Literacy最新文献_第6页

‘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

Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach 墨西哥一所城市小学的儿童识字知识基金：改变方法

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-21 DOI: 10.1111/lit.12332

Esther Tapia, Iliana Reyes, Judith Kalman

引用次数: 0

Attuning to In-the-Red Frequencies with/in Readers Workshop 与读卡器/读卡器工作坊调谐到内红频率

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-18 DOI: 10.1111/lit.12322

Bessie P. Dernikos, Jaye Johnson Thiel, Bianca Nightengale-Lee, Kimberly Lenters, Erin Bailey

引用次数: 2

Native American youth finding self through digital story telling 美国原住民青年通过数字故事寻找自我

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-17 DOI: 10.1111/lit.12334

Melissa Wicker, Jiening Ruan

{"title":"Native American youth finding self through digital story telling","authors":"Melissa Wicker, Jiening Ruan","doi":"10.1111/lit.12334","DOIUrl":"10.1111/lit.12334","url":null,"abstract":"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.","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}

引用次数: 0

Embodied meaning-making: using literacy-as-event to explore a young child's small world play 具体意义制造:利用识字作为事件来探索幼儿的小世界游戏

IF 1.3 4区教育学

Literacy Pub Date : 2023-05-16 DOI: 10.1111/lit.12336

Samantha Jayne Hulston

{"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":"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 almost-hiatus, followed by erratic movements. These often unexpected fluctuations, between stillness and motion, created generative tensions between the child and her adult, enabling creative swerves in engagement between narrative action, character traits and story themes.","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}

引用次数: 0