Literacy最新文献

{"title":"Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach","authors":"Esther Tapia,&nbsp;Iliana Reyes,&nbsp;Judith Kalman","doi":"10.1111/lit.12332","DOIUrl":"10.1111/lit.12332","url":null,"abstract":"<p>In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"340-351"},"PeriodicalIF":1.3,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44605176","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}

{"title":"Attuning to In-the-Red Frequencies with/in Readers Workshop","authors":"Bessie P. Dernikos,&nbsp;Jaye Johnson Thiel,&nbsp;Bianca Nightengale-Lee,&nbsp;Kimberly Lenters,&nbsp;Erin Bailey","doi":"10.1111/lit.12322","DOIUrl":"10.1111/lit.12322","url":null,"abstract":"<p>In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"94-105"},"PeriodicalIF":1.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44330485","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}

{"title":"Native American youth finding self through digital story telling","authors":"Melissa Wicker,&nbsp;Jiening Ruan","doi":"10.1111/lit.12334","DOIUrl":"10.1111/lit.12334","url":null,"abstract":"<p>This holistic single-case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, ‘How do Native American adolescents in a rural, tribal-run after-school programme for Indigenous youth explore and express who they are through digital story telling?’ Five Indigenous youth enrolled in a tribal-run after-school programme participated in the study and completed a digital story telling project that contained multiple components and interviews. Data sources included funds of knowledge maps, shields, story scripts, storyboards, interview transcripts, and digital videos. Thematic analysis was the overarching method used to identify themes. The researchers also conducted constant comparison, content analysis, and/or intertextual transcription to analyse specific data types. Findings indicate the youth enjoyed the DST process, explored and solidified their personal identities, and discovered personal strength. The findings also suggest that DST enabled the youth to draw upon cultural knowledges, literacies, and personal experiences to establish their identities and make sense of the world around them. Furthermore, findings reveal the continued presence of racism in society and schools and the need to transform schools into sites that embrace and support Indigenous knowledges, languages, literacies, and identity development of Indigenous students.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"234-248"},"PeriodicalIF":1.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835304","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}

{"title":"Embodied meaning-making: using literacy-as-event to explore a young child's small world play","authors":"Samantha Jayne Hulston","doi":"10.1111/lit.12336","DOIUrl":"10.1111/lit.12336","url":null,"abstract":"<p>This article uses the concept of literacy-as-event to explore the embodied meaning-making of a young child during small world play. Recent developments in literacy research, influenced by relational thinking, have led to a reconsideration of how meaning-making unfolds in home and school settings. The concept of literacy-as-event suggests that meaning-making is unpredictable and dynamic, responding to novel socio-material interactions between texts, people, objects and moments. This view suggests that there is a need to ensure children have opportunities to engage with embodied and material meaning-making beyond shared reading events. In this article, small world play after a shared reading event is positioned as enabling socio-material meaning-making through embodied and material encounters with people and objects. A single episode of small world play is presented for analysis. A multimodal analytical approach is used, drawing attention to the embodied interactions between a child, her adult and objects. Analysis of the data shows that the young child's meaning-making involved moments of physical and material <i>almost-hiatus</i>, followed by erratic movements. These often unexpected fluctuations, between stillness and motion, created generative tensions between the child and her adult, enabling creative <i>swerves</i> in engagement between narrative action, character traits and story themes.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"327-339"},"PeriodicalIF":1.3,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12336","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42872432","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}

{"title":"Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry","authors":"Jia Rong Yap,&nbsp;Laura Gurney","doi":"10.1111/lit.12335","DOIUrl":"10.1111/lit.12335","url":null,"abstract":"<p>Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted <i>implicitly</i> rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"292-304"},"PeriodicalIF":1.3,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12335","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42015263","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}

{"title":"Doing the ‘write’ thing: handwriting and typing support in secondary schools in England","authors":"Emma Sumner,&nbsp;Ruth Nightingale,&nbsp;Karen Gurney,&nbsp;Mellissa Prunty,&nbsp;Anna L. Barnett","doi":"10.1111/lit.12333","DOIUrl":"10.1111/lit.12333","url":null,"abstract":"<p>Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with handwriting difficulties in England and how recommendations are made to transition to typing. Semi-structured interviews were conducted with 13 practitioners with a responsibility for supporting students with handwriting difficulties. Two themes were identified. The first theme, ‘doing the right thing’, illustrated the tension between practitioners' commitment to supporting students with handwriting difficulties and their uncertainty around what is the ‘right’ approach. The second theme, ‘influencing practice’, described the contextual factors (student and family, school environment and national context) that impact on practitioners' practice and their decision to transition from handwriting to typing. Findings highlight the complexities of supporting this group of students and an urgent need for guidance at a national level to assist best practice. Implications for practice are discussed. Further research examining the effectiveness of handwriting interventions with secondary students and the optimum time to start typing is warranted.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 1","pages":"25-36"},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45831076","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}

{"title":"Writing instruction for social justice: an investigation into the components of a teacher preparation course","authors":"Émilie Lavoie,&nbsp;Martine Cavanagh","doi":"10.1111/lit.12318","DOIUrl":"10.1111/lit.12318","url":null,"abstract":"<p>Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing for a higher degree of visibility of the ideologies and social forces that impact writing instruction. They found that despite encouraging a fairly complex and all-encompassing view of learning to write to the future teachers in their course, the creativity discourse was present passively and the socio-political was downright absent, despite clear social justice aims in the course. They discuss how well-established discourses can serve as gateways to embed the socio-political into the course and address more granularly the question of exclusion through selected mentor texts.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"132-148"},"PeriodicalIF":1.3,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48073984","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}

{"title":"Critical literacies: Ever-evolving","authors":"Arlette Ingram Willis","doi":"10.1111/lit.12331","DOIUrl":"10.1111/lit.12331","url":null,"abstract":"&lt;p&gt;My heartfelt thanks to the editors for inviting me to participate in this special issue. I am humbled by the invitation and doubly pleased to share my thoughts. I was given the freedom to respond via interview or written text; the latter suits me best. I have written in a tone hoping to convey the way an interview may have occurred as I consider the framing of the call and respond to a few queries posed for this conversation. I am a US-based scholar, thus while extending the conversation globally, my response is on evolving notions of critical theorising in the United States.&lt;/p&gt;&lt;p&gt;My body of research includes interrogating traditional accounts of the history of literacy, most notably as portrayed in the United States. I have done so, in part, by questioning colonialism, Eurocentrism, and Westernised definitions and views of literacy that fail to acknowledge literacy as a global construct. From a critical perspective, I understand that the perpetuation of siloed Eurocentric geopolitical views of literacy is not haphazard; they are intentionally crafted to valorize a quest for literacy dominance and power. I argue that to democratise histories of literacy, we must include literacy among non-European and non-English-dominant people, given that centuries of literacy existed among some groups of people before Europeans were aware of their existence. A retelling of the history of world literacies exceeds the available space of this response, but an example from the African Diaspora may help clarify this point.&lt;/p&gt;&lt;p&gt;Histories of literacy among Black people, written by Black scholars, acknowledge Black achievement, brilliance, culture, experiences, language, and literacy. To be clear, millions of African people were captured, transported, and enslaved throughout the Americas, leading Diouf (&lt;span&gt;1998&lt;/span&gt;, &lt;span&gt;2011&lt;/span&gt;) to estimate that around 10% of enslaved African people transported to the Americas were literate. The impact of this statement is hard to grasp. The idea of literate enslaved African people supports a counternarrative to traditional histories of literacy as emanating from Greece and Italy. Acknowledging that tens of thousands of literate African people existed before most Europeans acquired literacy will be contested in the face of undeniable historical facts. Moreover, there is likely to be an outcry to whitewash the centuries-old mischaracterization of people of African descent as biologically, genetically, and intellectually incapable of learning to read. The pathologising of people of African descent has been most pronounced in Europe and the Americas, although the impact has been global.&lt;/p&gt;&lt;p&gt;The autobiography of Omar Ibn Said is the only known autobiography to have been written by a person while enslaved (Alryyes and Said, &lt;span&gt;2011&lt;/span&gt;). His autobiography is among hundreds of autobiographies written by formerly enslaved people of African descent in the United States. Equally important are the autobiographies writt","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"198-205"},"PeriodicalIF":1.3,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46821849","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}

{"title":"An interview with Professor Barbara Comber","authors":"Barbara Comber","doi":"10.1111/lit.12330","DOIUrl":"10.1111/lit.12330","url":null,"abstract":"<p>As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti-racist, decolonizing, and intersectional literacy frameworks and practices.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"88-93"},"PeriodicalIF":1.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41881439","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}

{"title":"Working towards more socially just futures: five areas for transdisciplinary literacies research","authors":"Amélie Lemieux,&nbsp;Lisa Boyle,&nbsp;Emiyah Simmonds,&nbsp;Jrene Rahm","doi":"10.1111/lit.12321","DOIUrl":"10.1111/lit.12321","url":null,"abstract":"<p>Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.</p>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"185-197"},"PeriodicalIF":1.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45245455","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}