Literacy最新文献_第4页

Using Interactive Fiction to Stimulate Metalinguistic Talk in the English Classroom 用互动小说激发英语课堂元语言对话

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-14 DOI: 10.1111/lit.12348

Sam Holdstock

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引用次数: 0

Elementary students' engagement in transduction and creative and critical thinking 小学生的转导参与与创造性和批判性思维

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-10 DOI: 10.1111/lit.12350

Sylvia Pantaleo

{"title":"Elementary students' engagement in transduction and creative and critical thinking","authors":"Sylvia Pantaleo","doi":"10.1111/lit.12350","DOIUrl":"10.1111/lit.12350","url":null,"abstract":"Student engagement in the process of transduction concomitantly affords them with opportunities to develop and express their critical and creative thinking competences. Reconfiguring or remaking knowledge or meaning in modes other than those of the original sources of information requires affective, imaginative and cognitive activity by sign-makers. In this article, I present examples of elementary students' transduction work and discuss their semiotic meaning-making with reference to the concepts of critical and creative thinking. During the study featured in this article, Grade 4 students engaged in the process of transduction when participating in activities about elements of visual art and design and conventions of the medium comics, when exploring picturebooks and graphic novels and when composing and explaining their own multimodal texts. The students' transmodal meaning-making showed how, in the context of the research classrooms, the purposefully designed pedagogy and activities both required and nurtured students' critical and creative thinking, which simultaneously provided the students with opportunities to extend their knowledge and deepen their understandings of the concepts and curriculum content under study.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"58-71"},"PeriodicalIF":1.3,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45826254","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

Reading to Dogs as a form of animal-assisted education: are positive outcomes supported by quality research? 阅读给狗狗作为一种动物辅助教育形式:质量研究是否支持积极的结果?

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-09 DOI: 10.1111/lit.12345

Jill Steel

引用次数: 0

Another Fever Year? Making sense of pandemics with a historical graphic novel 又是发烧的一年？用一部历史漫画小说解读流行病

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-07 DOI: 10.1111/lit.12349

Robin Griffith, Jennifer M. Smith

引用次数: 0

‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment “可信，但并非真正可靠”：教师对儿童能源生产和环境文学的回应

IF 1.3 4区教育学

Literacy Pub Date : 2023-08-07 DOI: 10.1111/lit.12347

Catherine Lammert

{"title":"‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment","authors":"Catherine Lammert","doi":"10.1111/lit.12347","DOIUrl":"10.1111/lit.12347","url":null,"abstract":"Incorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy production. Preservice teachers rated each text's enjoyability for students, the credibility of the content, and discussed the underlying assumptions about natural resources in each narrative. A sequential explanatory mixed-methods analysis was applied. Findings suggest that preservice teachers generally found texts about energy production to be enjoyable for children, and they did not believe that books on energy production might evoke fear or frustration amongst elementary students. However, they differed in their views of authorial credibility. Some felt that personal experiences with text content (i.e., being an indigenous author writing about the need to preserve tribal lands) strengthened authors' credibility while others believed personal closeness made the text more opinionated and therefore less credible. This research suggests the need for elementary teachers to be better prepared to interrogate corporate bias and personal bias in texts about climate change.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"92-101"},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995026","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

Enacting anti-racist writing workshop pedagogies in an online, drop-in writing club for youth 在一个面向青年的在线临时写作俱乐部中制定反种族主义写作研讨会教学法

IF 1.3 4区教育学

Literacy Pub Date : 2023-06-12 DOI: 10.1111/lit.12344

Bethany Silva, Aleigha Raymond, Mia Brikiatis, Alecia Magnifico

{"title":"Enacting anti-racist writing workshop pedagogies in an online, drop-in writing club for youth","authors":"Bethany Silva, Aleigha Raymond, Mia Brikiatis, Alecia Magnifico","doi":"10.1111/lit.12344","DOIUrl":"10.1111/lit.12344","url":null,"abstract":"This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white-identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de-centre whiteness? This question has become increasingly important as politicians in the United States restrict anti-racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi-structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"221-233"},"PeriodicalIF":1.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43667065","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

Oracy and cultural capital: the transformative potential of spoken language Oracy与文化资本:口语的变革潜力

IF 1.3 4区教育学

Literacy Pub Date : 2023-06-06 DOI: 10.1111/lit.12343

Rupert Knight

{"title":"Oracy and cultural capital: the transformative potential of spoken language","authors":"Rupert Knight","doi":"10.1111/lit.12343","DOIUrl":"10.1111/lit.12343","url":null,"abstract":"The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long-established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital. Cultural capital has a high profile in current English education policy due to its association with ‘knowledge-rich’ curricula and its explicit inclusion in the latest school inspection framework. In comparison with the original characterisation of cultural capital, however, policy-level cultural capital is narrowly defined. This article draws on the experiences of Oracy Leads from 12 schools to explore the motivations for their focus on oracy and the implicit and potential connections with cultural capital. It critiques reductive conceptualisations of cultural capital and oracy's role, arguing that oracy has a broader contribution to make than communicative competence and access to knowledge. Two forms of transformation are suggested: personal transformation through ‘exploratory’ forms of talk and societal transformation through the cultivation of agency and empowerment. Aiming for these transformations may be a powerful next step for schools which are already oracy-engaged.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"37-47"},"PeriodicalIF":1.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43770056","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

The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted 文学作为一个八旬老人日常生活中的事件:文学作为一生的习惯和(非)物质构成而蓬勃发展

IF 1.3 4区教育学

Literacy Pub Date : 2023-06-01 DOI: 10.1111/lit.12342

Rachel Heydon, Roz Stooke

{"title":"The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted","authors":"Rachel Heydon, Roz Stooke","doi":"10.1111/lit.12342","DOIUrl":"10.1111/lit.12342","url":null,"abstract":"Much is known about the literacies of early life, adolescence and some aspects of adulthood such as workplace literacies, but there has been a dearth of attention to the literacies of late life. The invisibility of these literacies has the potential to skew how curricula, pedagogy and policy developers understand and plan for literacies that can sustain people across the life course. It also can play into deficit discourses of elders, such as those prevalent during the COVID-19 pandemic, that have led to a parallel pandemic of ageism. To reverse this invisibility, this study aimed to bring to light the everyday literacies of thriving elders and the people, places and things involved therein. Through a sociomaterial orientation to literacies and adoption of a modified Day-in-the-Life methodology, this paper reports on the everyday literacies of ‘Gina’, an octogenarian woman who resided in an assisted living residence in the United States and self-identified as thriving. The study identified six key literacies-as-events in Gina's day that engaged a plethora of (im)material constituents such as memories, art materials and novels and created opportunities for the (re)invention of time and space. Lessons from Gina's day suggest what might be possible in/through literacies at all ages.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"275-291"},"PeriodicalIF":1.3,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42184465","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

Student teachers as writers: using an ‘immersive’ approach in ITE to build positive writers 作为作家的学生教师:在it中使用“沉浸式”方法来培养积极的作家

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-24 DOI: 10.1111/lit.12337

Paul Gardner, Sonja Kuzich

引用次数: 0

Critical multimodal literacy practices in student-created comics 学生创作漫画中的批判性多模式识字实践

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-21 DOI: 10.1111/lit.12324

Suriati Abas

引用次数: 1