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Journal of Adolescent & Adult Literacy最新文献

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“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop “我带她们来这里讲述她们的故事”：跨国拉丁裔母亲在代际讲故事研讨会上的批判性识字实践
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-02-14 DOI: 10.1002/jaal.1280
Grace Cornell Gonzales, Emily Machado, Lauren Plitkins
{"title":"“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop","authors":"Grace Cornell Gonzales,&nbsp;Emily Machado,&nbsp;Lauren Plitkins","doi":"10.1002/jaal.1280","DOIUrl":"https://doi.org/10.1002/jaal.1280","url":null,"abstract":"<p>Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 5","pages":"308-318"},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141434","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: 3
Creating a common discourse on practitioner inquiry as stance 创建一个关于从业者询问立场的公共话语
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-02-09 DOI: 10.1002/jaal.1278
Stephanie Buelow, Cassandra Koja, Matthew Tom, Heidi R. Bacon
{"title":"Creating a common discourse on practitioner inquiry as stance","authors":"Stephanie Buelow,&nbsp;Cassandra Koja,&nbsp;Matthew Tom,&nbsp;Heidi R. Bacon","doi":"10.1002/jaal.1278","DOIUrl":"https://doi.org/10.1002/jaal.1278","url":null,"abstract":"<p>Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self-directed learners, agents of change, and storytellers to recenter literacy teaching and learning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 5","pages":"301-307"},"PeriodicalIF":0.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50126079","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 can we confront climate denial? Critical literacy+, eco-civic practices, and inquiry 我们如何应对气候否认？批判性识字+、生态公民实践和探究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-01-23 DOI: 10.1002/jaal.1276
James Damico, Mark Baildon, Alexandra Panos
{"title":"How can we confront climate denial? Critical literacy+, eco-civic practices, and inquiry","authors":"James Damico,&nbsp;Mark Baildon,&nbsp;Alexandra Panos","doi":"10.1002/jaal.1276","DOIUrl":"https://doi.org/10.1002/jaal.1276","url":null,"abstract":"<p>While scientific consensus about human-caused climate change has been clear for decades, denial of this science <i>and</i> denial about the need for timely, responsive action continue in the United States and around the world. The <i>Climate Denial Inquiry Model</i> can help educators grapple with the complex components of this denial with critical literacy+ and eco-civic practices of deliberation, reflexivity, and counter-narration to help investigate climate denial texts, stories, contexts, and philosophies. This charts a pathway toward ecojustice-centered stories-To-live by.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"257-266"},"PeriodicalIF":0.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141731","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: 2
Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators 抵制减法语言和识字政策：打破双语职前教育工作者的失落循环
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-01-15 DOI: 10.1002/jaal.1277
Rosalyn Harvey-Torres, Claudia Cervantes-Soon, Carol Brochin
{"title":"Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators","authors":"Rosalyn Harvey-Torres,&nbsp;Claudia Cervantes-Soon,&nbsp;Carol Brochin","doi":"10.1002/jaal.1277","DOIUrl":"https://doi.org/10.1002/jaal.1277","url":null,"abstract":"<p>Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low-income communities. We illustrate this phenomenon through our experiences as former teachers of bilingual students and as teacher educators in Arizona and Texas, shedding light on the cycles of loss that such policies create and how this loss manifests among preservice teachers. We also reflect on the agency enacted by educators to heal their identities and develop transformative literacy practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"273-277"},"PeriodicalIF":0.9,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50133496","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
Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption 被收养者重新学习他们的传统语言：跨国收养中语言和对话的后殖民解读
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-12-22 DOI: 10.1002/jaal.1275
Hari Prasad Adhikari Sacré, Atamhi Cawayu, Chandra Kala Clemente-Martínez
{"title":"Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption","authors":"Hari Prasad Adhikari Sacré,&nbsp;Atamhi Cawayu,&nbsp;Chandra Kala Clemente-Martínez","doi":"10.1002/jaal.1275","DOIUrl":"https://doi.org/10.1002/jaal.1275","url":null,"abstract":"<p>This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as part of their homecoming. We explore how this heritage language relearning could be seen as a renegotiation of the language hierarchies between the adoptive community and the community of origin of languages in the relationship between the adoptive region and the region of origin. Building on Gayatri Chakrabarty Spivak’s “Enabling Violation” concept, we deploy a postcolonial perspective on understanding heritage language relearning in transnational adoptees. We discuss how language relearning can challenge and reproduce the asymmetrical relation between adoptees’ position in the Global North and their first families in the Global South. We argue that heritage language relearning can open the door for adoptees to engage with transnational literacy, carving out global learning trajectories and reconnecting their adoptive and first world. The last section of this article discusses adoption organisations’ dialectic response to this shift by partaking in the organisation of heritage language classes for adoptees. We argue that adult education centres and literacy educators can play a pivotal role in further institutionalising these heritage language classes for transnational adoptees.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"267-272"},"PeriodicalIF":0.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50140427","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 intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network PhoneMe的混合意义：探索在线社交网络中的跨模态、基于地点的诗歌
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-12-05 DOI: 10.1002/jaal.1274
Rachel Horst, Kedrick James, Esteban Morales, Yuya Takeda
{"title":"The intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network","authors":"Rachel Horst,&nbsp;Kedrick James,&nbsp;Esteban Morales,&nbsp;Yuya Takeda","doi":"10.1002/jaal.1274","DOIUrl":"https://doi.org/10.1002/jaal.1274","url":null,"abstract":"This research paper explores how preservice teachers engaged with the transmodal place‐based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place‐based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share findings from a research survey conducted with teacher candidates in a core teacher education literacy course that had transitioned online due to the COVID‐19 pandemic. We discuss how participants engaged with the transmodal poetry in the survey and how their perceived poetic meaning and poetic connections changed with each additional modality. We share the pedagogical implications of our findings as well as ideas gleaned from the data for integrating the PhoneMe platform and pedagogy in secondary school classrooms. In the discussion, we explore how engagement with transmodal place‐based digital poetry can be a unique way to draw together place‐based education, digital literacies, social media literacies, and poetry pedagogy in a way that is visceral, relational, and highly relevant to contemporary lives and classrooms both on and offline. [ FROM AUTHOR]","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"249-256"},"PeriodicalIF":0.9,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50121252","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: 1
Exploring the role of social media literacy in adolescents' experiences with personalization: A Norwegian qualitative study 探索社交媒体素养在青少年个性化体验中的作用：挪威的一项定性研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-11-24 DOI: 10.1002/jaal.1273
Ashley Rebecca Bell, Merete Kolberg Tennfjord, Miroslava Tokovska, Ragnhild Eg
{"title":"Exploring the role of social media literacy in adolescents' experiences with personalization: A Norwegian qualitative study","authors":"Ashley Rebecca Bell,&nbsp;Merete Kolberg Tennfjord,&nbsp;Miroslava Tokovska,&nbsp;Ragnhild Eg","doi":"10.1002/jaal.1273","DOIUrl":"https://doi.org/10.1002/jaal.1273","url":null,"abstract":"<p>Social media platforms rely on algorithms to filter and select content, thereby personalizing every individual's social media experience. Many use social media without awareness of this personalization and its impact, pointing to a need to both understand and improve literacy among active social media users. This qualitative study addresses adolescents' social media literacy through an investigation of their experiences with personalization on social media, aiming for a nuanced perspective of their outcomes. A thematic analysis of eight focus group interviews with 47 students aged 15–19 years uncovered two main themes: (1) diverse levels of adolescents' awareness and familiarity with personalization and (2) positive, negative, and mixed emotions toward personalization. Theme one uncovered that although the adolescents were largely unfamiliar with the terminology, when prompted, most of them could provide examples of personalization, whereas theme two revealed that adolescents appreciated relevant content and yet were uneasy about certain features.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"239-248"},"PeriodicalIF":0.9,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143215","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: 3
Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback 将学习目标纳入中学识字课程：评估和实施教师的反馈
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-11-21 DOI: 10.1002/jaal.1271
Virginia Crisco, Anne Porterfield
{"title":"Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback","authors":"Virginia Crisco,&nbsp;Anne Porterfield","doi":"10.1002/jaal.1271","DOIUrl":"https://doi.org/10.1002/jaal.1271","url":null,"abstract":"<p>Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect of the curriculum, as well as highlight the strategies of teachers who made learning goals meaningful. We ultimately offer the cycle for cultivating expert learners as a possible solution for professional development to better support goal setting through curricular planning.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 4","pages":"229-238"},"PeriodicalIF":0.9,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50153145","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
Analogy as racial and political literacy: Taking Children's analyses seriously 种族和政治素养的类比:认真对待儿童的分析
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-11-16 DOI: 10.1002/jaal.1266
Rhianna Thomas, Melva Thomas
{"title":"Analogy as racial and political literacy: Taking Children's analyses seriously","authors":"Rhianna Thomas,&nbsp;Melva Thomas","doi":"10.1002/jaal.1266","DOIUrl":"10.1002/jaal.1266","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 3","pages":"192-198"},"PeriodicalIF":0.9,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121954415","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
Our journey toward racial literacy: A mother and daughter's story 我们的种族扫盲之旅:一个母亲和女儿的故事
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2022-11-16 DOI: 10.1002/jaal.1272
Olivia I. Ruiz, Yolanda Sealey-Ruiz
{"title":"Our journey toward racial literacy: A mother and daughter's story","authors":"Olivia I. Ruiz,&nbsp;Yolanda Sealey-Ruiz","doi":"10.1002/jaal.1272","DOIUrl":"10.1002/jaal.1272","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 3","pages":"199-202"},"PeriodicalIF":0.9,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133270061","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: 1
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