Literacy最新文献_第9页

Image, text and design: students' semiotic choices in nonfiction compositions 图像、文字与设计:学生在非小说写作中的符号学选择

IF 1.3 4区教育学

Literacy Pub Date : 2022-05-13 DOI: 10.1111/lit.12293

Lindsey Moses, Frank Serafini

{"title":"Image, text and design: students' semiotic choices in nonfiction compositions","authors":"Lindsey Moses, Frank Serafini","doi":"10.1111/lit.12293","DOIUrl":"10.1111/lit.12293","url":null,"abstract":"<div>\u0000 \u0000 This study investigates the ways in which first graders utilised a variety of semiotic resources when authoring nonfiction compositions during a nonfiction genre writing unit of study. Grounded in social semiotics and multimodality theories, the study uses a case study approach to explore the text, image and design resources used in students' multimodal compositions as a group followed by an in-depth examination of two students' compositions. The data collection includes student compositions, video of classroom interactions and video recorded student composition/artefact elicitation interviews in which students discussed their composition process, authorial decision making and final composition. A multimodal approach to data analysis examines the semiotic resources used by the children, their meaning potential and purposes for inclusion in their nonfiction compositions. Findings suggest students drew upon a range of modalities, including visual images, graphic design features and movable text, in addition to written language to share their ideas and present their information through multimodal compositions. Implications include a need for curricular and instructional advancements with a greater focus on multimodal composing techniques to create inclusive spaces where students can more fully represent what they want to communicate.\u0000 </div>","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"340-354"},"PeriodicalIF":1.3,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41964663","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

How does research reach teachers? An agenda for investigating research mobilities in primary literacy education 研究成果如何到达教师手中?小学扫盲教育研究流动性调查议程

IF 1.3 4区教育学

Literacy Pub Date : 2022-05-06 DOI: 10.1111/lit.12289

Cathy Burnett, Julia Gillen, Ian Guest, Bronwen Maxwell, Terrie Lynn Thompson

{"title":"How does research reach teachers? An agenda for investigating research mobilities in primary literacy education","authors":"Cathy Burnett, Julia Gillen, Ian Guest, Bronwen Maxwell, Terrie Lynn Thompson","doi":"10.1111/lit.12289","DOIUrl":"10.1111/lit.12289","url":null,"abstract":"In England, several developments combine in powerful ways to sustain certain ideas about literacy and research in education. These include the promotion of a specific model of ‘evidence-based practice’, frameworks for initial teacher education and early career professional development, and a strong accountability framework via inspection. However, as we illustrate through examples of activity on Twitter, to suggest that such ideas are all pervasive is to ignore other, less predictable, ways in which research circulates. Teachers, researchers and others working in literacy education, combined with the work of digital actors, assist the movement of ideas in sometimes unpredictable and even exciting ways. We argue that, if we are to understand how teachers encounter research, we need a better understanding of how research moves. We suggest that such movements are produced through shifting assemblages of human and non-human actors that combine to mobilise literacy research evidence differently and to varying degrees. This, we propose, calls for a new focus on what we call ‘research mobilities’ in primary literacy research.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"386-399"},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12289","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46635623","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

Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity 关键阶段3文学教学:问责制、性别和多样性的挑战

IF 1.3 4区教育学

Literacy Pub Date : 2022-05-06 DOI: 10.1111/lit.12288

Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas, Annabel Watson

{"title":"Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity","authors":"Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas, Annabel Watson","doi":"10.1111/lit.12288","DOIUrl":"10.1111/lit.12288","url":null,"abstract":"This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11–14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"371-385"},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41353727","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: 1

Beyond levels and labels: applying self-determination theory to support readers 超越层次与标签:运用自我决定理论支持读者

IF 1.3 4区教育学

Literacy Pub Date : 2022-05-03 DOI: 10.1111/lit.12286

Natalie Sue Svrcek, Marium Abugasea Heidt

{"title":"Beyond levels and labels: applying self-determination theory to support readers","authors":"Natalie Sue Svrcek, Marium Abugasea Heidt","doi":"10.1111/lit.12286","DOIUrl":"10.1111/lit.12286","url":null,"abstract":"Reading levels and levelled reading have been tried and true teaching tools used for assessment and to guide the teaching of reading in classrooms for decades. However, identifying students' reading levels does not necessarily lead to success in reading for students. In strictly adhering to an instructional routine based on reading levels and choosing books based on those levels, we miss valuable opportunities to identify and celebrate children's current and learned reading practices, and importantly adhere to students' reading interests. In this article, we draw on self-determination theory from the field of motivation to rethink how we are framing our students as readers, and further urge educators to look critically at their use of reading levels and levelled reading. As opposed to solely relying on the tried and tested ways of working with readers, we instead offer an opportunity for teachers to bolster students' well-being by focusing on their motivational needs and their efficacy as readers. In designing reading instruction and activities around students' interests, choice, abilities, and interactions in the class community, we can empower students, foster their lifelong love of reading, and support their development as strong and strategic readers.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"311-326"},"PeriodicalIF":1.3,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49250536","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

Comprehension across disciplines: A practical framework for reading research 跨学科理解:阅读研究的实用框架

IF 1.3 4区教育学

Literacy Pub Date : 2022-04-24 DOI: 10.1111/lit.12283

Jennifer Frean

{"title":"Comprehension across disciplines: A practical framework for reading research","authors":"Jennifer Frean","doi":"10.1111/lit.12283","DOIUrl":"https://doi.org/10.1111/lit.12283","url":null,"abstract":"The increase in screen-based publishing over the past 30 years has sparked an evolution of reading. Reading's natural scope has ignited interest across paradigms. The resulting scholarship offers rich opportunity, but also presents a concerning challenge – approaches differ across disciplines, producing results that can be difficult to interpret and apply between fields.This article introduces both a framework for use by reading researchers across disciplines and an original interpretation of Schramm's communication model as it applies to reading. Drawing on theory and practice from communication, literacy, psychology, neuroscience and education, this article proposes a practical approach with the flexibility to accommodate a broad spectrum of research interests and goals. Using Schramm's communication model as its guiding logic, this framework unifies and extends Mangen and van der Weel's integrative framework for reading research (2016) to produce a further iteration of the framework that can be engaged at all stages of the research process, encouraging replicable and – most importantly – usable research findings for all interested stakeholders. This transdisciplinary approach aims to overcome academic silos and support more compatible, transferable research outcomes for both qualitative and quantitative projects.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"299-310"},"PeriodicalIF":1.3,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137879580","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

Tender Document inviting submissions for Literacy Editorship for the period November 2022 to November 2025 招标文件，邀请为识字编辑工作提交意见书，任期为2022年11月至2025年11月

IF 1.3 4区教育学

Literacy Pub Date : 2022-04-18 DOI: 10.1111/lit.12285

Diane R. Collier, Natalia Kucirkova

引用次数: 0

Positive Bacterial Culture among Lower Respiratory Tract Specimens of Patients in a Tertiary Care Centre: A Descriptive Cross-sectional Study. 一家三级医疗中心患者下呼吸道标本中的阳性细菌培养：一项描述性横断面研究。

IF 0.5 4区教育学

Literacy Pub Date : 2022-04-15 DOI: 10.31729/jnma.7219

Shusila Khadka, Achut Barakoti, Ram Prasad Adhikari, Laxmi Kant Khanal, Jyotshna Sapkota

{"title":"Positive Bacterial Culture among Lower Respiratory Tract Specimens of Patients in a Tertiary Care Centre: A Descriptive Cross-sectional Study.","authors":"Shusila Khadka, Achut Barakoti, Ram Prasad Adhikari, Laxmi Kant Khanal, Jyotshna Sapkota","doi":"10.31729/jnma.7219","DOIUrl":"10.31729/jnma.7219","url":null,"abstract":"Introduction: Lower respiratory tract infection accounts for a great burden of disease worldwide. The problem has further increased due to increasing antimicrobial resistance. This study was done to find out prevalence of positive bacterial culture among lower respiratory tract specimens of patients in a tertiary care centre.Methods: A descriptive cross-sectional study was done in the Laboratory of Clinical Microbiology in a tertiary care centre from May, 2021 to October, 2021. Ethical approval was received from the Institutional Review Committee (Reference number: 045-077/078). A total of 635 specimens were collected by convenience sampling. The specimens were cultured as per standard microbiological techniques. Antibiotic susceptibility was performed following Clinical and Laboratory Standards Institute (2020) guidelines. Microsoft Excel was used for data entry and analysis. Point estimate at 95% Confidence Interval was calculated along with frequency and proportion.Results: Among the 635 lower respiratory specimens, 112 (17.63%) (111.97 to 112.03 at 95% Confidence Interval) showed positive bacterial culture. Klebsiella pneumoniae 44 (37.93%) was the commonest isolate followed by Acinetobacter calcoaceticus baumannii complex 34 (29.31%).Conclusions: The prevalence of positive bacterial culture among lower respiratory specimens was lower when compared to other studies done in similar settings.Keywords: antibiotic resistance; gram negative bacteria; respiratory tract infections.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"22 1","pages":"384-388"},"PeriodicalIF":0.5,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9252246/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85113932","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

Exploring children's embodied story experiences: a toolkit for research and practice 探索儿童的具体故事体验:一个研究与实践的工具包

IF 1.3 4区教育学

Literacy Pub Date : 2022-04-05 DOI: 10.1111/lit.12284

Anežka Kuzmičová, Markéta Supa, Jana Segi Lukavská, Filip Novák

引用次数: 3

The impact of technology use on adolescents' leisure reading preferences 科技使用对青少年休闲阅读偏好的影响

IF 1.3 4区教育学

Literacy Pub Date : 2022-03-29 DOI: 10.1111/lit.12282

Chin Ee Loh, Baoqi Sun

{"title":"The impact of technology use on adolescents' leisure reading preferences","authors":"Chin Ee Loh, Baoqi Sun","doi":"10.1111/lit.12282","DOIUrl":"10.1111/lit.12282","url":null,"abstract":"There is worldwide concern about the decline in children and adolescent enjoyment of reading as documented by international and national surveys, with smartphones and other technologies often blamed for the decline. Yet, with recent rapid improvements in technologies for reading, the accelerated adoption of devices for learning during the pandemic and increased access to e-books through the public library system in Singapore, the relationship between adolescent technology use and reading may be more complex than is typically painted in popular press. This mixed-methods study seeks to make current an understanding of adolescent reading in relation to technology by exploring adolescents' preferred reading devices, their use of technology for reading and their use of public e-resources for reading. In this study, adolescents preferred using their smartphones over print forms for reading and preferred to read social media online. E-books accessed freely through the public library were under-utilised, and adolescents reported lack of knowledge or experience about how to look for reading resources online. Findings suggest an intentional and nuanced approach is needed to create an ecosystem of opportunities for adolescents to have meaningful reading experiences in print and digitally.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 4","pages":"327-339"},"PeriodicalIF":1.3,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45485099","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: 8

Storytelling through block play: imagining identities and creative citizenship 通过积木游戏讲故事:想象身份和创造性公民身份

IF 1.3 4区教育学

Literacy Pub Date : 2022-01-19 DOI: 10.1111/lit.12266

Jonathan Ferreira, Maureen Kendrick, Sam Panangamu

{"title":"Storytelling through block play: imagining identities and creative citizenship","authors":"Jonathan Ferreira, Maureen Kendrick, Sam Panangamu","doi":"10.1111/lit.12266","DOIUrl":"https://doi.org/10.1111/lit.12266","url":null,"abstract":"In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8- to 10-year-old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story-telling, identity, creative citizenship and play-based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play-based storytelling to address out-of-school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.","PeriodicalId":46082,"journal":{"name":"Literacy","volume":"56 1","pages":"29-39"},"PeriodicalIF":1.3,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137705214","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