Literacy最新文献_第6页

Call for papers for a Special Issue of Literacy. Writing realities: examining new directions in writing research, instruction and learning 《识字》特刊征稿。写作现实:研究写作研究、教学和学习的新方向

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-01 DOI: 10.1111/lit.12329

Ross Young, Doug Kaufman, Felicity Ferguson

引用次数: 0

Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning 教师和黑人学生对非裔美国儿童文学融入课外读书俱乐部的看法:合作和基于文化的学习

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-01 DOI: 10.1111/lit.12326

Brittney Jones, Jacqueline Lynch

{"title":"Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning","authors":"Brittney Jones, Jacqueline Lynch","doi":"10.1111/lit.12326","DOIUrl":"10.1111/lit.12326","url":null,"abstract":"It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"209-220"},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795571","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

Critical literacy: an approach to child rights education in Uganda and Canada 批判性识字:乌干达和加拿大儿童权利教育的方法

IF 1.3 4区教育学

Literacy Pub Date : 2023-04-30 DOI: 10.1111/lit.12327

Shelley Jones, Kathleen Manion

{"title":"Critical literacy: an approach to child rights education in Uganda and Canada","authors":"Shelley Jones, Kathleen Manion","doi":"10.1111/lit.12327","DOIUrl":"10.1111/lit.12327","url":null,"abstract":"For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"149-160"},"PeriodicalIF":1.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46625385","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 doctorate unbound: relationality in doctoral literacy research 博士学位的束缚：博士文化研究的相对性

IF 1.3 4区教育学

Literacy Pub Date : 2023-04-26 DOI: 10.1111/lit.12325

Karen Gravett, Marion Heron, Adeeba Ahmad

{"title":"The doctorate unbound: relationality in doctoral literacy research","authors":"Karen Gravett, Marion Heron, Adeeba Ahmad","doi":"10.1111/lit.12325","DOIUrl":"10.1111/lit.12325","url":null,"abstract":"What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices that comprise doctoral experiences in new ways that have not been fully explored. To understand literacies in new ways, we put to work the construct of literacy-as-event, and engage ideas from assemblage theory, to theorise the relationality of literacy practices. Crucially, our study seeks to examine how literacies are emergent and entangled within a wider network of relations. This article draws on data from interviews involving critical incidents with 12 doctoral students, in order to unpack the literacy moments, beyond the thesis, that comprise students' experiences. Our data suggest that we can understand doctoral literacies, not as bounded occurrences, but as assemblages of practices. We contend that thinking with concepts of assemblage and of event offers new insights into the evolving experiences of doctoral students, as well as offering an enriched understanding of literacies and literacy research.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"305-314"},"PeriodicalIF":1.3,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46765454","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

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada 迈向关键的跨语言双语教学法:两位加拿大普通话教师的“顿悟时刻”故事

IF 1.3 4区教育学

Literacy Pub Date : 2023-04-25 DOI: 10.1111/lit.12323

Jing Jin, Yina Liu

{"title":"Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada","authors":"Jing Jin, Yina Liu","doi":"10.1111/lit.12323","DOIUrl":"10.1111/lit.12323","url":null,"abstract":"Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"171-184"},"PeriodicalIF":1.3,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47236452","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

Empowering English as an Additional Language students through digital multimodal composing 通过数字多模态写作增强英语作为一门附加语言的能力

IF 1.3 4区教育学

Literacy Pub Date : 2023-04-23 DOI: 10.1111/lit.12319

Melissa Barnes, Ekaterina Tour

{"title":"Empowering English as an Additional Language students through digital multimodal composing","authors":"Melissa Barnes, Ekaterina Tour","doi":"10.1111/lit.12319","DOIUrl":"10.1111/lit.12319","url":null,"abstract":"While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"106-119"},"PeriodicalIF":1.3,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12319","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41531549","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: 2

‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies “神经发散性素养”:探索自闭症成年人的“支配激情”，并通过课堂素养拥抱神经多样性

IF 1.3 4区教育学

Literacy Pub Date : 2023-04-17 DOI: 10.1111/lit.12320

Chris Bailey

{"title":"‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies","authors":"Chris Bailey","doi":"10.1111/lit.12320","DOIUrl":"10.1111/lit.12320","url":null,"abstract":"The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially-constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy Studies is concerned with ideas of power, dominance and worth, there is a notable lack of work that connects NLS with issues of neurodiversity. In this paper, I introduce the term ‘neurodivergent literacies’ to propose a field of study that links the ideological model of literacy with the neurodiversity paradigm. From this starting point, I outline a project that examined literacies around what are often referred to as the ‘special interests’ of autistic people. Presenting data from interviews with 13 neurodivergent adults, related to school experiences and the literacies they engage with around their self-defined ‘ruling passions’, I make recommendations for literacies practitioners, arguing that schools need to do more to take account of difference and disability. By describing how ‘neurodivergent literacies’ can help teachers harness their own critical literacy skills to challenge deficit models of difference in the classroom, this paper illuminates how an understanding of neurodiversity is essential for anyone teaching and researching literacies with a commitment to social justice.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 2","pages":"120-131"},"PeriodicalIF":1.3,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12320","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45343544","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: 2

Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship 重新思考有学习障碍的年轻人对iPad故事创作的贡献:一种分布式创作的新模式

IF 1.3 4区教育学

Literacy Pub Date : 2023-03-16 DOI: 10.1111/lit.12317

Lauran Doak

{"title":"Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship","authors":"Lauran Doak","doi":"10.1111/lit.12317","DOIUrl":"10.1111/lit.12317","url":null,"abstract":"Digital technologies such as iPads are now ubiquitous in classrooms and family homes, enabling new possibilities for all learners but particularly for those with disabilities. Existing literature explores how children with learning disabilities create and benefit from personalised digital stories but does not unpack theoretical understandings of their ‘authorship’. This paper addresses this gap by proposing an original model of ‘distributed authorship’ with three axes of distribution—interpersonal, technological and temporal—to account for the authorial contributions of young people with learning disabilities. Five families were given an iPad with Pictello storymaking app and instructed to use it with their young person in any way which was engaging for them. Data generation over 12 weeks included weekly diaries, home videos, semi-structured interviews and story collection. Findings indicated that whilst ability to directly engage with the app varied, all the young people could be said to exert authorial influence on the stories distributed across three axes: support from others, support from the technology itself and incorporation of prior embodied agency. The study has theoretical implications for our understanding of ‘authorship’ as well as implications for pedagogy and practice by reconceptualising severely disabled children as literate learners and co-authors.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"315-326"},"PeriodicalIF":1.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807673","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

Cultivating critical global citizens through secondary EFL education: a case study of mainland China 通过中学英语教育培养批判性的世界公民:以中国大陆为例

IF 1.3 4区教育学

Literacy Pub Date : 2023-03-01 DOI: 10.1111/lit.12314

Lina Sun

引用次数: 0

The roots of reading for pleasure: Recollections of reading and current habits 快乐阅读的根源：对阅读和当前习惯的回忆

IF 1.3 4区教育学

Literacy Pub Date : 2023-02-27 DOI: 10.1111/lit.12315

Manzar Zare, Stephanie Kozak, Monyka L. Rodrigues, Sandra Martin-Chang

{"title":"The roots of reading for pleasure: Recollections of reading and current habits","authors":"Manzar Zare, Stephanie Kozak, Monyka L. Rodrigues, Sandra Martin-Chang","doi":"10.1111/lit.12315","DOIUrl":"10.1111/lit.12315","url":null,"abstract":"Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 3","pages":"262-274"},"PeriodicalIF":1.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141956","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