Journal of Adolescent & Adult Literacy最新文献

{"title":"Reimagining Inclusivity in Literacy Education for African Immigrant Adolescents","authors":"Olumide Ajayi","doi":"10.1002/jaal.70046","DOIUrl":"https://doi.org/10.1002/jaal.70046","url":null,"abstract":"<p>This study explored how an Afrocentric literacy workshop can reimagine inclusivity in literacy education for African immigrant adolescents. Drawing on Afrocentricity and Transnational Identity Theory, I facilitated a 10-week virtual literacy workshop with six African immigrant high school students from Nigeria. The study examined the affordances and challenges of implementing an inclusive, Afrocentric approach to literacy and the literacy practices enacted within this collaborative space. Data from recorded sessions, interviews, and student artifacts were analyzed using reflexive thematic analysis. Findings revealed that Afrocentric facilitation fostered cultural affirmation, multimodal expression, and critical dialogue, while also highlighting tensions such as internalized colonial ideologies and technological fatigue. The study offers implications for educators and researchers seeking to decolonize literacy education and center non-Western perspectives in inclusive pedagogies.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 6","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567299","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}

{"title":"Research as Praxis: An Invitation for JAAL Submissions From Practitioners","authors":"Eric Junco,&nbsp;Eric B. Claravall,&nbsp;Jung Kim,&nbsp;Michael Manderino,&nbsp;Jill Castek","doi":"10.1002/jaal.70045","DOIUrl":"https://doi.org/10.1002/jaal.70045","url":null,"abstract":"&lt;p&gt;The co-editors of the &lt;i&gt;Journal of Adolescent and Adult Literacy&lt;/i&gt; (JAAL) invite practitioners, teachers, and literacy educators who work with adolescent and adult learners to submit manuscripts that explore problems of practice in the teaching and learning of literacies. We welcome critically reflective articles, reviews, columns, or discussions that honor lived experiences, linguistic repertoires, cultural traditions, and the multiple perspectives about teaching and learning literacies.&lt;/p&gt;&lt;p&gt;We recognize educators' transformative agency to shape literacy education to surface new insights and understandings. Research that comes from educators' experiences with learners engages problems of practice through data gathering, analysis, interpretation, and knowledge-sharing to strengthen literacy learning. Practitioners are critical knowledge producers who expand the field's understanding and catalyze transformative change–especially in volatile and contentious times.&lt;/p&gt;&lt;p&gt;Literacies, within and beyond the classroom, are dynamic, generative, and grounded in local knowledge that is shaped by educators' knowing, acting, and doing. Insights derived from practitioner research foster connections that support transformative understandings of teaching and learning across various learning contexts. As conveyed in our editorial vision (Claravall et al. &lt;span&gt;2025&lt;/span&gt;), &lt;i&gt;JAAL&lt;/i&gt; intentionally encourages diverse authorship and welcomes new voices, including practitioner voices from the US and beyond, to advance an expansive reflection about literacies teaching and learning.&lt;/p&gt;&lt;p&gt;The teacher-as-researcher perspective positions professional practice as a form of ongoing inquiry. The International Literacy Association has a long history of supporting classroom-based inquiry, including the awarding of teacher research grants since 1997. The literacy field has benefited from educator-led studies that render visible the lived realities of classrooms and other learning spaces as valid sites of knowledge production (e.g., Claravall &lt;span&gt;2016&lt;/span&gt;; Compton-Lilly &lt;span&gt;2003&lt;/span&gt;; Pailey &lt;span&gt;2007&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;As a movement, research stemming from direct work with learners by practitioners was circulated in the late 1980s and early 1990s when educational journals such as &lt;i&gt;Harvard Educational Review&lt;/i&gt;, the &lt;i&gt;Educational Researcher&lt;/i&gt;, and the &lt;i&gt;Language Arts Journal&lt;/i&gt; published several influential papers focusing on teacher inquiry. These articles capitalized on the important role educators play in instructional and educational leadership (Cochran-Smith and Lytle &lt;span&gt;1999&lt;/span&gt;; Lytle and Cochran-Smith &lt;span&gt;1992&lt;/span&gt;). Since then, leading professional organizations in education, like the International Literacy Association, have recognized the value of educators' research that is connected to their work with learners across settings and in professional development and school reform.&lt;/p&gt;&lt;p&gt;Praxis-oriented research is vital to improving li","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 6","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564194","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}

{"title":"A Critical Heuristic for Analyzing Works of Young Adult Literature","authors":"April Vázquez","doi":"10.1002/jaal.70043","DOIUrl":"https://doi.org/10.1002/jaal.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>Contemporary YAL offers diverse perspectives often absent from the traditional literary canon, making it a vital resource for fostering student engagement, representation, and critical thinking. However, not all YAL texts offer authentic portrayals; some reinforce harmful stereotypes or present incomplete narratives. This article explores the value of using equity-oriented text sets to counter problematic representations and promote critical literacy. Drawing on Botelho and Rudman's Critical Multicultural Analysis (CMA) framework, I introduce a heuristic designed to help educators evaluate texts and curate meaningful, inclusive classroom collections. The article models the use of this heuristic through an analysis of Kwame Alexander's <i>The Crossover</i> (2014) and outlines strategies for guiding students in critically engaging with literature.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147320832","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}

{"title":"A Teen's Journey With ChatGPT: Agency, Identity, and Ethics in in- and out-of-school literacy activities","authors":"Shuling Yang,&nbsp;Yuyan Julia Hu","doi":"10.1002/jaal.70044","DOIUrl":"https://doi.org/10.1002/jaal.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>This piece presents a high schooler's first-person accounts of using generative AI tools across diverse literacy activities in and outside school. Through her own words, she describes her first encounter with ChatGPT in 8th grade, a US history project that required AI feedback mandated by the school, and informal uses such as adapting a cookie recipe and crafting social media posts. These narratives trace her growing understanding of GenAI, improvements in prompting skills, and heightened ethical awareness, while revealing the tensions between agency and dependence, and assistance and authorship that shape her stance as a writer. Together, these moments illustrate how GenAI is becoming embedded in her daily literacies. This case invites educators and literacy practitioners to recognize and build on students' authentic, self-directed AI practices, fostering critical, responsible, and ethical engagement with GenAI in their literacy development.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299893","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}

{"title":"More Than Managing Inequities: Critical Literacy in High School ELA","authors":"Joanne Larson,&nbsp;Jialin Yan","doi":"10.1002/jaal.70042","DOIUrl":"https://doi.org/10.1002/jaal.70042","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores how critical literacy in a 9th-grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student-created infographics and written reflections over 4 years. Findings indicate that integrating critical literacy with a liberatory lens into the school curriculum helped students develop their understanding of justice in ways that supported them in taking action. We recommend that integrating critical literacy into ELA curricula can better support learners to lead, reflect, and advocate for justice within and beyond the classroom.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140269","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}

{"title":"The Main Idea Hunt: A Staple of Postsecondary Developmental Literacy Instruction… but Should It Be?","authors":"Sonya L. Armstrong,&nbsp;Sajjad Mahdavivand Fard,&nbsp;Jodi P. Lampi","doi":"10.1002/jaal.70035","DOIUrl":"https://doi.org/10.1002/jaal.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>Find and underline the author's main idea. Such instructional directives have long been a staple of postsecondary literacy instruction, at least as gauged by their prevalence in developmental reading (and integrated reading and writing, IRW) course textbooks. We question whether this discrete skill should continue to be taught, given its misalignment with the rigorous and complex interpretive literacy demands of college-level reading. Drawing from a critical content analysis of current IRW textbooks, we identify how “main idea” instruction remains rooted in decontextualized, surface-level assumptions that limit reader agency and meaning-making. We highlight our theoretical dissonance in relation to contemporary literacy theory and offer shifts away from what we see as a reductive and outdated pedagogical practice. We conclude by calling for theory-aligned alternatives that foster deeper interpretive engagement and prepare students for authentic academic literacy tasks.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136669","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}

{"title":"Let's Go on an Adventure: Outdoor Literacy Lessons as a Material Starting Place for Writing Among High School Students Who Say They Can't Write","authors":"Kristie Camp","doi":"10.1002/jaal.70041","DOIUrl":"https://doi.org/10.1002/jaal.70041","url":null,"abstract":"<p>From a desire to create an “unruly edge” that values student voice in a holistically more authentic and creative learning environment, this qualitative action research study seeks to determine how reconfiguring the learning environment (holding ELA classes outside) contributes to literacy learning for students tracked into classes that foreground required writing processes. The discussion that follows addresses this research question (RQ): <i>how might outdoor literacy events within a required ELA course encourage and expand writing practices of students tracked into standardized classes that emphasize basic skills acquisition?</i> I wanted to know how offering self-expressive writing opportunities outside, accompanied by active environmental engagement, might inspire students who had not written much in ELA class to create something original and thereby better inform their teachers of their literacy skills.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146096499","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}

{"title":"Moving In and Out of Reading: Teens Talking About Books, Digital Games, Social Media and Fanfiction","authors":"Amy Schoonens,&nbsp;Michael Dezuanni","doi":"10.1002/jaal.70038","DOIUrl":"https://doi.org/10.1002/jaal.70038","url":null,"abstract":"<div>\u0000 \u0000 <p>This article examines teens' recreational reading activities as they move between books and digital media. It uses the model of connected reading to understand connections between teen reading practices and digital pastimes. Using focus group data, we draw on participants' experiences with books, fan texts, video games, and social media and video content to explore recreational reading alongside engagement with digital media. The article suggests that rather than digital practices being in opposition to reading, they are integral and enhance reading for pleasure.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146091522","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}

{"title":"Amplifying Assets: Literacy Leadership Teams, Culturally Relevant Pedagogy, and Multiliteracies Turn","authors":"Chevaunne D. Breland","doi":"10.1002/jaal.70039","DOIUrl":"https://doi.org/10.1002/jaal.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>Globalization and technological advances have fundamentally expanded the concept of literacy, moving it beyond traditional unimodal, page-bound meaning-making toward the integration of multiple communication modes. Through the combined lens of multiliteracies and culturally relevant pedagogies, this article examines literacy leadership and literacy community design as a means of translating theory into collaborative practices that drive systemic secondary literacy reform. By advocating for the formation of literacy leadership teams that strategically include instructional leaders, literacy coaches, district and building leaders, this article argues that collaborative inquiry and design are an effective approach to support diverse meaning-making and resolve the misalignment that currently exists between students' in-school and out-of-school literacy practices. Initial practical strategies that support leaders in meeting the culturally mediated literacy needs of all learners within an increasingly multimodal society are proposed in this article. Six literacy leadership actions which include assessing cultural models, investigating student identity, designing critical learning opportunities, honoring adult learners, strategically investing in assets, and reflecting on community vision are suggested. Ultimately collaborative literacy leadership, consisting of self-reflection, collective efficacy maintenance, and multimodal professional learning design, is suggested as a path toward cultivating a school literacy community that authentically honors the dynamic literacy needs and amplifies the literacy assets of educators, students, caregivers, leaders, and community members.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145996638","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}

{"title":"Building the Foundations of Critical Literacy: Collaborative Engagement With Interactive, Multimodal Narratives","authors":"Brady L. Nash,&nbsp;Abigail Sweinhart,&nbsp;Katherine Batchelor","doi":"10.1002/jaal.70040","DOIUrl":"https://doi.org/10.1002/jaal.70040","url":null,"abstract":"<p>New literacies are not defined by their medium, but by broader shifts in how literacy is practiced. Offline, role-playing games, tabletop games, and interactive narratives are becoming more and more popular, affording students the ability to engage with and change storylines. Online, readers today are able to pick and choose what kinds of texts they encounter online, and texts themselves are now more interactive, shifting based on available information about readers' web histories. To read critically today, readers need to understand the degree to which meaning in all texts is not fixed, but subjectively constructed by socially-situated individuals as they read. Supporting students in developing nuanced understandings of how meaning arises through reading remains a challenge, however, particularly given the number of overlapping concerns literacy educators face. Responding to the need to explore how readers construct meaning interactively and multimodally while still incorporating literary texts, this study examines the ways in which undergraduate students collaboratively read a multimodal, interactive, graphic novel. The study focuses on how partcipants' reading experience helped them shift their paradigms regarding reading, understand their own subjective positionality as readers, and develop new theoretical and pedagogical understandings regarding critical meaning-making.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"69 5","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145996653","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}