Journal of Adolescent & Adult Literacy最新文献

Implementing Virtual Reading Communities for Caregivers of Adolescents 青少年照顾者虚拟阅读社区的实施

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-10-06 DOI: 10.1002/jaal.70080

María P. Olivos, Montserrat Cubillos

{"title":"Implementing Virtual Reading Communities for Caregivers of Adolescents","authors":"María P. Olivos, Montserrat Cubillos","doi":"10.1002/jaal.70080","DOIUrl":"https://doi.org/10.1002/jaal.70080","url":null,"abstract":"<p>This qualitative, formative implementation study examined the pilot version of the program <i>I Read, We Talk</i>, a WhatsApp-based reading community for caregivers of adolescents, focusing on acceptability, feasibility, and sustainability as literacy-relevant indicators of whether caregiver-mediated reading practices can be taken up and sustained at home, as a basis for a later experimental test of effects on adolescents' reading motivation and reading volume. Target behaviors included independent reading, reading with/in front of adolescents, discussing texts with them, and participating in WhatsApp discussions. Deductive–inductive analysis of 10 in-depth interviews identified barriers, facilitators, and design implications. Acceptability was high, driven by well-being motives, rebuilding a reader identity, and strengthening caregiver–adolescent relationships. Feasibility was conditioned by how many people's cooperation each behavior required, from independent reading to WhatsApp discussions that depended on a whole group's responsiveness. Sustainability required flexibility amid fluctuating family demands and supportive facilitation and norms. Although acceptability and sustainability shared similar underlying motives, sustained engagement declined over the pilot, underscoring that valuing the program did not guarantee caregivers could sustain it in practice. Findings offer actionable design principles for equitable, sustained adult participation in home-based digital reading communities.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146025","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

Critical Reflections and Third Spaces in the Secondary English Classroom 中学英语课堂中的批判性反思与第三空间

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-28 DOI: 10.1002/jaal.70079

Natalie Davis-Porada

引用次数: 0

Fostering Dialogic Meaning-Making With Graphic Critical Literature Circles 用图形批评文学界培养对话意义

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-24 DOI: 10.1002/jaal.70078

Taylor Rose-Dougherty, James S. Chisholm, Mike P. Cook

引用次数: 0

Books About Banned Books: What Does Today's Fiction Teach Adolescents About Censorship? 关于禁书的书：今天的小说教给青少年关于审查制度的什么？

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-22 DOI: 10.1002/jaal.70077

Leah Day, Lauren Aimonette Liang

引用次数: 0

Reclaiming Critical Consciousness: Literacy for Digital Oppression 重拾批判意识：数字压迫的素养

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-13 DOI: 10.1002/jaal.70076

Rachel Besharat Mann

{"title":"Reclaiming Critical Consciousness: Literacy for Digital Oppression","authors":"Rachel Besharat Mann","doi":"10.1002/jaal.70076","DOIUrl":"https://doi.org/10.1002/jaal.70076","url":null,"abstract":"<div>\u0000 \u0000 <p>Digital information landscapes and communication platforms are controlled by algorithmic curation and polarized content that serve larger societal systems. The need for a reimagined approach to literacy education has never been more urgent. Drawing on Freire's foundational concepts of critical consciousness, dialogic pedagogy, and the rejection of the banking model, this paper defines and sustains <i>digital oppression</i> or the ways digital platforms reproduce prescriptive, extractive relationships between institutions and users and offers key instructional strategies organized around resisting it. This analysis examines how youth engagement with digital texts requires pedagogies that are experiential, dialogic, and attuned to power, identity, and meaning-making. By situating literacy as a tool for empowerment, resistance, and transformation, this paper calls for a renewed commitment to critical pedagogy as both the “word” and the “world” are increasingly mediated by digital infrastructures. It concludes with a call to educators and researchers to co-construct emancipatory practices that support young people in becoming critically literate agents capable of remaking their social realities.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994098","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

Who Is the Subject, Who Is the Source?: Critical Media Literacy, Journalism, and the Ethics of Sourcing 谁是主体，谁是源头？：批判性媒体素养、新闻学和资源伦理

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-13 DOI: 10.1002/jaal.70073

Gillian E. Mertens, Henry “Cody” Miller

引用次数: 0

AI Literacies for Adults in a GenAI Intensive Workforce: A Thematic Literature Review (2022–2026) 基因密集型劳动力中成年人的人工智能素养：专题文献综述（2022-2026）

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-13 DOI: 10.1002/jaal.70075

Edwin Creely

{"title":"AI Literacies for Adults in a GenAI Intensive Workforce: A Thematic Literature Review (2022–2026)","authors":"Edwin Creely","doi":"10.1002/jaal.70075","DOIUrl":"https://doi.org/10.1002/jaal.70075","url":null,"abstract":"<p>Generative artificial intelligence (GenAI) is rapidly reconfiguring professional practice, everyday decision making, and adult learning across virtually every sector. This thematic literature review synthesizes research published between 2022 and 2026 on the skills and understandings adults need in order to work purposefully, critically, and ethically with GenAI, taking established scholarship on digital, information, media, and critical literacies as its grounding. The review adopts a sociocultural orientation in which literacy denotes situated practices of making and interrogating meaning with texts. The review argues that competence with GenAI is not a narrow technical capacity but a situated form of agency encompassing purposeful use, contextual judgment, critical evaluation, ethical awareness, adaptive learning, and the capacity to preserve human thinking alongside automated systems. It examines the prompt as a communicative competency, the scrutiny of outputs for bias, inaccuracy, hallucination, and intellectual appropriation, the critical AI literacy scholarship that questions the framing itself, the contested evidence on productivity, and the shifting skill demands of AI enabled workplaces, closing with a cross-sector set of AI learning principles.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994099","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

Teacher Agency: Finding Spaces to Transform ELA Classrooms 教师中介：寻找空间改造ELA教室

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-11 DOI: 10.1002/jaal.70074

Kathryn Mitchell Pierce, Carol Gilles, Sarah D. Reid

引用次数: 0

“That Sounds Like ChatGPT!”: Youth Civic Literacies and Unhumanizing Generative AI “听起来像聊天！”：青年公民素养和非人性化的生成人工智能

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-09-10 DOI: 10.1002/jaal.70071

Daniel P. Moore, Antero Garcia, Nicole Mirra, Matthew Berland, Peter J. Woods, Max Shafer-Landau

{"title":"“That Sounds Like ChatGPT!”: Youth Civic Literacies and Unhumanizing Generative AI","authors":"Daniel P. Moore, Antero Garcia, Nicole Mirra, Matthew Berland, Peter J. Woods, Max Shafer-Landau","doi":"10.1002/jaal.70071","DOIUrl":"https://doi.org/10.1002/jaal.70071","url":null,"abstract":"<div>\u0000 \u0000 <p>This design-based study explored how youth civic literacies manifested as young people demystified GenAI—tinkering and playing with the tool in an informal setting. Students “unhumanized” GenAI, using its tools for civic and humanistic purposes. Analysis of ChatGPT logs, video/audio recordings, and artifacts indicated that students: (1) dissected, mimicked, and resisted GenAI; (2) employed an agentic, “robots-in-the-loop” approach in considering their civic and personal futures; and (3) realized a techno-optimism characterized by a lack of fear, sense of possibility, and joy. Collectively, these findings suggest that young people demystified GenAI in ways that encouraged civic innovation and expression while centering their own creativity, agency, and humanity. These activities paved the way for personal, social, and political explorations using GenAI. This article offers insight into the praxes of AI and civic literacy, providing opportunities for educators and researchers to support learners as they engage with (and critique) these technologies.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942264","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

“It's Human Nature to Search for Some Kind of Company”: Youth, Photovoice, and the Theory of Listening Literacy “寻找某种陪伴是人类的天性”：青年、光声和听力素养理论

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-08-13 DOI: 10.1002/jaal.70068

Kristien Zenkov, Lin Rudder

{"title":"“It's Human Nature to Search for Some Kind of Company”: Youth, Photovoice, and the Theory of Listening Literacy","authors":"Kristien Zenkov, Lin Rudder","doi":"10.1002/jaal.70068","DOIUrl":"https://doi.org/10.1002/jaal.70068","url":null,"abstract":"<p>In this article the authors introduce the concept of “listening literacy,” a merged research and instructional framework designed to address growing civic disengagement and political polarization in the United States. Drawing on Indigenous pedagogies, Deweyan democratic philosophy, critical pedagogy, and culturally sustaining practices, the authors theorize listening as a foundational literacy skill essential for democratic participation. To illustrate the framework in practice, the authors present findings from a photovoice project conducted with 15 high school students, exploring their perspectives on the purpose of school, factors that support and hinder their school engagement, and the role teachers play in their success. Student insights revealed that schools serve as vital sites of community and opportunity. The authors argue that “listening pedagogies” like photovoice empower students to articulate their experiences, develop self-efficacy, and engage as citizens. The authors close with a consideration of implications for educators across disciplines seeking to cultivate democratic literacy.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754103","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