Literacy最新文献_第2页

Upside Down at the Carnival: Creating Bakhtin's Carnival With a Postmodern Text and Process Drama to Facilitate Children's Inference 狂欢的颠倒：用后现代文本和过程戏剧创造巴赫金的狂欢，促进儿童的推理

IF 2 4区教育学

Literacy Pub Date : 2026-06-19 DOI: 10.1111/lit.70042

Susan Rook

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引用次数: 0

Manifesting Magic: Co-Designing ‘Wishes That Work’ in Classroom Contexts 显化魔法：在课堂环境中共同设计“有效的愿望”

IF 1.5 4区教育学

Literacy Pub Date : 2026-06-01 DOI: 10.1111/lit.70035

Angela Colvert

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引用次数: 0

‘Enter Into the Imaginative Wild!’: Navigating Playful Pathways of Enquiry With the ‘Immersive Learning Collective’ “进入想象的荒野吧！”：通过“沉浸式学习集体”探索有趣的探索之路

IF 1.5 4区教育学

Literacy Pub Date : 2026-05-29 DOI: 10.1111/lit.70036

Angela Colvert, Lisa Stephenson

{"title":"‘Enter Into the Imaginative Wild!’: Navigating Playful Pathways of Enquiry With the ‘Immersive Learning Collective’","authors":"Angela Colvert, Lisa Stephenson","doi":"10.1111/lit.70036","DOIUrl":"https://doi.org/10.1111/lit.70036","url":null,"abstract":"Across many education systems globally, policy pressures and accountability frameworks have narrowed opportunities for creative and arts-based learning, limiting teachers' capacity to develop innovative literacy pedagogies. This paper examines how collaborative, arts-informed professional learning can support the development of affective and effective literacy practices in primary classrooms within these constraints. During a longitudinal study of the Immersive Learning Collective (2019–2023), teachers from 18 primary schools in London worked alongside artists from Punchdrunk Enrichment to explore immersive and playful approaches to support learning and teacher development. Across the project, teachers and children engaged in storytelling, immersive play and drama pedagogies that fostered relational, embodied and multimodal literacy practices. Through this study, we developed a new model of teacher action research, ‘Playful Pathways of Enquiry’, which conceptualises professional learning as an exploratory and affective process shaped by questions relating the process and outcomes but also teachers' sense of purpose, time, place and communities. This model demonstrates how playful and immersive approaches to teacher development can support educators to reimagine literacy practices and foster meaningful engagement with reading, writing, spoken language/oracy and narrative—informed by their developing their professional imaginations, creative identities and ‘immersive style’.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148099632","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

Creative Civic Literacies: Exploring Asian Girls' Compositions in a Virtual Diasporic Third Space 创造性公民素养：在虚拟的散居第三空间中探索亚洲女孩的作品

IF 1.5 4区教育学

Literacy Pub Date : 2026-05-29 DOI: 10.1111/lit.70041

Ankhi G. Thakurta