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Journal of Literacy Research最新文献

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Literacy and Identity Development of Indigenous Rukai Children 鲁凯土著儿童的识字和身份发展
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030470
Ching-Ting Hsin, Chi-Ying Yu
{"title":"Literacy and Identity Development of Indigenous Rukai Children","authors":"Ching-Ting Hsin, Chi-Ying Yu","doi":"10.1177/1086296X211030470","DOIUrl":"https://doi.org/10.1177/1086296X211030470","url":null,"abstract":"This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"313 - 335"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Global, International, and Transnational Perspectives on Literacy: A Special Issue 全球、国际和跨国的扫盲视角:特刊
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031771
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
{"title":"Global, International, and Transnational Perspectives on Literacy: A Special Issue","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296X211031771","DOIUrl":"https://doi.org/10.1177/1086296X211031771","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"291 - 293"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
A Validation of the Chinese Motivation for Reading Questionnaire 汉语阅读动机调查问卷的验证
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030474
Xiaocheng Wang, Yuanying Jin
{"title":"A Validation of the Chinese Motivation for Reading Questionnaire","authors":"Xiaocheng Wang, Yuanying Jin","doi":"10.1177/1086296X211030474","DOIUrl":"https://doi.org/10.1177/1086296X211030474","url":null,"abstract":"This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"336 - 360"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 5
Differences in Reading Motivation Between American and Japanese Students 美国和日本学生阅读动机的差异
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030455
Hitomi Kambara, Yu-Cheng Lin
{"title":"Differences in Reading Motivation Between American and Japanese Students","authors":"Hitomi Kambara, Yu-Cheng Lin","doi":"10.1177/1086296X211030455","DOIUrl":"https://doi.org/10.1177/1086296X211030455","url":null,"abstract":"This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"361 - 381"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 4
Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds 作为批判性识字的图画书：难民背景下的翻译儿童的经验和视角
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030469
Nermin Vehabovic
{"title":"Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds","authors":"Nermin Vehabovic","doi":"10.1177/1086296X211030469","DOIUrl":"https://doi.org/10.1177/1086296X211030469","url":null,"abstract":"This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"1 2","pages":"382 - 405"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 2
Editorial Introduction: Considering the Preponderance of “Multi-” in Literacy Education 编辑导言:考虑“多元”在扫盲教育中的优势
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-06-01 DOI: 10.1177/1086296X211010282
E. Bauer, Guofang Li, Aria Razfar
{"title":"Editorial Introduction: Considering the Preponderance of “Multi-” in Literacy Education","authors":"E. Bauer, Guofang Li, Aria Razfar","doi":"10.1177/1086296X211010282","DOIUrl":"https://doi.org/10.1177/1086296X211010282","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"147 - 148"},"PeriodicalIF":2.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211010282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 2
Scaffolding Multimodal Composition With Emergent Bilingual Students 新兴双语学生的脚手架式多模式作文
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-05-10 DOI: 10.1177/1086296X211010888
M. Pacheco, Blaine E. Smith, Amber Deig, Natalie A. Amgott
{"title":"Scaffolding Multimodal Composition With Emergent Bilingual Students","authors":"M. Pacheco, Blaine E. Smith, Amber Deig, Natalie A. Amgott","doi":"10.1177/1086296X211010888","DOIUrl":"https://doi.org/10.1177/1086296X211010888","url":null,"abstract":"Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"149 - 173"},"PeriodicalIF":2.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211010888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45122104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 11
“We Are the Future”: Critical Inquiry and Social Action in the Classroom “我们是未来”:课堂上的批判性探究和社会行动
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-05-10 DOI: 10.1177/1086296X211009283
Hiller A. Spires, Marie Himes, C. Lee, Andrea Gambino
{"title":"“We Are the Future”: Critical Inquiry and Social Action in the Classroom","authors":"Hiller A. Spires, Marie Himes, C. Lee, Andrea Gambino","doi":"10.1177/1086296X211009283","DOIUrl":"https://doi.org/10.1177/1086296X211009283","url":null,"abstract":"This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"219 - 241"},"PeriodicalIF":2.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43700853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3
Challenging the Autonomous Wall: Literacy Work in an Urban High School 挑战自治墙：一所城市高中的扫盲工作
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-04-27 DOI: 10.1177/1086296X211009279
J. Larson, Eleni Duret, J. Rees, Jessica L. Anderson
{"title":"Challenging the Autonomous Wall: Literacy Work in an Urban High School","authors":"J. Larson, Eleni Duret, J. Rees, Jessica L. Anderson","doi":"10.1177/1086296X211009279","DOIUrl":"https://doi.org/10.1177/1086296X211009279","url":null,"abstract":"This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes in understanding of literacy and of students’ needs. We weave a story of multiple layers of changed curriculum, scheduling, assessments, and pedagogy to argue that we need to rethink the continuum of autonomous and ideological literacy to focus more on what the intersections of literacy ideologies generate.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"174 - 195"},"PeriodicalIF":2.6,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45910770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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
Cuentos Combativos: Decolonialities in Puerto Rican Books About María Cuentos Combativos:波多黎各书籍中的非殖民性María
IF 2.6 2区 教育学
Journal of Literacy Research Pub Date : 2021-04-24 DOI: 10.1177/1086296X211009294
Francisco L. Torres, C. Medina
{"title":"Cuentos Combativos: Decolonialities in Puerto Rican Books About María","authors":"Francisco L. Torres, C. Medina","doi":"10.1177/1086296X211009294","DOIUrl":"https://doi.org/10.1177/1086296X211009294","url":null,"abstract":"Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociopolitical perspectives within a Puerto Rican imaginary around Hurricane María, communal and historical agency, and emerging resistance as decolonial literary acts. We then provide a more in-depth analysis of two texts, exploring the themes of estamos bien, delinking, one story/one people, and acción social. Findings highlight the need to engage with ruptures created by texts within decolonial imaginative spaces to improve literacy instruction.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"242 - 264"},"PeriodicalIF":2.6,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43874967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3
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