"},"PeriodicalIF":1.2,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919672","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

‘I love my class family’: Writing Realities and Relational Pedagogies “我爱我的班级家庭”：写作现实与关系教学法

IF 1.2 4区教育学

Literacy Pub Date : 2024-10-26 DOI: 10.1111/lit.12389

Tasha Tropp Laman, Amy Seely Flint, Reanne Rossi, Wanda Jaggers

{"title":"‘I love my class family’: Writing Realities and Relational Pedagogies","authors":"Tasha Tropp Laman, Amy Seely Flint, Reanne Rossi, Wanda Jaggers","doi":"10.1111/lit.12389","DOIUrl":"https://doi.org/10.1111/lit.12389","url":null,"abstract":"Asset-based and relational pedagogies highlight the centrality of meaningful relationships and authenticity in teaching and learning. Foregrounding children's lived experiences, interests, and ways of knowing provides a focus for teachers to be responsive, both relationally and pedagogically. Writing workshop, as conceived in the 1980's by Donald Graves and Lucy Calkins, is a longstanding curricular structure that encourages young writers to engage with multiple tools and resources, including peers, as they compose. Through writing conferences and authors’ chairs, young writers attend to the practice of composing on paper/screen as well as how their message may be received. This study analyzes children's writing samples to underscore the presence of (a) writing identity, (b) critical literacy, (c) culturally sustaining pedagogy, (d) translanguaging, and (e) intertextuality. Chilldren's interactions with tools, peers, and others provide fertile ground for understanding the critical role of a humanizing and relational approach to teaching and learning. The following questions guide this study: (1) How is a writing realities framework reflected in young children's compositions? (2) What do children's writing artifacts reveal about relationality?","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 1","pages":"118-131"},"PeriodicalIF":1.2,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119613","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

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 1.2 4区教育学

Literacy Pub Date : 2024-09-17 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":"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":"59 1","pages":"98-107"},"PeriodicalIF":1.2,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12388","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":"OA","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

‘Let me see it through your eyes’: Teaching grammar-for-writing as imaginative embodiment “让我从你的角度来看”：将写作语法作为富有想象力的化身来教授

IF 1.2 4区教育学

Literacy Pub Date : 2024-09-12 DOI: 10.1111/lit.12387

Brett Healey

{"title":"‘Let me see it through your eyes’: Teaching grammar-for-writing as imaginative embodiment","authors":"Brett Healey","doi":"10.1111/lit.12387","DOIUrl":"https://doi.org/10.1111/lit.12387","url":null,"abstract":"Effective professional development (PD) in teaching writing involves supporting teachers' knowledge of the writer's craft, including their thinking processes, linguistic knowledge and practical strategies for teaching these. Grammar-for-writing approaches support teachers' knowledge of how grammar creates meaningful effects in writing. While training initiatives support teachers' knowledge of writing processes, more is needed to transfer process knowledge into effective teaching. Synthesising “writerly processes” with grammar-for-writing strategies may support teachers' classroom practice. This article explores the development of a workshop for teachers on a novel imaginative embodiment approach for teaching narrative writing, which links imaginative thinking and linguistic knowledge. The article reports on a study with Year 5 international school teachers in Hong Kong and their perceived efficacy of the approach after trialling it in their classrooms throughout a narrative writing unit, with the purpose of informing future teacher training. Findings from semi-structured interviews showed that teachers perceived imaginative embodiment as supporting their “insider” understanding of writing processes through purposeful and specific strategies resulting in student improvements. However, unfamiliarity with the approach and insecure linguistic subject knowledge resulted in a steep learning curve. It is argued that imaginative embodiment training may develop teachers' understanding of, and strategies for, teaching the link between narrative imagination and grammatical choice, but training should cater to teachers' prior linguistic knowledge.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 2","pages":"242-255"},"PeriodicalIF":1.2,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919416","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

‘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 1.2 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":"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":"59 1","pages":"21-33"},"PeriodicalIF":1.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12386","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":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language 年轻双语学生在外语阅读中运用元认知策略克服理解困难

IF 1.2 4区教育学

Literacy Pub Date : 2024-08-20 DOI: 10.1111/lit.12383

Oihana Leonet, Elizabet Arocena, Eider Saragueta

{"title":"Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language","authors":"Oihana Leonet, Elizabet Arocena, Eider Saragueta","doi":"10.1111/lit.12383","DOIUrl":"https://doi.org/10.1111/lit.12383","url":null,"abstract":"This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio-recorded, and language-related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self-regulated strategic behaviour when reading in a foreign language.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 2","pages":"135-150"},"PeriodicalIF":1.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919961","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

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 1.2 4区教育学

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

Margaret Mackey

引用次数: 0