Journal of Adolescent & Adult Literacy最新文献_第10页

Reimagining the English Language Arts canon: A case for inclusive and empowering instruction 重塑英语语言艺术经典：包容和赋权教学的案例

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-24 DOI: 10.1002/jaal.1302

Tracy E. Hunt

{"title":"Reimagining the English Language Arts canon: A case for inclusive and empowering instruction","authors":"Tracy E. Hunt","doi":"10.1002/jaal.1302","DOIUrl":"https://doi.org/10.1002/jaal.1302","url":null,"abstract":"This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire class without taking into account the lens through which students view the texts. This paper identifies how texts deemed historically valuable and enabling by the educator can actually be disabling and disengaging to the learner. Additionally, this paper offers insights regarding the positive shifts that can stem from reimagining the traditional canon utilizing a whole-class read scenario into a more democratic and culturally responsive English Language Arts canon. Assigned whole-class reads are defined as selections of text chosen by the teacher with the understanding that every student is required to engage in the text. These are not chosen by students and they are not part of independent reading. The goal of this paper is to first, inform educators concerning the disabling effects of choosing whole-class texts inside the traditional canon without viewing the texts through the varied interests, abilities, socio-economic backgrounds, integration of students' cultural knowledge and experiences, and maturity levels of the students served. Furthermore, this paper will provide a basis for increasing educator knowledge regarding the traditional canon, disabling and enabling texts, and culturally responsive ELA practices along with particular scaffolds in hopes of re-engaging the disengaged adolescent reader.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 1","pages":"4-11"},"PeriodicalIF":0.9,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142978","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

Adolescents' perspectives about their digital and connective literacies 青少年对数字和连接文学的看法

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-24 DOI: 10.1002/jaal.1300

Jocelyn Washburn, Suzanne Myers

引用次数: 0

“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities “改变流程”：艺术语言学习机会的回顾性分析

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-22 DOI: 10.1002/jaal.1301

Teaira McMurtry

{"title":"“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities","authors":"Teaira McMurtry","doi":"10.1002/jaal.1301","DOIUrl":"https://doi.org/10.1002/jaal.1301","url":null,"abstract":"Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school-sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article, the author takes up “inquiry as a stance” to provide a retrospective analysis of the implementation of two Artful Language Learning Opportunities (ALLOs) from an uncritical code-switching unit plan designed for 11th-grade students in 2011, and to offer ways that the ALLOs were (and could be) modified to center the dynamism that BL and thus disrupt White linguistic hegemony. This study's implications highlight the need to shift language instruction toward exploring critical concepts, embracing cultural pride, and incorporating equitable frameworks to empower students and transform teaching practices. By prioritizing the study of BL, educators can create inclusive learning environments that recognize and celebrate linguistic diversity, and, in doing so, understand that mastery in standardized English(es) is an inevitable outcome.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 2","pages":"74-84"},"PeriodicalIF":0.9,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140958","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

Teachers and students use of systems thinking about their participation in school environmental clubs 教师和学生使用系统思考他们参与学校环境俱乐部的情况

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-20 DOI: 10.1002/jaal.1299

Richard Beach

引用次数: 1

#BookTok's appeal on ninth-grade students: An inquiry into students' responses on a social media revelation #BookTok对九年级学生的呼吁：调查学生对社交媒体爆料的反应

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-19 DOI: 10.1002/jaal.1303

Jeroen Dera, Susanne Brouwer, Anna Welling

{"title":"#BookTok's appeal on ninth-grade students: An inquiry into students' responses on a social media revelation","authors":"Jeroen Dera, Susanne Brouwer, Anna Welling","doi":"10.1002/jaal.1303","DOIUrl":"https://doi.org/10.1002/jaal.1303","url":null,"abstract":"Over the last years, the hashtag #BookTok has been viewed more than 100 billion times on TikTok. Hence, both scholars and practitioners have plead for integrating #BookTok in the literacy classroom, expressing the hope that this digital subculture might flip adolescents' conceptions of reading and improve their reading motivation. This article presents the first empirical inquiry into students' evaluations of #BookTok in an educational context. Reporting a survey study among 142 ninth-grade students in the Netherlands, who were introduced to #BookTok through a compilation video featuring the most popular Dutch #BookTokers, the article shows that the phenomenon especially appeals to students who already read for pleasure frequently. Evaluations by book avoiders, on the other hand, were overwhelmingly negative. Promisingly, though, students who can be described as “book doubters,” who do not read often despite a relatively positive reading attitude, frequently reported an intention to use #BookTok, both in leisurely and educational settings. Hence, the article argues that integrating #BookTok in literacy education might especially serve students fitting the book doubter persona. At the same time, the results underline the importance of differentiation in the literacy classroom, also regarding the use of #BookTok.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 2","pages":"99-110"},"PeriodicalIF":0.9,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50137784","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

Cultivating writerly virtues: Critical human elements of multimodal writing in the age of artificial intelligence 培养写作美德：人工智能时代多模式写作的关键人性要素

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-07-02 DOI: 10.1002/jaal.1298

Shannon Daniel, Mark Pacheco, Blaine Smith, Sarah Burriss, Melanie Hundley

引用次数: 0

Thank You to Reviewers 感谢评审员

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-05-25 DOI: 10.1002/jaal.1287

引用次数: 0

Examining evolutions of literacy integration with physical education and health in an after-school program 在课后项目中考察识字与体育和健康融合的演变

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-05-22 DOI: 10.1002/jaal.1297

Kelly C. Johnston, Risto Marttinen

{"title":"Examining evolutions of literacy integration with physical education and health in an after-school program","authors":"Kelly C. Johnston, Risto Marttinen","doi":"10.1002/jaal.1297","DOIUrl":"https://doi.org/10.1002/jaal.1297","url":null,"abstract":"In this article, the authors analyze the ways literacy integration evolved in a multi-year interdisciplinary after-school program that supports youth through a focus on literacy, physical activity, and health. To deviate from the increasingly siloed assumptions around literacy education and attend to a more interdisciplinary, integrated perspective, the authors theorized literacy across multiple theoretical perspectives to examine 5 years of program implementation in three different sites (New York City, Los Angeles, and Paraguay) with culturally and linguistically diverse youth (ages 9–14), program leaders, and researchers. Drawing on assemblage theory to guide the analysis, the authors sought to identify the multidimensional (im)materialities that converged to produce evolutions of literacy integration in an after-school program. Analyzing data for assemblaging factors that produced youths' literacy engagement differently throughout program years led to identifying three emergent assemblages that frame the findings: (1) Well-intentioned literacy integration but more complex than expected, (2) Imprints of schooled literacy with sociocultural emergence, and (3) Community- and youth-centered literacy integration. The authors conclude with implications for educators and after-school leaders seeking to integrate literacy with interdisciplinary aims.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 6","pages":"355-366"},"PeriodicalIF":0.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50153364","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

Exploring teacher and student knowledge of sentence-level language features 探究教师和学生的句子级语言特征知识

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-05-14 DOI: 10.1002/jaal.1290

Rachel Knecht, Lisa Larson, Dianna Townsend

引用次数: 0

Roles of engagement: Analyzing adolescent students' talk during controversial discussions 参与的作用：分析青少年学生在有争议的讨论中的谈话

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2023-05-10 DOI: 10.1002/jaal.1289

Shireen Al-Adeimi, Jennie Baumann

引用次数: 0