Literacy最新文献_第7页

Discursive distancing and disconnection-making in a culturally and linguistically complex book group 在一个文化和语言复杂的书群中，话语的疏离和断开

IF 1.5 4区教育学

Literacy Pub Date : 2025-04-28 DOI: 10.1111/lit.70002

Jackie Ridley

{"title":"Discursive distancing and disconnection-making in a culturally and linguistically complex book group","authors":"Jackie Ridley","doi":"10.1111/lit.70002","DOIUrl":"https://doi.org/10.1111/lit.70002","url":null,"abstract":"Using data collected during a qualitative study of a book group in an after-school programme at a public, urban elementary school, in this article, I analyse how immigrant- and refugee-background students discursively distanced themselves from the portrayal of refugees in the text Outcasts United. The teacher chose this book because she believed it reflected students' own experiences. Yet they often resisted making personal connections to the refugee stories depicted, instead employing various discursive strategies to distance themselves and their experiences from those in the text. The study uses microethnographic and discourse analytical methods to examine interactions where students redirected conversations away from teacher-proposed connections. Findings underscore how connection-making is not universally straightforward or applicable, especially when assuming shared identities among minoritized students. By analysing instances where students engaged in distancing and disconnection-making, this study emphasizes the value of fostering both connections and disconnections in literacy instruction. Implications for educators include the creation of spaces that encourage diverse, authentic responses to texts, as well as future teacher training and curriculum design that fosters students' ability to push against narratives with which they disagree. This approach could enrich the development of inclusive literacy practices that better serve multilingual students from diverse cultural and linguistic contexts.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 3","pages":"336-346"},"PeriodicalIF":1.5,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038146","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

What do changes in policy regarding the teaching of phonics since 1995 disclose about successive UK education policymakers' understanding of early reading skills? 自1995年以来，英国历届教育政策制定者对早期阅读技能的理解有何变化？

IF 1.2 4区教育学

Literacy Pub Date : 2025-03-27 DOI: 10.1111/lit.70001

Mark Betteney

{"title":"What do changes in policy regarding the teaching of phonics since 1995 disclose about successive UK education policymakers' understanding of early reading skills?","authors":"Mark Betteney","doi":"10.1111/lit.70001","DOIUrl":"https://doi.org/10.1111/lit.70001","url":null,"abstract":"This article explores the underpinning assumptions about the changing definition and parameters of early reading that are contained in successive UK Departments for Education (DfE, DfES, DfEE) documentation since 1995 and in Ofsted (Office for Standards in Education, Children's Services and Skills) reports and official blogs during the same period. It employs a chronological presentation of key phrases within policy documents and grey literature to identify and track the changing attitudes held by the writers of these documents regarding the skills deemed to be officially important in learning to read. The article acknowledges and explores the contested nature of the field. The exploration of these policy documents demonstrates that although UK National Curricula since 1995, including the current one, have consistently identified that skills of early reading are multifaceted, this contrasts strongly with policy, guidance and inspection frameworks in the same period, which have increasingly sat, and continue to sit, within a view of reading underpinned by rigid and narrow definitions of early reading in which phonics is pre-eminent.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 2","pages":"199-206"},"PeriodicalIF":1.2,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919983","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

Teacher authorship as critical self-reflection and engagement in authentic student writing 教师作为批判性自我反思和参与真实的学生写作的作者

IF 1.2 4区教育学

Literacy Pub Date : 2025-03-24 DOI: 10.1111/lit.70000

Breanya Hogue

引用次数: 0

Editorial: The Writing Realities Framework and new directions in writing research, instruction and learning 社论：写作现实框架和写作研究、教学和学习的新方向

IF 1.2 4区教育学

Literacy Pub Date : 2025-01-29 DOI: 10.1111/lit.12400

Ross Young, Felicity Ferguson, Douglas Kaufman

引用次数: 0

‘Something I've carried with me’: Visibility and vulnerability within the writing journeys of preservice secondary English teachers “我随身携带的东西”：职前中学英语教师写作旅程中的可见性和脆弱性

IF 1.2 4区教育学

Literacy Pub Date : 2025-01-14 DOI: 10.1111/lit.12396

Aisling Walters

{"title":"‘Something I've carried with me’: Visibility and vulnerability within the writing journeys of preservice secondary English teachers","authors":"Aisling Walters","doi":"10.1111/lit.12396","DOIUrl":"https://doi.org/10.1111/lit.12396","url":null,"abstract":"There is an assumption that English teachers identify as writers. This article explores the stories of three secondary preservice English teachers, their descriptions of their writing experiences and their self-perceived vulnerabilities around writing. These narratives originated in a broader research study into the writer identities of preservice English teachers. Situated with a qualitative paradigm, the research design aligned with a relativist ontological approach. An interpretivist epistemology led to Interpretative Phenomenological Analysis (IPA). Participants completed qualitative surveys, drew ‘writing rivers’ and reflected on these in semistructured interviews. A story map represents participants' writing journeys over time. Findings suggest that participants associated writing with exposure from an early age. Assessment of writing made participants visible; they experienced negative feedback on their writing as personal criticism and disconnected from writing. Faced with teaching writing as preservice teachers, participants encountered the same pedagogical practices that they found challenging as students. Reflection on their writing histories led participants to explore the source of their writing vulnerabilities and how these were ‘carried’ with them into classroom practice. Findings illustrate how assessment-driven writing pedagogies can erode the writer identities of young people over time. The research therefore has implications for educational practice in a variety of contexts.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 1","pages":"8-20"},"PeriodicalIF":1.2,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143114990","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

Teachers' choices of and experiences with teaching English literature texts in lower secondary school classes in Trinidad and Tobago 特立尼达和多巴哥初中英语文学文本教学教师的选择与经验

IF 1.2 4区教育学

Literacy Pub Date : 2025-01-14 DOI: 10.1111/lit.12399

Krishna Seunarinesingh

{"title":"Teachers' choices of and experiences with teaching English literature texts in lower secondary school classes in Trinidad and Tobago","authors":"Krishna Seunarinesingh","doi":"10.1111/lit.12399","DOIUrl":"https://doi.org/10.1111/lit.12399","url":null,"abstract":"Existing research about English literature texts that are studied at secondary schools in developed countries suggests that teachers' choices can be determined by, for example, school policies, access to books, teachers' reasons for teaching literature, the degree of autonomy they have in choosing text and the influence that canonical literature has in their teaching contexts. Comparable knowledge about teachers' choices of English literature texts, the contexts in which literature is taught and teachers' experiences of teaching the books they choose in Trinidad and Tobago is scarce. To address this, 84 schools were surveyed, and English teachers and heads of department were interviewed. Although many of the findings echoed previous studies conducted in developed countries, several new factors emerged, which may be ascribed to the local context. Chief among these were teachers' preference for multi-genre anthologies, a high proportion of government schools choosing only one book in Year 8, the popularity of Caribbean texts and the significant impact of economic considerations on text selection. The study discusses the potentially negative consequences of some text selection criteria and questions the applicability of some contemporary research recommendations to Trinidad and Tobago.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 2","pages":"229-241"},"PeriodicalIF":1.2,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919766","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

Daybooks: Writers' notebooks reveal the processes, genre choices and reflections of fourth-grade writers 日记本：作家的笔记本，揭示了四年级作家的写作过程、体裁选择和思考

IF 1.2 4区教育学

Literacy Pub Date : 2025-01-10 DOI: 10.1111/lit.12398

Brian Kissel

引用次数: 0

Using constructs of ‘good’ writing to develop ‘a voice of one's own’ in the primary school classroom 在小学课堂上使用“好”写作的构念来培养“自己的声音”

IF 1.2 4区教育学

Literacy Pub Date : 2025-01-03 DOI: 10.1111/lit.12397

Victorina González-Diaz, Elizabeth Parr, Kristi Nourie

{"title":"Using constructs of ‘good’ writing to develop ‘a voice of one's own’ in the primary school classroom","authors":"Victorina González-Diaz, Elizabeth Parr, Kristi Nourie","doi":"10.1111/lit.12397","DOIUrl":"https://doi.org/10.1111/lit.12397","url":null,"abstract":"Partly as result of the predominant ‘narrow’ view of writing in England's recent school curriculum and assessment, current primary school pupils often hold a skills-oriented view of ‘good’ writing for a substantially longer period than has traditionally been reported in the literature. This makes it difficult for teachers to promote and engage children with writing in the classroom and—crucially for the present paper—limits pupils' awareness of the wide stock of resources they can exploit in their practice, thus impacting on the development of their writer identity. This paper reports on the pupil impact of a teacher-led project on ‘good’ writing constructs carried out in Merseyside schools in spring 2023. Results from this mixed methods study suggest that classroom activities aimed at developing in pupils a holistic concept of ‘good’ school writing provides children with greater awareness of the notion of ‘choice’ in the writing process, hence fostering self-efficacy mechanisms that encourage the resourcefulness, creativity and individuality essential to writer identity creation.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 1","pages":"34-54"},"PeriodicalIF":1.2,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12397","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143111200","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 essential conditions of writing workshop: Proposing a new conceptual model 写作讲习班的基本条件：提出一个新的概念模型

IF 1.2 4区教育学

Literacy Pub Date : 2024-12-26 DOI: 10.1111/lit.12394

Douglas Kaufman

{"title":"The essential conditions of writing workshop: Proposing a new conceptual model","authors":"Douglas Kaufman","doi":"10.1111/lit.12394","DOIUrl":"https://doi.org/10.1111/lit.12394","url":null,"abstract":"Writing workshop, as conceived by Donald Graves and other US researchers in the 1980s, positively transformed the writing instruction of many teachers. However, others experienced considerable challenges as they tried to create workshop classrooms. This article examines the three historical conditions that defined workshop: (1) choice, (2) time and (3) response, highlighting several factors that may lead to unsuccessful practices as teachers attempt to implement them. Then, based on an analysis of the early work of the original researchers and the practices of exemplary workshop educators, it identifies three other conditions—(4) organization and management to promote classroom movement, (5) community-building to create a shared culture of writers and (6) living a publicly literate life—that appear to support the successful implementation of the original three conditions. Finally, pulling from an analysis of the contemporary work of current workshop researchers and educators, it identifies one final condition that was conspicuously not represented in the early work but nonetheless appears essential in connecting and contextualizing all conditions: (7) the introduction of writing purpose to promote empowerment and equity. Together, these conditions form a new and more holistic theoretical model that may now be examined, interpreted, implemented in practice and evolved.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 1","pages":"70-82"},"PeriodicalIF":1.2,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119504","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

Writing worlds: Exploring mentorship approaches supporting adolescents' authentic writing across a Canadian youth centre's programmes 写作世界：在加拿大青年中心的项目中探索支持青少年真实写作的指导方法

IF 1.2 4区教育学

Literacy Pub Date : 2024-12-23 DOI: 10.1111/lit.12395

Emily Mannard

{"title":"Writing worlds: Exploring mentorship approaches supporting adolescents' authentic writing across a Canadian youth centre's programmes","authors":"Emily Mannard","doi":"10.1111/lit.12395","DOIUrl":"https://doi.org/10.1111/lit.12395","url":null,"abstract":"In its diverse forms, authentic writing carries the potential to connect literacy practice to an author's ‘real world’. While contemporary approaches to authentic writing instruction—advocating writer-centred, intertextual and culturally relevant productions—are most often explored in formal learning contexts like classrooms, this paper seeks to amplify the mentorship strategies employed within an informal youth centre learning space in Montreal, Canada. The following research questions have guided this work: (1) How do adult mentors leverage authentic writing principles to support adolescents' participation within two writing-based programmes developed in a youth centre context? (2) How do the interests, perspectives and backgrounds of adult mentors shape the mentorship strategies they choose to employ? Data collected and analysed through participant-focused ethnographic approaches assist the author in revealing how adult writing mentors draw from their own cultural, linguistic and embodied experiences to foster interest-driven, culturally sustaining and community-based writing opportunities for adolescents. The four key mentorship themes emerging through this research—centring the essential role of writing journeys, identities and communities while acknowledging several barriers to authentic writing—advocate drawing from the rich literacy practices thriving within informal contexts to inform contemporary writing curricula.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"59 1","pages":"55-69"},"PeriodicalIF":1.2,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118267","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