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“New Ways of Knowing”: Collaborative Multimodal Response Assignments in Teacher Education “认识的新途径”：教师教育中的协作式多模态响应作业
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-06-03 DOI: 10.1002/jaal.70014
Katie HarlanEller
{"title":"“New Ways of Knowing”: Collaborative Multimodal Response Assignments in Teacher Education","authors":"Katie HarlanEller","doi":"10.1002/jaal.70014","DOIUrl":"https://doi.org/10.1002/jaal.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>Justice-oriented teacher educators continue to seek innovative teaching methods that support preservice teachers' learning and teaching about complex ideas in K-12 education. Collaborative multimodal response assignments represent one pedagogical tool positioned as deliberate resistance to dominant modes of expressing new knowledge, rejecting white supremacy culture in classrooms, and undergirding racially just educational practices. In this article, collaborative multimodal response projects assigned in undergraduate and graduate teacher preparation courses attempt to enact and encourage liberatory literacies and teaching practices. Following qualitative analysis of students' reflections and feedback on the project-making process, collaborative multimodal tasks offer preservice teachers literacy experiences that (1) impact them personally, (2) build community and connection, (3) mediate engagement with complex content, and (4) support preservice teachers' pedagogical practice as novice teachers.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144206899","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
Speaking Up or Staying Silent: Early Adolescents' Perspectives on Dialogic Participation 畅所欲言还是保持沉默：早期青少年对对话参与的看法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-06-01 DOI: 10.1002/jaal.70013
Shireen Al-Adeimi, Rebecca Lee
{"title":"Speaking Up or Staying Silent: Early Adolescents' Perspectives on Dialogic Participation","authors":"Shireen Al-Adeimi,&nbsp;Rebecca Lee","doi":"10.1002/jaal.70013","DOIUrl":"https://doi.org/10.1002/jaal.70013","url":null,"abstract":"<p>While scholars emphasize the importance of dialogic talk in fostering students' critical thinking, collaborative learning, and literacy, it remains rare in classroom practice. To better understand students' perspectives on motivations and hindrances for engaging in such discussions, this mixed methods study analyzes 693 survey responses from middle school students who participated in the Word Generation program, a supplementary discussion and debate curriculum. Through thematic content analysis, we identified students' reasons for participation and nonparticipation, including topic relevance, self-expression, and interpersonal dynamics. Additionally, responses were categorized as reflecting intrinsic or extrinsic motivations, with intrinsic motivators—such as interest in the topic or self-efficacy—accounting for the majority of both participation and nonparticipation. By centering students' perspectives and learning from their experiences, this study highlights the importance of creating equitable, student-driven spaces that foster deeper engagement and collaboration.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190909","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
Contextualized Response to Dialogic Argumentative Writing in a Culturally and Linguistically Diverse High School English Language Arts Classroom 高中英语语言艺术课堂中对话性议论文写作的语境化反应
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-05-20 DOI: 10.1002/jaal.70011
George E. Newell, Meghan Dougherty Kuehnle, Kevin Fulton, Tzu-Jung Lin
{"title":"Contextualized Response to Dialogic Argumentative Writing in a Culturally and Linguistically Diverse High School English Language Arts Classroom","authors":"George E. Newell,&nbsp;Meghan Dougherty Kuehnle,&nbsp;Kevin Fulton,&nbsp;Tzu-Jung Lin","doi":"10.1002/jaal.70011","DOIUrl":"https://doi.org/10.1002/jaal.70011","url":null,"abstract":"<p>Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year 2022–2023. Adopting microethnographic discourse methods to study key events, our findings demonstrate that the teacher used “dialogic opportunities” to provide contextualized support for her students' understandings of essay assignments, relevant topical knowledge, acquisition of argumentative genres, and strategic practices for composing. Our year-long collaboration with the teacher and her students suggests that while English language arts teachers need to have a deep understanding of how to teach dialogic argumentative writing, they also need to reconsider the larger curricular contexts for such writing and how instructional choices shape these contexts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091850","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
Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies About STEAM 黑人和拉丁裔女孩在多模式社区日志中的写作作为关于STEAM的多模式人工素养
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-05-20 DOI: 10.1002/jaal.70012
Tisha Lewis Ellison, Tairan Qiu, Brad Robinson
{"title":"Black and Latina Girls' Compositions of Multimodal Community Journaling as Multimodal Artifactual Literacies About STEAM","authors":"Tisha Lewis Ellison,&nbsp;Tairan Qiu,&nbsp;Brad Robinson","doi":"10.1002/jaal.70012","DOIUrl":"https://doi.org/10.1002/jaal.70012","url":null,"abstract":"<p>This study explores Multimodal Community Journals (MCJs) as a collaborative visual storytelling, research, and community tool that empowers Black and Latina girls while fostering their engagement with Science, Technology, Engineering, Arts, and Mathematics (STEAM). Analyzing the multimodal texts created by the <i>Dig-A-Girls</i> and their community—integrating writing, drawing, and photography—this research examines how they express their identities, experiences, and perspectives in relation to STEAM. The MCJ served as a platform for participants to construct meaningful narratives, assert agency, challenge dominant narratives, and advocate for social justice. By centering multimodal pedagogies in STEAM education, this study highlights the importance of prioritizing the voices and lived experiences of underrepresented students. Ultimately, MCJs cultivate authentic self-expression, collaboration, and critical engagement, offering a transformative approach to STEAM learning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091740","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
Tracing the History of Postsecondary Reading Instruction in the Pre-G.I. Bill Era: A Survey of Surveys 高中预科阶段高中后阅读教学的历史追溯。比尔·埃拉：调查的调查
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-05-20 DOI: 10.1002/jaal.70010
Jennifer C. Theriault, Norman A. Stahl, Kelly J. Meyers
{"title":"Tracing the History of Postsecondary Reading Instruction in the Pre-G.I. Bill Era: A Survey of Surveys","authors":"Jennifer C. Theriault,&nbsp;Norman A. Stahl,&nbsp;Kelly J. Meyers","doi":"10.1002/jaal.70010","DOIUrl":"https://doi.org/10.1002/jaal.70010","url":null,"abstract":"<p>Survey research is regularly undertaken across the fields that comprise literacy education and provide historical perspectives of topics of interest at the time. The field of college reading and study skills pedagogy and research has a rich history of surveys being undertaken since the Great Depression. This article focuses on the major and secondary topics of interest as indicated through inclusion in published survey reports from 1928 until 1949, or what we identify as the Pre-G.I. Bill era. The purpose of this content analysis was to identify the origins and developments of reading and study skills programming at the college level in the United States. In doing so, macro categories of Program, Instruction, Curriculum, and Students and corresponding micro categories emerged inductively to provide a more complex and complete picture of the conditions and practices of programs during this formative period. The trends identified across surveys highlighted the transitional nature of how supportive instruction was provided and the topics of interest associated with such an endeavor. Further, this research methodology—a Survey of Surveys—captures the evolution of a field.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091730","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
Translingual Dialogic Encounters Weekly: A Pakistani Immigrant Youth's Journey of Becoming in South Korea 双语对话周刊：一位巴基斯坦移民青年在韩国的成长之旅
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-05-09 DOI: 10.1002/jaal.70009
Eun Young Yeom
{"title":"Translingual Dialogic Encounters Weekly: A Pakistani Immigrant Youth's Journey of Becoming in South Korea","authors":"Eun Young Yeom","doi":"10.1002/jaal.70009","DOIUrl":"https://doi.org/10.1002/jaal.70009","url":null,"abstract":"<div>\u0000 \u0000 <p>This case study examines how translanguaging, reading, and discussing culturally relevant graphic novels written in English, and dialogic interactions can support immigrant youth's self-exploration and English learning, especially within English language teaching (ELT) in South Korea (henceforth, Korea). This study illuminates the case of a weekly afterschool sessions designed for Ayra, the only multilingual Pakistani immigrant youth at a Korean-dominant high school in Korea. Findings from conversations across 10 sessions and observation notes reveal that dialogic translanguaging practices helped Ayra articulate her ideas and deepen her understanding of the graphic novel. This, in turn, led to a deeper understanding of her own life, as she navigated the liminal space between marginality and centrality. This study underscores the value of translingual dialogic interactions and culturally relevant young adult literature in ELT, advocating for inclusive practices that honor immigrant youth's linguistic choices and cultural insights while embracing their intimate stories.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118085","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
Possibilities of Young Adult Literature: Opportunities and Challenges of Critical Literacy Amidst Book Banning 青少年文学的可能性：禁书背景下批判性读写的机遇与挑战
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-04-23 DOI: 10.1002/jaal.70008
Caroline B. Rabalais
{"title":"Possibilities of Young Adult Literature: Opportunities and Challenges of Critical Literacy Amidst Book Banning","authors":"Caroline B. Rabalais","doi":"10.1002/jaal.70008","DOIUrl":"https://doi.org/10.1002/jaal.70008","url":null,"abstract":"<div>\u0000 \u0000 <p>This article examines the recent increase of book bannings and challenged books and their possible effects on marginalized youth, including students who are Black, Indigenous, people of color, and/or identify as LGBTQIA+. Arguing against these reading restrictions, this article breaks down the normative ideologies inherently promoted through book bannings and challenged books. Through a critical content analysis of the top five challenged young adult books of 2023, I share possibilities for how secondary teachers can use these books in their classrooms to support critical literacy instruction and illustrate why critical literacy is necessary for all stakeholders in education. This study aims to provide practical guidance for English language arts teachers and librarians on how to incorporate challenged books into their teaching to strengthen students' critical consciousness and to support a more equitable education and future for all students.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118168","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
Struggling in the Heartland: Romance Novels and Rural Adolescent Identity of Failure 在心脏地带挣扎：言情小说与农村青少年的失败认同
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-04-20 DOI: 10.1002/jaal.70007
Zoe A. Cassady, Laura Crisp, Corrine M. Wickens
{"title":"Struggling in the Heartland: Romance Novels and Rural Adolescent Identity of Failure","authors":"Zoe A. Cassady,&nbsp;Laura Crisp,&nbsp;Corrine M. Wickens","doi":"10.1002/jaal.70007","DOIUrl":"https://doi.org/10.1002/jaal.70007","url":null,"abstract":"<div>\u0000 \u0000 <p>Like many adolescents who struggle with academic reading tasks, Suzanna (pseudonym) demonstrated a strong aversion to academic reading beginning in first grade. Secretly, however, Suzanna <i>was</i> a reader—an avid reader of romance literature she believed would not be deemed acceptable for use in school. To protect her burgeoning literate identity, Suzanna hid her passion for reading romance stories and embraced a public persona of literate failure. Resourceful and clever, Suzanna found ways to support her reading, even as a rural resident without reliable transportation and limited resources, through embracing the perceived anonymity of shopping at thrift stores and reading on the Wattpad storytelling platform. Suzanna shared her story with photographs she provided during four 1-hour photo elicitation interviews (PEI). We explore Suzanna's perceptions regarding her literacy experiences in school through the interrelated theoretical constructs of adolescent literate identities and rural consciousness.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118155","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
“What Do We Want Our Book to Look Like?”: Reimagining the Academic Writing Process Through Community-Centered Composing “我们希望我们的书是什么样子的？”：通过以社区为中心的写作重新想象学术写作过程
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-04-04 DOI: 10.1002/jaal.70005
Jacqueline Winsch, Ankhi Thakurta, Claire Wan, Ericka Staufert-Reyes, María Paula Ghiso, Gerald Campano
{"title":"“What Do We Want Our Book to Look Like?”: Reimagining the Academic Writing Process Through Community-Centered Composing","authors":"Jacqueline Winsch,&nbsp;Ankhi Thakurta,&nbsp;Claire Wan,&nbsp;Ericka Staufert-Reyes,&nbsp;María Paula Ghiso,&nbsp;Gerald Campano","doi":"10.1002/jaal.70005","DOIUrl":"https://doi.org/10.1002/jaal.70005","url":null,"abstract":"<p>This study explores how a team of university and youth co-researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community-centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative writing, as we grappled with how to share our research with educators. We suggest how practitioners might draw on community-centered composing to meaningfully involve youth writers as partners and reimagine academic writing in school as a relational, affective, and action-oriented process.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"737-747"},"PeriodicalIF":0.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883740","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
In Search of Our Tiny Gardens: Adolescent Girl of Color Multiliteracies as Creative Praxis 寻找我们的小花园：作为创造性实践的有色人种少女多元文化
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2025-04-02 DOI: 10.1002/jaal.70006
Grace D. Player, Autumn A. Griffin
{"title":"In Search of Our Tiny Gardens: Adolescent Girl of Color Multiliteracies as Creative Praxis","authors":"Grace D. Player,&nbsp;Autumn A. Griffin","doi":"10.1002/jaal.70006","DOIUrl":"https://doi.org/10.1002/jaal.70006","url":null,"abstract":"<p>This piece uses Alice Walker's <i>In Search of Our Mothers' Gardens</i> as a conceptual framework to highlight the unique ways Girls and Femmes of Color (GFOC) create beauty and life amidst a backdrop of devastating oppression. In doing so, we emphasize the brilliance and beauty of GFOC and their multiliterate practices while also challenging the notion of “art for art's sake.” This work will narrate our material and metaphorical relationship to their mothers' gardens, highlight literature and theory exemplifying GFOC multiliterate “gardening,” and provides vignettes from our research collaboratives with GFOC to highlight their creative and transformative praxis born of their raced-gendered epistemologies.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"727-736"},"PeriodicalIF":0.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883789","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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