Literacy最新文献

{"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}

{"title":"Call for papers for a Special Issue of Literacy. Writing realities: examining new directions in writing research, instruction and learning","authors":"Ross Young,&nbsp;Doug Kaufman,&nbsp;Felicity Ferguson","doi":"10.1111/lit.12329","DOIUrl":"10.1111/lit.12329","url":null,"abstract":"","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"58 2","pages":"250-251"},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594258","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":"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,&nbsp;Jacqueline Lynch","doi":"10.1111/lit.12326","DOIUrl":"10.1111/lit.12326","url":null,"abstract":"<p>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.</p>","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}

{"title":"Critical literacy: an approach to child rights education in Uganda and Canada","authors":"Shelley Jones,&nbsp;Kathleen Manion","doi":"10.1111/lit.12327","DOIUrl":"10.1111/lit.12327","url":null,"abstract":"<p>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.</p>","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}

{"title":"The doctorate unbound: relationality in doctoral literacy research","authors":"Karen Gravett,&nbsp;Marion Heron,&nbsp;Adeeba Ahmad","doi":"10.1111/lit.12325","DOIUrl":"10.1111/lit.12325","url":null,"abstract":"<p>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.</p>","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}