Literacy最新文献_第8页

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

Writing for wellness: storytelling, care, and reflection in teacher education 健康写作：教师教育中的故事、关怀和反思

IF 1.3 4区教育学

Literacy Pub Date : 2023-02-23 DOI: 10.1111/lit.12316

Kinga Varga-Dobai

引用次数: 0

Transcription factor PagLBD21 functions as a repressor of secondary xylem development in Populus. 转录因子 PagLBD21 是杨树次生木质部发育的抑制因子。

IF 3.4 4区教育学

Literacy Pub Date : 2022-12-21 eCollection Date: 2022-01-01 DOI: 10.48130/FR-2022-0019

Hao Li, Shiguang Yin, Linjing Wang, Na Xu, Lijun Liu

{"title":"Transcription factor PagLBD21 functions as a repressor of secondary xylem development in Populus.","authors":"Hao Li, Shiguang Yin, Linjing Wang, Na Xu, Lijun Liu","doi":"10.48130/FR-2022-0019","DOIUrl":"10.48130/FR-2022-0019","url":null,"abstract":"During secondary growth in trees, xylem cells differentiated from cambium cells begin to synthesize secondary cell walls that are primarily composed of cellulose, hemicellulose and lignin, and are deposited between primary cell walls and plasma membranes, leading to wood formation. Identification of regulatory genes functioning during this developmental process is valuable for increasing wood production. In this study, we functionally characterized an LBD (LATERAL ORGAN BOUNDARIES DOMAIN) transcription factor PagLBD21 as a repressor of secondary xylem development in Populus. Compared to wild type plants, transgenic plants overexpressing PagLBD21 (PagLBD21OE) exhibited decreased xylem widths in cross-sections. Consistent with the functional analysis, RNA sequencing (RNA-seq) analysis revealed that genes functioning in xylem development and secondary cell wall biosynthesis pathways were significantly down-regulated in PagLBD21OE plants. We also performed DNA affinity purification followed by sequencing (DAP-seq) to identify genome-wide target genes of PagLBD21. Furthermore, we compared the RNA-seq and DAP-seq datasets of PagLBD21 and PagLBD3, and the results showed that there was a significant overlap between their target genes, suggesting these two LBD transcription factors are functionally redundant during secondary growth.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"31 1","pages":"19"},"PeriodicalIF":3.4,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11524276/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84809349","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

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning 筷子和衣服:中国传统父母对幼儿使用科技作为语言和文化学习工具的看法

IF 1.3 4区教育学

Literacy Pub Date : 2022-11-22 DOI: 10.1111/lit.12312

Ling Hao

{"title":"Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning","authors":"Ling Hao","doi":"10.1111/lit.12312","DOIUrl":"10.1111/lit.12312","url":null,"abstract":"This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 1","pages":"28-39"},"PeriodicalIF":1.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588530","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: 1

Using Dialogic Writing Assessment to Support the Development of Historical Literacy 运用对话写作评价支持历史素养的发展

IF 1.3 4区教育学

Literacy Pub Date : 2022-10-17 DOI: 10.1111/lit.12309

Sarah W. Beck, Andrew O. del Calvo

{"title":"Using Dialogic Writing Assessment to Support the Development of Historical Literacy","authors":"Sarah W. Beck, Andrew O. del Calvo","doi":"10.1111/lit.12309","DOIUrl":"10.1111/lit.12309","url":null,"abstract":"Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"57 1","pages":"61-71"},"PeriodicalIF":1.3,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192188","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