Literacy最新文献_第2页

Bending stories, disrupting boundaries: spatial reclamation as literacy practices beyond the rows and rules 弯曲故事，打破界限：空间开垦作为超越行规和规则的扫盲实践

IF 1.2 4区教育学

Literacy Pub Date : 2024-06-18 DOI: 10.1111/lit.12376

Amy Walker, Casey M. Pennington

{"title":"Bending stories, disrupting boundaries: spatial reclamation as literacy practices beyond the rows and rules","authors":"Amy Walker, Casey M. Pennington","doi":"10.1111/lit.12376","DOIUrl":"https://doi.org/10.1111/lit.12376","url":null,"abstract":"In this article, we explore the dynamic interplay of youth agency, spatial justice, and literacy practices across community spaces through micro-analysis of photographs and interviews of children and youth. Through a lens of spatial reclamation, the study investigates how children and youth disrupt adult-designed spaces to restory and reclaim narratives, ultimately reshaping the socio-spatial landscape. Combining the concepts of restorying and spatial justice, we explore the awareness and agency children exhibit when challenging dominant expectations, particularly examining instances of rulebreaking and safety negotiation. Examining two distinct settings—a school playground and a community protest—the study reveals how youth engage in embodied performances that rupture anticipated discourses in place. The findings underscore the multilayered nature of youth rulebreaking as a form of resistance and as a form of leadership, emphasising the potential for transformative socio-spatial impact as youth reclaim narratives through new co-constructions of space. Across age groups and geographies, Black and Brown youth and children emerge as leaders in reshaping spaces through their acts of resistance, redefining boundaries, and leading peaceful protests. The article calls for a nuanced understanding of how spatial justice intersects with restorying, urging educators and researchers to reconsider acts of reclamation as literacies across adult-dictated spaces.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 3","pages":"335-346"},"PeriodicalIF":1.2,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142234622","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

‘Because it reminds me of my culture.’ ‘Because I want to challenge myself.’ ‘Because I like all the stars and the swirls.’ What influences children's independent choice of text? 因为它让我想起了我的文化。因为我想挑战自己因为我喜欢所有的星星和漩涡。是什么影响了儿童自主选择文本？

IF 1.2 4区教育学

Literacy Pub Date : 2024-06-12 DOI: 10.1111/lit.12375

Alice Reedy, David Reedy

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引用次数: 0

Decoding, reading and writing: the double helix theory of teaching 解码、阅读和写作：双螺旋教学理论

IF 1.2 4区教育学

Literacy Pub Date : 2024-05-19 DOI: 10.1111/lit.12367

Dominic Wyse, Charlotte Hacking

引用次数: 0

The use of decodable texts in the teaching of reading in children without reading disabilities: a meta-analysis 在非阅读障碍儿童的阅读教学中使用可解码文本：一项荟萃分析

IF 1.2 4区教育学

Literacy Pub Date : 2024-05-03 DOI: 10.1111/lit.12368

Dennis Murphy Odo

引用次数: 0

Representation of neurodivergence in fiction books: exploring neurodivergent young peoples' perspectives 小说中对神经变异的表述：探索神经变异青少年的视角

IF 1.2 4区教育学

Literacy Pub Date : 2024-05-01 DOI: 10.1111/lit.12369

Charlotte Webber, Elena Santi, Katie Cebula, Catherine J. Crompton, Sarah McGeown

{"title":"Representation of neurodivergence in fiction books: exploring neurodivergent young peoples' perspectives","authors":"Charlotte Webber, Elena Santi, Katie Cebula, Catherine J. Crompton, Sarah McGeown","doi":"10.1111/lit.12369","DOIUrl":"10.1111/lit.12369","url":null,"abstract":"In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi-structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data-driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 3","pages":"322-334"},"PeriodicalIF":1.2,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835598","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

But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning 但生活仍在继续：戏剧课、乌克兰难民和冰岛语学习

IF 1.3 4区教育学

Literacy Pub Date : 2024-03-26 DOI: 10.1111/lit.12366

Vander Tavares, Artëm Ingmar Benediktsson

{"title":"But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning","authors":"Vander Tavares, Artëm Ingmar Benediktsson","doi":"10.1111/lit.12366","DOIUrl":"10.1111/lit.12366","url":null,"abstract":"This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"240-249"},"PeriodicalIF":1.3,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379581","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

‘Be Creative and Have Fun’: elementary-aged children's digital and embodied composing in science 创意无限，乐趣无穷"：小学年龄段儿童在科学领域的数字创作和体现性创作

IF 1.3 4区教育学

Literacy Pub Date : 2024-03-14 DOI: 10.1111/lit.12365

Rebecca Woodard, Amanda R. Diaz, Nathan C. Phillips, Maria Varelas, Rachelle Tsachor, Rebecca Kotler, Ronan Rock, Miguel Melchor

{"title":"‘Be Creative and Have Fun’: elementary-aged children's digital and embodied composing in science","authors":"Rebecca Woodard, Amanda R. Diaz, Nathan C. Phillips, Maria Varelas, Rachelle Tsachor, Rebecca Kotler, Ronan Rock, Miguel Melchor","doi":"10.1111/lit.12365","DOIUrl":"10.1111/lit.12365","url":null,"abstract":"A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth-grade classroom when instruction was done remotely due to Covid-19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production-oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning-making, and to intentionally make rhetorical choices.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"167-177"},"PeriodicalIF":1.3,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147896","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

What a multi-institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices 社交注释数据的多机构集体案例研究对研究生元认知阅读实践的启示

IF 1.3 4区教育学

Literacy Pub Date : 2024-02-26 DOI: 10.1111/lit.12364

Nance S. Wilson, Tess Dussling, Brittany Adams, Elizabeth Stevens, Jennie Baumann, Shuling Yang, Linda Smetana, Jane Bean-Folkes, Ann Van Wig

引用次数: 0

Critical literacies in algorithmic cultures 算法文化中的批判性扫盲

IF 1.3 4区教育学

Literacy Pub Date : 2024-02-26 DOI: 10.1111/lit.12363

Christian Ehret

{"title":"Critical literacies in algorithmic cultures","authors":"Christian Ehret","doi":"10.1111/lit.12363","DOIUrl":"10.1111/lit.12363","url":null,"abstract":"A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co-productions of culture as a needed unit of analysis for researching contemporary, critical digital literacies. It then employs this unit as a starting point for analysing the interplay of feeling, critical reflection and algorithm agency across one young adult's self-described literacy practice of ‘working algorithms’ across social media platforms. Analysis illustrates how critical literacies in algorithmic cultures are driven by processes of human–machine feeling–thinking that cannot be reduced to rational critiques of ideologies, platform capitalism or other forms of power alone. It describes how Malaya became more attuned over time to the affects of working with platform algorithms to craft her community, her sense of self and her sense of well-being. This sensitivity to feeling moved and feeling the capacity to move machines through the use of her literacies highlights how the facilitation of affect is a crucial point of analysis in understanding contemporary digital literacies.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"157-166"},"PeriodicalIF":1.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139978854","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

‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa 它就像我用来寻找方向的指南针"：对旨在支持南非农村和城镇学校阅读理解教学的应用程序进行评估的结果和启示

IF 1.3 4区教育学

Literacy Pub Date : 2024-01-09 DOI: 10.1111/lit.12361

Jane Carter, Pravina Pillay, Tessa Podpadec, Jethro Gina, Nontobeko Khumalo, Ben Knight, Paul Matthews, Lindiwe Mthethwa, Karan Vickers-Hulse

{"title":"‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa","authors":"Jane Carter, Pravina Pillay, Tessa Podpadec, Jethro Gina, Nontobeko Khumalo, Ben Knight, Paul Matthews, Lindiwe Mthethwa, Karan Vickers-Hulse","doi":"10.1111/lit.12361","DOIUrl":"10.1111/lit.12361","url":null,"abstract":"South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu-Natal and one in England, aimed to support in-service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In-service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed-methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"178-189"},"PeriodicalIF":1.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12361","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442317","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