Literacy最新文献_第5页

Poetic trajectories: Ethnographic accounts of art, literacies and education from an Amazonian archipelago 诗歌的轨迹：来自亚马逊群岛的艺术、文学和教育的民族志

IF 1.5 4区教育学

Literacy Pub Date : 2026-02-10 DOI: 10.1111/lit.70024

Jamie Duncan

{"title":"Poetic trajectories: Ethnographic accounts of art, literacies and education from an Amazonian archipelago","authors":"Jamie Duncan","doi":"10.1111/lit.70024","DOIUrl":"10.1111/lit.70024","url":null,"abstract":"This article reports ethnographic fieldwork on literacy and community arts. The setting is an arts education project named Tecno Barca working in the Bailique Archipelago, a cluster of small islands and riverside communities, situated within the Amazon River (Amapá, Brazil). It begins with a theoretical overview of ethnography, ethnographic perspectives on literacies, critical understandings of creativity, as well as biographical, semiotic and textual trajectories. These approaches offer a counterpoint to deficit, deterministic and non-dynamic understandings of literacy. Following theory, I survey geographical and social aspects of Tecno Barca's place, project and people, as well as locating my fieldwork there during two editions spanning 10 years from 2014 to 2024. The rest of the article is divided into two main sections. First, in Creative Trajectories, I focus on ways everyday literacies, including writing and photography, become interacted with and developed on through Tecno Barca workshops. Tracing text and semiotic trajectories through the project illustrates a cline or spectrum, connecting everyday creativity into more deliberative and sustained artistic and poetic practices. Secondly, Island Connections concerns communication and common ground established between people from distant locations, via storytelling and poetry. The initial example discusses migrating teachers, uses of storytelling in education, and how stories are transformed through art. Afterwards, I recount a poetry reading project set up between a group of young artists from the Bailique Archipelago and literature students from the University of London. Conclusions stress the value of ethnographic and multimodal perspectives during periods of social and technological change; dynamic and hopeful understandings of literacies; ethics of love within education; as well as broad creative and poetic viewpoints on everyday life.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154704","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

A shift in writer identity: teacher reflections on how their sense of self as writers informs practice 作家身份的转变：教师反思他们作为作家的自我意识如何影响实践

IF 1.5 4区教育学

Literacy Pub Date : 2026-02-10 DOI: 10.1111/lit.70025

Kerry Assemakis, Finola Utton, Karen Fox, Jo Head, Alison Willmott

{"title":"A shift in writer identity: teacher reflections on how their sense of self as writers informs practice","authors":"Kerry Assemakis, Finola Utton, Karen Fox, Jo Head, Alison Willmott","doi":"10.1111/lit.70025","DOIUrl":"10.1111/lit.70025","url":null,"abstract":"This paper explores the experiences and reflections of primary teachers who participated in a UK collaborative professional development that focussed on developing teacher-writer identity through online writing workshops. The notion that teachers who identify as writers better understand their pupils as writers is central to the study; however, accountability pressures and a lack of confidence in the teaching of writing can create environments that stifle professional growth and pedagogical change in the teaching of writing. The findings within this ethnographically positioned study highlight that sustained engagement with critically reflexive personal writing activities, within an empathetic, collaborative space, leads to shifts in teacher-writer identity and shifts in practice, which ultimately impact on pupils' experiences as writers. Indeed, teacher engagement with crafting personal writing experiences and the self-understanding they gained seemed to be a catalyst for teachers wanting their pupils to experience the same sense of writer agency and emotional connection to writing. Findings also reveal that shifts in practice were enacted in different ways and were determined by teaching experience and subject leadership position. Significantly, although tensions were experienced, all the teachers represented in this study expressed feeling empowered with the pedagogical and organisational changes they were able to make at their level.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162530","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

Experienced literacy teachers' instructional practices with multilingual learners: benefits, challenges and adaptations in response to the science of reading 经验丰富的扫盲教师对多语学习者的教学实践：阅读科学的益处、挑战和适应

IF 1.5 4区教育学

Literacy Pub Date : 2026-01-22 DOI: 10.1111/lit.70023

Lindsey W. Rowe, Katie M. Crook, Emily Howell, Hazel Vega, C.C. Bates

{"title":"Experienced literacy teachers' instructional practices with multilingual learners: benefits, challenges and adaptations in response to the science of reading","authors":"Lindsey W. Rowe, Katie M. Crook, Emily Howell, Hazel Vega, C.C. Bates","doi":"10.1111/lit.70023","DOIUrl":"https://doi.org/10.1111/lit.70023","url":null,"abstract":"Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: How do experienced literacy teachers in varied contexts report that they respond to SOR-aligned curricula and training in their classroom instruction with MLs? Data explore the experiences of one cohort of early literacy teachers using qualitative coding to examine their responses to an online module focused on SOR instruction and MLs, as well as interview responses from a subset of five teachers. Findings illustrate patterns in teachers' responses to SOR policy and training as it relates to their classroom instruction for MLs, including (1) new learning and benefits, (2) challenges and (3) off-script modifications. We argue findings provide a needed picture of practice, offering insight into how teachers negotiate instructional decisions to support MLs while implementing structured literacy curricula.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057823","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 AI turn in literacy practices: toward an inclusive educational framework 人工智能在扫盲实践中的转变：迈向包容性教育框架

IF 1.5 4区教育学

Literacy Pub Date : 2025-12-16 DOI: 10.1111/lit.70018

Jaeho Jeon, Serafin M. Coronel-Molina, Seongyong Lee

{"title":"The AI turn in literacy practices: toward an inclusive educational framework","authors":"Jaeho Jeon, Serafin M. Coronel-Molina, Seongyong Lee","doi":"10.1111/lit.70018","DOIUrl":"https://doi.org/10.1111/lit.70018","url":null,"abstract":"In this exploration of the impact of generative artificial intelligence (AI) on literacy practices, we critically reflect on its standardized-value-prompting nature, which we found to come from two characteristic tendencies: homogenization and anthropomorphism. Because these tendencies shape how AI influences users' meaning-making, its growing ubiquity creates tension with the promotion of diversity with inclusivity that has been sought throughout the history of literacy education. In response, drawing on the perspective of New Literacy Studies, which conceptualizes literacy as a situated social practice, we propose the ‘AI turn’ in literacy as a nuanced shift within the digital turn, whereby educators are encouraged to embrace the enhanced meaning-making potential enabled by technological advancements. Specifically, we propose the ICIC framework as a coherent and systematic approach to help students learn four literacy skills: inquiry techniques, critical thinking, infusion of meaning, and creativity. These skills are elaborated with a focus on how they might ultimately safeguard and enhance equity for all learners. Developing these skills, along with careful approaches to innovation, will prepare students to navigate the complexities of AI-assisted learning and actively engage in meaning-making practices.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145994034","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

Brokering reading relationships: Teaching assistant insights into a reading intervention programme 中介阅读关系：阅读干预计划的助教见解

IF 1.5 4区教育学

Literacy Pub Date : 2025-12-12 DOI: 10.1111/lit.70022

Karen Daniels, Josephine Booth, Jemma Monkhouse

{"title":"Brokering reading relationships: Teaching assistant insights into a reading intervention programme","authors":"Karen Daniels, Josephine Booth, Jemma Monkhouse","doi":"10.1111/lit.70022","DOIUrl":"https://doi.org/10.1111/lit.70022","url":null,"abstract":"This article reports on teaching assistants' (TA) perspectives on their role in negotiating reading experiences in ways that positively influenced 7 and 8-year-old children's motivation during the REAding with CompreHension programme intervention (REACH Primary). Assessed as not meeting ‘age-related expectations’ according to national benchmarks, many children in the programme were deemed ‘at risk’ of underachievement in literacy. REACH interventions were delivered by TAs during one-to-one sessions over a sustained period. As part of our evaluation of REACH, we carried out and analyzed interviews with 14 TAs and eight school leaders, using a variable-oriented approach to case analysis, to identify themes and commonalities across 10 schools. Insights indicated that responsive, flexible, and negotiated pedagogical relationships were established between adults and children, and these may be crucial in effectively supporting children who are experiencing reading difficulties. This highly responsive connection was attuned to the affective experiences of children, developing into a ‘brokering’ of reading relationships between TAs and children. Furthermore, our data provide evidence to suggest that the relationships established created the reading conditions for a virtuous cycle of increased reading confidence and self-efficacy, which led to children's increased reading motivation and the tendency to engage in reading in wider circles.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145970049","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 keep getting TT duds’: Examining sponsorship using algorithmically driven reading recommendations on #BookTok and Webtoons “我一直得到TT duds”：在#BookTok和Webtoons上使用算法驱动的阅读推荐来检查赞助

IF 1.5 4区教育学

Literacy Pub Date : 2025-11-15 DOI: 10.1111/lit.70017

Sarah Jerasa, Karis Jones

{"title":"‘I keep getting TT duds’: Examining sponsorship using algorithmically driven reading recommendations on #BookTok and Webtoons","authors":"Sarah Jerasa, Karis Jones","doi":"10.1111/lit.70017","DOIUrl":"https://doi.org/10.1111/lit.70017","url":null,"abstract":"This study explores how literary content is sponsored, shaped and evaluated within two popular literary and reader-centric digital platforms: #BookTok and Webtoon. Grounded in a literacy sponsorship framework, we trace how material and immaterial sponsors, including platform algorithms, user commentary and engagement metrics, mediate access to literary content and shape perceptions of its value. Using digital autoethnography and walkthrough methods, the authors analysed how platform sponsors influence access to romance literary content. Findings reveal that while sponsorship includes direct promotion of content by users, influencers and platform features, it also includes less visible structures such as algorithmic sorting and normative assumptions, which privilege certain voices and narratives. These dynamics skew perceptions of literary quality, often amplifying dominant ideologies and narrowing the range of texts and viewpoints that circulate. Visibility, shaped by engagement and algorithmic design, does not necessarily equate to diversity or quality of content. Instead, dominant narratives often obscure marginalised perspectives, raising concerns about access, gatekeeping and authority in digitally mediated reading spaces. In an era where platforms shape both what is read and how it is interpreted, this study calls for further research on how youth engage with literary digital content and how sponsorship influences their meaning-making practices.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146002402","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 Vocabulary Teachers' Competencies (VTC) framework: The core knowledge, skills and professional capabilities that support effective vocabulary instruction 词汇教师能力（VTC）框架：支持有效词汇教学的核心知识、技能和专业能力

IF 1.5 4区教育学

Literacy Pub Date : 2025-11-05 DOI: 10.1111/lit.70016

Clarence Green, Averil Coxhead

{"title":"The Vocabulary Teachers' Competencies (VTC) framework: The core knowledge, skills and professional capabilities that support effective vocabulary instruction","authors":"Clarence Green, Averil Coxhead","doi":"10.1111/lit.70016","DOIUrl":"https://doi.org/10.1111/lit.70016","url":null,"abstract":"Vocabulary is widely recognised as important to student success, yet it remains under-theorised in teacher education, lacking a cohesive competency framework. This paper proposes a Vocabulary Teachers' Competencies (VTC) framework, based on an integrative review of consensus areas around the knowledge, skills and dispositions that support effective vocabulary teaching. The VTC organises teacher training into three domains: (1) knowledge of vocabulary research and resources, (2) vocabulary analysis and instructional skills and (3) professional and socio-cultural capabilities. Each domain involves six competencies. These include, for example, ensuring teachers have knowledge of theories of vocabulary learning and development; are skilled in identifying and teaching phonology, meaning, morphology and spelling; and adopt inclusive vocabulary instructional practices. Addressing gaps in teacher training where educators are often underprepared, the VTC provides a flexible, non-prescriptive reference point for teachers and teacher-educators that can adapt to evolving research. The framework can support programme planning in preservice teacher preparation, serve as a self-assessment tool for individual teachers, and guide in-service professional development. By thinking through the competencies that teachers need to deliver effective vocabulary instruction, the VTC aims to enhance classroom outcomes for students. The paper concludes with practical suggestions for implementation. A supporting webpage is provided at https://cgreenhku.github.io/vocab-teacher-framework/.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057914","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 Great Gatsby reimagined: Preservice English teachers' critical reading of the novel and graphic novel 重新想象的了不起的盖茨比：职前英语教师对小说和图画小说的批判性阅读

IF 1.5 4区教育学

Literacy Pub Date : 2025-09-27 DOI: 10.1111/lit.70014

Eda Tekin, Genç Osman İlhan

{"title":"The Great Gatsby reimagined: Preservice English teachers' critical reading of the novel and graphic novel","authors":"Eda Tekin, Genç Osman İlhan","doi":"10.1111/lit.70014","DOIUrl":"https://doi.org/10.1111/lit.70014","url":null,"abstract":"This study investigates the critical reading experiences of preservice English teachers by comparing the original novel The Great Gatsby with its graphic novel adaptation. A total of 35 preservice teachers from the English Language Teaching Department participated. Over the course of a 14-week semester, both the novel and graphic novel were assigned sequentially, and comparative discussions were facilitated throughout the process. The study employed a mixed-methods approach, combining qualitative interviews with a quantitative Likert scale survey. The survey assessed various aspects of the texts, including narrative structure, character development, thematic representation and overall critical reading. The findings indicated that while preservice teachers appreciated the visual appeal and engaging nature of the graphic novel, they also observed a reduction in the depth and complexity of character portrayal compared to the original novel. The study emphasises the importance of incorporating diverse formats, such as graphic novels, into literary education. The findings suggest that graphic novels can make stories more engaging and easier to understand. However, they may also simplify complex themes and character development. This research highlights the need for further exploration of graphic novels as teaching tools, recognising their strengths in enhancing comprehension while also considering their challenges in preserving the depth and nuance of traditional narratives.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145970180","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 for civic voice: Deconstructing practice through classroom vignettes 公民声音的Oracy：通过课堂小品解构实践

IF 1.5 4区教育学

Literacy Pub Date : 2025-09-25 DOI: 10.1111/lit.70015

Rupert Knight

{"title":"Oracy for civic voice: Deconstructing practice through classroom vignettes","authors":"Rupert Knight","doi":"10.1111/lit.70015","DOIUrl":"https://doi.org/10.1111/lit.70015","url":null,"abstract":"The importance of spoken language in education for curricular, pedagogical and societal purposes is well established and sometimes articulated as oracy education. This article draws on Shulman's work on learning from cases to explore critically the use of oracy to promote civic values and voice. Realising the ideals of deliberative dialogue in everyday practice in an equitable, context-sensitive way is not straightforward. There is a role, therefore, for learning from the analysis of real classroom examples as a means of particularising theory and promoting pedagogical reasoning. The article argues for the potential of learning from cases in the form of vignettes of practice and presents two vignettes based on field notes from oracy-based lessons in primary school classrooms in juxtaposition. The subsequent comparison and commentary illustrate how oracy education practices might be used to develop civic voice and show the importance of moving beyond standardised pedagogies. The common practices noted include developing authentic contexts for talk, valuing a range of linguistic registers, the creation of dialogic space and the teacher's willingness to cede centre stage. It is argued that the analysis of vignettes in this manner affords valuable opportunities for professional learning in the field of oracy and beyond.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146007847","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

Racist epithets in the classroom: Unpacking attitudes to the N-word in teaching English 课堂上的种族主义绰号：解析英语教学中对n字的态度

IF 1.5 4区教育学

Literacy Pub Date : 2025-09-12 DOI: 10.1111/lit.70013

Victoria Elliott

{"title":"Racist epithets in the classroom: Unpacking attitudes to the N-word in teaching English","authors":"Victoria Elliott","doi":"10.1111/lit.70013","DOIUrl":"https://doi.org/10.1111/lit.70013","url":null,"abstract":"Since 2020, there has been a growing discussion around the representation of Black lives in the curriculum, and their representation in the classroom. There is a need to examine the ways in which texts are taught in the context of race and empire. In a classroom context, which is concerned with teaching language as well as literature, racial epithets are a topic of analysis and discussion, but also carry the potential for harm for teachers and students of colour (Oluo, 2019). Drawing on data collected in a survey of secondary English teachers in England and Scotland in 2020–2021, this paper explores data relating to teachers' handling of the N-word when it appears in classroom texts. One hundred thirty-three respondents taught a novel containing the N-word. Respondents were asked to describe how they handled the N-word in the classroom, how students responded and how comfortable they were with this approach. Participants related choosing to read the word aloud, not to voice it, or to have classroom discussions to decide which approach to take. Respondents emphasised the need to directly address the word and its context, no matter what their decision on the word itself. The findings are reflected on through the lens of Inoue's (2020) anti-racist reading framework.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"60 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146002219","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