Literacy最新文献_第3页

Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study 职前教师对儿童文学的了解以及对快乐阅读的态度：一项国际比较研究

IF 1.3 4区教育学

Literacy Pub Date : 2023-12-30 DOI: 10.1111/lit.12360

Jennifer Farrar, Alyson Simpson

{"title":"Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study","authors":"Jennifer Farrar, Alyson Simpson","doi":"10.1111/lit.12360","DOIUrl":"10.1111/lit.12360","url":null,"abstract":"Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre-service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"216-227"},"PeriodicalIF":1.3,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12360","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139062591","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

Adolescents' perspectives on the barriers to reading for pleasure 青少年对快乐阅读障碍的看法

IF 1.3 4区教育学

Literacy Pub Date : 2023-12-13 DOI: 10.1111/lit.12359

Charlotte Webber, Katherine Wilkinson, Dr Lynne G. Duncan, Dr Sarah McGeown

{"title":"Adolescents' perspectives on the barriers to reading for pleasure","authors":"Charlotte Webber, Katherine Wilkinson, Dr Lynne G. Duncan, Dr Sarah McGeown","doi":"10.1111/lit.12359","DOIUrl":"10.1111/lit.12359","url":null,"abstract":"Adolescence is often positioned as a particularly vulnerable period for reading motivation and engagement, both for academic reading and reading for pleasure. However, closer scrutiny of the literature reveals a much more nuanced pattern of changing interest, attitude, and motivation for reading during adolescence. Despite this, there is a distinct lack of research that explores the barriers adolescents' face to reading for pleasure from the perspectives of adolescents themselves. Working with a Young People's Advisory Panel, peer- and adult-led interviews were carried out with 46 adolescents (13–15 years old) from six high schools. Six themes were identified from the thematic analysis, reflecting adolescents' perceptions of the barriers to their reading for pleasure: (1) access; (2) mismatch between provision and needs; (3) social factors; (4) reading experiences in school; (5) reading affect; and (6) time and competing activities. This article makes a novel and significant contribution to the limited literature on reading for pleasure during adolescence and provides important qualitative insights for researchers and educational practitioners interested in supporting adolescents' reading motivation.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"204-215"},"PeriodicalIF":1.3,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690578","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

Review: Robin Alexander Education in Spite of Policy. Routledge 2022 ISBN 978-1-138-04987-1. 400 pages £36.99 评论Robin Alexander Education in Spite of Policy.Routledge2022 ISBN 978-1-138-04987-1。400 页，36.99 英镑

IF 1.3 4区教育学

Literacy Pub Date : 2023-11-30 DOI: 10.1111/lit.12358

David Reedy

引用次数: 0

Robin Alexander ‘Education in Spite of Policy’ 罗宾-亚历山大 "无视政策的教育

IF 1.3 4区教育学

Literacy Pub Date : 2023-11-15 DOI: 10.1111/lit.12356

David Reedy

引用次数: 0

Review: Abigail Hackett ‘More-than-Human Literacies in Early Childhood’ 评论阿比盖尔-哈克特《幼儿期超越人类的文学》（More-than-Human Literacy in Early Childhood

IF 1.3 4区教育学

Literacy Pub Date : 2023-11-15 DOI: 10.1111/lit.12357

Samantha Hulston, Book Review Editors Literacy

引用次数: 0

Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope 将数字动画融入学校戏剧：多模态文学、情感结构和希望资源

IF 1.3 4区教育学

Literacy Pub Date : 2023-11-13 DOI: 10.1111/lit.12355

Michelle Cannon, Theo Bryer, Sara Hawley

{"title":"Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope","authors":"Michelle Cannon, Theo Bryer, Sara Hawley","doi":"10.1111/lit.12355","DOIUrl":"10.1111/lit.12355","url":null,"abstract":"In this study, we reflect on our work with 10- and 11-year-olds in an inner London primary school developing a multimodal school play that integrated digital animation into a more conventionally structured Year 6 production. We are media literacy, drama and cultural studies researchers and teachers, arguing for more inclusive, holistic and multimodal schooled literacy practices. We explore roles and opportunities for enactment that the multimodal school play offers, while looking at pupil empowerment through the mobilisation of pupils' existing capabilities and sensitivities. We present a case study that employs semi-structured interviews and observations from which we construct visual and analytic narratives with a focus on participants' practices and responses. Raymond Williams's ‘structure of feeling’ and ‘Resources of Hope’ help us make sense of our data. In particular, we note the emergence of new roles through literacy practices that incorporate the tools and artefacts of animation. We highlight the affective dimension and inclusive nature of emergent literacy practices that integrate interactive drama and meaning-making with digital media and look at how these practices have the potential to disrupt entrenched classroom hierarchies and tackle inequalities, particularly for children who are disenfranchised by schooling and traditional school literacy practices.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"144-156"},"PeriodicalIF":1.3,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348682","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

Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings 促进幼儿教育少数民族学生之间的高质量互动：对话式文学聚会案例研究

IF 1.3 4区教育学

Literacy Pub Date : 2023-10-24 DOI: 10.1111/lit.12354

Sandra Girbés-Peco, Itxaso Tellado, Garazi López de Aguileta, Lena de Botton Fernández

{"title":"Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings","authors":"Sandra Girbés-Peco, Itxaso Tellado, Garazi López de Aguileta, Lena de Botton Fernández","doi":"10.1111/lit.12354","DOIUrl":"10.1111/lit.12354","url":null,"abstract":"Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This article focuses on dialogic literary gatherings (DLGs), a successful educational action that introduces classic literature to children. DLGs create a learning context where rich interactions emerge from an egalitarian dialogue, valuing all contributions regardless of the person's position in making inferences. The study analysed instructional, emotional and social interactions in DLGs in an early childhood classroom in a disadvantaged Spanish neighbourhood, using a communicative research methodology. Findings show that DLGs facilitate high-quality interactions between teachers and students and among students. The pre-school teacher used DLGs to stretch the learning and thinking of participating 4- and 5-year-old students, promoting self-regulation and prosocial behaviours. DLGs can play a vital role in creating a more equitable and stimulating learning environment in early childhood education.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"228-239"},"PeriodicalIF":1.3,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12354","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266517","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'm rewriting the law’ when children bring literacy into nursery school 当孩子们把扫盲带进幼儿园时，"我在改写法律

IF 1.3 4区教育学

Literacy Pub Date : 2023-10-15 DOI: 10.1111/lit.12353

Lars Holm, Helle Pia Laursen, Annegrethe Ahrenkiel

{"title":"‘I'm rewriting the law’ when children bring literacy into nursery school","authors":"Lars Holm, Helle Pia Laursen, Annegrethe Ahrenkiel","doi":"10.1111/lit.12353","DOIUrl":"10.1111/lit.12353","url":null,"abstract":"Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which we followed different children through their days in order to explore how they used language in different contexts, what characterised their language practices and what appeared to encourage and constrain their desire to express themselves. It shows how the written word means much more to children than knowledge about the structure of books and identification of letters and how children draw on their own experience and include the place and the available materials in their joint meaning-making processes. Against this background, we argue for the need for a reconceptualisation of what literacy is and can be in a nursery school context and for a discussion of the implications of this for teaching literacy.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"72-82"},"PeriodicalIF":1.3,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758791","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

New directions in writing research, instruction and learning 写作研究、教学和学习的新方向

IF 1.3 4区教育学

Literacy Pub Date : 2023-09-27 DOI: 10.1111/lit.12351

Ross Young, Douglas Kaufman, Felicity Ferguson

引用次数: 0

‘Booktuber: promoting reading and literacy in the classroom among Spanish pre-service teachers through a video review’ “Booktuber：通过视频回顾促进西班牙职前教师在课堂上的阅读和识字”

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-28 DOI: 10.1111/lit.12346

Betlem Soler Pardo

{"title":"‘Booktuber: promoting reading and literacy in the classroom among Spanish pre-service teachers through a video review’","authors":"Betlem Soler Pardo","doi":"10.1111/lit.12346","DOIUrl":"10.1111/lit.12346","url":null,"abstract":"Developments in technology have led to a rethinking of teaching delivery: instructors have found in digital devices an important way to attract students' attention. One of the many applications this technology could potentially have would be to encourage young learners to read through new multimedia products such as Web 2.0. In this article, I provide an account of teaching carried out at the University of Valencia, in the ‘Foreign Language I (English)’ module of the Primary Education degree. The activity was based on the characteristics of Booktubers with the goal of, first, promoting reading and reflection on literature and, second, to improve linguistic, communicative, literary and digital competences in EFL through the elaboration of a video review in the classroom. Thus, I have focused on the formal style from a didactic viewpoint, yet undergraduates had to read literature and write a digital review as part of the tasks to be assessed in the subject. For this purpose, the Youtube platform will be shown to be seen as an emerging source of exploration, which could be exploited as a successful didactic tool. Finally, I also set out to show the challenges both students and teacher had to face throughout the process of using the Booktuber tool.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"120-134"},"PeriodicalIF":1.3,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48512069","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