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Journal of Adolescent & Adult Literacy最新文献

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Social annotation and dialogic teaching and learning in English language arts 英语语言艺术中的社会标注和对话式教学
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-08 DOI: 10.1002/jaal.1382
Johnny B. Allred, Sean P. Connors, Christian Z. Goering
{"title":"Social annotation and dialogic teaching and learning in English language arts","authors":"Johnny B. Allred, Sean P. Connors, Christian Z. Goering","doi":"10.1002/jaal.1382","DOIUrl":"https://doi.org/10.1002/jaal.1382","url":null,"abstract":"This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high‐level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open‐ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209887","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
How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing 教师如何在教学法中适应数字多模态交流：多模态识字学习设计--观看和表现教学》评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-05 DOI: 10.1002/jaal.1383
Dan Liu
{"title":"How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing","authors":"Dan Liu","doi":"10.1002/jaal.1383","DOIUrl":"https://doi.org/10.1002/jaal.1383","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209885","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
Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse 揭开诗歌的面纱：多模式和审美反应作为诗歌教学和阅读的新方法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-09-03 DOI: 10.1002/jaal.1381
Claire Ahn, Alexandra Minuk
{"title":"Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse","authors":"Claire Ahn, Alexandra Minuk","doi":"10.1002/jaal.1381","DOIUrl":"https://doi.org/10.1002/jaal.1381","url":null,"abstract":"In secondary English classrooms, poetry is often a text that is least liked because it is viewed as being “inaccessible,” reserved for the elite, and/or too abstract. Part of the reason for this also lies in the traditional, colonial structures of introducing poetry such as relying on canonical texts and close reading analysis. Yet, outside of the classroom poetry is used in more accessible and engaging manners. With the advancements of technology, there also includes multimodal ways in which to read and write poetry that could be much more interesting for both educators and youth. This paper opens a discussion to consider multimodal and aesthetic responses to including poetry such as using digital apps like PhoneMe, a free accessible platform that allows users to post their written poems, record themselves reciting poems, and pin their poems directly on to an interactive digital map. The uniqueness of PhoneMe—a layered multimodal approach—can provide a more engaging way to teach and learn poetry.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209886","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
Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion 运用定位理论调查不同文化和语言的青少年学生参与课堂讨论的情况
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-08-28 DOI: 10.1002/jaal.1380
Karissa J. Sywulka
{"title":"Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion","authors":"Karissa J. Sywulka","doi":"10.1002/jaal.1380","DOIUrl":"https://doi.org/10.1002/jaal.1380","url":null,"abstract":"Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer‐reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real‐world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far‐reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209888","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 globally: South Korean adolescents' digital multimodal composing practices in a global online community 全球写作：韩国青少年在全球网络社区中的数字多模态创作实践
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-08-13 DOI: 10.1002/jaal.1378
Jin Kyeong Jung
{"title":"Writing globally: South Korean adolescents' digital multimodal composing practices in a global online community","authors":"Jin Kyeong Jung","doi":"10.1002/jaal.1378","DOIUrl":"https://doi.org/10.1002/jaal.1378","url":null,"abstract":"<p>This design-based study explored the digital and linguistic practices of South Korean adolescents from a rural area within the Write4Change global online community, emphasizing their use of image-driven tools. Framed within the cosmopolitan literacies perspective, these adolescents adeptly merge local and global dimensions, integrating their multilingual identities, and compelling visual narratives into their work. They navigate English, the dominant language of the online community, while incorporating multilingual elements to enrich community dialogues. These practices reflect their linguistic adaptability and digital literacies and underscore the significant role of cosmopolitan literacies in transforming literacy studies. The study highlights the impactful digital practices of South Korean adolescents, contributing to a broader understanding of inclusivity and diversity in global literacies.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142041587","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
Dancing with BBoy: Transliteracies and critical imagination in superhero storytelling 与 BBoy 共舞：超级英雄故事中的译文和批判性想象力
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-08-05 DOI: 10.1002/jaal.1377
Beth Krone, Patricia Enciso
{"title":"Dancing with BBoy: Transliteracies and critical imagination in superhero storytelling","authors":"Beth Krone, Patricia Enciso","doi":"10.1002/jaal.1377","DOIUrl":"https://doi.org/10.1002/jaal.1377","url":null,"abstract":"In this article, we describe a year‐long superhero storytelling project we facilitated with youth in a midwestern middle school. In this project, students read <jats:italic>Miles Morales: The Ultimate Spiderman</jats:italic> , designed superhero stories set in their community, and presented artistic representations of their stories to their families and peers. We present three episodes of mobile storytelling from this project, focusing on Aidan, one of eighteen youth participants. Using tools from theories of transliteracies and critical imagination, we illustrate how Aidan's embodied movement and play constituted critically literate acts. A transliteracies lens oriented toward critical imagination reveals how Aidan fluidly moved between fictional and real worlds to reimagine his experienced realities. These findings indicate a need to expand what counts as literate activity in schools.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940633","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
“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages "我希望老师能以与我的文化相关的方式授课"：非洲移民青年创作数字拼贴画
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-25 DOI: 10.1002/jaal.1366
Sandra Boateng, Vaughn W. M. Watson, Joel Berends, Dominic Hateka
{"title":"“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages","authors":"Sandra Boateng,&nbsp;Vaughn W. M. Watson,&nbsp;Joel Berends,&nbsp;Dominic Hateka","doi":"10.1002/jaal.1366","DOIUrl":"10.1002/jaal.1366","url":null,"abstract":"<p>We share digital collages composed by youth in Lit Diaspora, a community-based after-school literacy initiative involving Black African immigrant youth and adult collaborators, as one contemporary example of rendering visible the contours of the educational lives of African immigrant youth, among the fastest growing immigrant communities in the U.S. We do so amid anti-Black, anti-immigrant discourse and policy in schools, workplaces, and society in the U.S. and globally. Thus, in framing our inquiry, we examine how educators and researchers, attending to the varied diaspora digital literacies and educational experiences of African immigrant youth: talk back to deficit narratives of their lived schooling experiences; navigate literacy learning across contexts of families and elders; demonstrate social and civic literacies that extend youth's identities; and affirm cultural and embodied knowledge, language, and practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770286","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
How do students use ChatGPT as a writing support? 学生如何使用 ChatGPT 作为写作辅助工具？
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-25 DOI: 10.1002/jaal.1373
Sarah Levine, Sarah W. Beck, Chris Mah, Lena Phalen, Jaylen PIttman
{"title":"How do students use ChatGPT as a writing support?","authors":"Sarah Levine, Sarah W. Beck, Chris Mah, Lena Phalen, Jaylen PIttman","doi":"10.1002/jaal.1373","DOIUrl":"https://doi.org/10.1002/jaal.1373","url":null,"abstract":"Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of “cheatbot” and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta‐level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770287","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
Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education 同伴辅导是增强中断正规教育的双语学生识字能力的做法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-07 DOI: 10.1002/jaal.1372
Betty Thomason, Natalia A. Ward
{"title":"Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education","authors":"Betty Thomason, Natalia A. Ward","doi":"10.1002/jaal.1372","DOIUrl":"https://doi.org/10.1002/jaal.1372","url":null,"abstract":"Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141568183","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
The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+-themed literature class 高中 LGBTQ+ 主题文学课上的亲密关系、压迫和行动主义对性别权力关系的影响
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-04 DOI: 10.1002/jaal.1370
Allen B. Mallory, Mollie V. Blackburn, Ryan Schey
{"title":"The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+-themed literature class","authors":"Allen B. Mallory,&nbsp;Mollie V. Blackburn,&nbsp;Ryan Schey","doi":"10.1002/jaal.1370","DOIUrl":"https://doi.org/10.1002/jaal.1370","url":null,"abstract":"<p>School-based supports, such as LGBTQ+-themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+-themed literature course at a grassroots public charter high school for the arts in a mid-sized Midwestern city. The larger study, from which this article is derived, is a hybrid of ethnography and practitioner inquiry. Therefore, this study draws on field notes, transcribed video recordings of class, transcribed audio recordings of interviews, and student assignments related to a young adult novel. Our analysis of gendered power relations suggests that oppression can hinder intimacy, intimacy can hinder activism, but intimacy can also foster activism. With the goal of leveraging opportunities to challenge gendered oppression, we argue that students and teachers must navigate intimacy and intersecting structures of oppression to enact activism.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141556609","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
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