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Journal of Adolescent & Adult Literacy最新文献

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Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement 使用补充性、多成分阅读干预来提高青少年读者的成绩
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-02-13 DOI: 10.1002/jaal.1333
Margaret Osgood Opatz, Sarah Kocherhans
{"title":"Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement","authors":"Margaret Osgood Opatz,&nbsp;Sarah Kocherhans","doi":"10.1002/jaal.1333","DOIUrl":"10.1002/jaal.1333","url":null,"abstract":"<p>This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"294-302"},"PeriodicalIF":0.9,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761116","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
Hermeneutical justice as the foundation of cosmopolitan literacy in a post-truth age 诠释正义是后真理时代世界主义扫盲的基础
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-02-01 DOI: 10.1002/jaal.1326
Suzanne S. Choo
{"title":"Hermeneutical justice as the foundation of cosmopolitan literacy in a post-truth age","authors":"Suzanne S. Choo","doi":"10.1002/jaal.1326","DOIUrl":"10.1002/jaal.1326","url":null,"abstract":"<p>Two concepts characterize the zeitgeist of the 21st century. The first is the Fourth Industrial Revolution, which provides a positivistic vision of societal transformation caused by the explosion and fusion of technologies. The second is post-truth, in which objective facts have become less influential than appeals to emotion or personal belief. The concurrent visibility of both concepts suggests their interconnection. Indeed, digital porosity, exacerbated by technological advancements, is a catalyst for post-truth. Given this climate, cosmopolitan literacies are fundamental to promoting ethical ways of living and relating to diverse others. In this paper, I argue that what is foundational to cosmopolitan literacies is hermeneutical justice. Without hermeneutical justice, all communicative practices are liable to post-truths and misinformed acts of justice. I begin by explaining the concept of hermeneutical justice and proceed to discuss its implications for cosmopolitan literacy practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 2","pages":"190-196"},"PeriodicalIF":0.9,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139818986","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
“Spilling tea”: A critical feminist reclamation of gossip in literature and media "泼茶"：对文学和媒体中的流言蜚语进行批判性的女性主义开垦
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-01-29 DOI: 10.1002/jaal.1327
Katherine Batchelor, Kelli Rushek, Julia Beaumont
{"title":"“Spilling tea”: A critical feminist reclamation of gossip in literature and media","authors":"Katherine Batchelor,&nbsp;Kelli Rushek,&nbsp;Julia Beaumont","doi":"10.1002/jaal.1327","DOIUrl":"10.1002/jaal.1327","url":null,"abstract":"<p>In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege—such as race, ethnicity, religion, and sexuality—intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called “Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms.” Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 1","pages":"68-76"},"PeriodicalIF":0.9,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139647277","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
How Young Adult Literature Gets Taught: A review of a pedagogical manual for teacher educators, secondary teachers, and librarians 如何教授青少年文学：教师教育工作者、中学教师和图书馆员教学手册评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-25 DOI: 10.1002/jaal.1325
Jared McKee, Geoffrey Kellogg
{"title":"How Young Adult Literature Gets Taught: A review of a pedagogical manual for teacher educators, secondary teachers, and librarians","authors":"Jared McKee,&nbsp;Geoffrey Kellogg","doi":"10.1002/jaal.1325","DOIUrl":"10.1002/jaal.1325","url":null,"abstract":"<p><i>How Young Adult Literature Gets Taught: Perspectives, Ideologies, and Pedagogical Approaches for Instruction and Assessment</i> (Bickmore et al., 2022) seeks to provide guidelines for teacher educators and secondary English teachers on how to teach young adult literature (YAL). This 15-chapter manual includes chapters written by experts in YAL (including higher ed professionals, a high school English teacher, and a librarian), which offer resources for teaching YAL based around various theoretical frameworks and include detailed reading lists, guided discussion questions, and more.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"331-333"},"PeriodicalIF":0.9,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139051513","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
Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities 难以定义：文学知识与英语教师的培养--文学在塑造英语教师的专业知识和身份中的作用》一书评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-16 DOI: 10.1002/jaal.1324
Megan Davis Roberts
{"title":"Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities","authors":"Megan Davis Roberts","doi":"10.1002/jaal.1324","DOIUrl":"10.1002/jaal.1324","url":null,"abstract":"<p><i>Literary Knowing and the Making of English Teachers</i> offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3-year longitudinal study involving 24 early-career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought-provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"324-327"},"PeriodicalIF":0.9,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823445","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
Challenging the Status Quo in Secondary Literature Classrooms: A review of Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-designers 挑战中学文学课堂的现状：回顾《用青年文学挑战传统课堂空间》：作为课程共同设计者的社区学生
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-10 DOI: 10.1002/jaal.1323
Jennifer A. Walsh
{"title":"Challenging the Status Quo in Secondary Literature Classrooms: A review of Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-designers","authors":"Jennifer A. Walsh","doi":"10.1002/jaal.1323","DOIUrl":"10.1002/jaal.1323","url":null,"abstract":"<p>This paper reviews the book <i>Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-Designers</i> by Ricki Ginsberg (2022). Published amid increasingly contentious censoring of teachers' autonomy and students' rights to read in many districts across the United States, this book is a timely call for educators to rethink traditional curriculum choices and pedagogical approaches in the secondary literature classroom. Ginsberg makes a strong case for privileging engaging and relevant texts utilizing YA literature and centering students and their voices in communities of practice in the classroom. She offers a wide range of approaches to make this book relevant for teachers across the spectrum of autonomy, including impactful additions to existing curriculum for those in more constrained environments and a blueprint for a stand-alone YA literature course for those with more flexibility. Geared toward an audience of secondary literature teachers with many practical pedagogical considerations and suggestions, the solid theoretical base makes this book a useful read for literacy researchers and administrators interested in promoting student-centered pedagogical methods, leveraging meaningful communities of practice in classroom settings, and reaping the benefits of YA literature with secondary students.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"328-330"},"PeriodicalIF":0.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138581794","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
Identity, positioning, and platforms: A case study of an older job seeker in a community technology center 身份、定位和平台:社区技术中心一位年长求职者的案例研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-29 DOI: 10.1002/jaal.1321
Jennifer D'haem Kobrin
{"title":"Identity, positioning, and platforms: A case study of an older job seeker in a community technology center","authors":"Jennifer D'haem Kobrin","doi":"10.1002/jaal.1321","DOIUrl":"10.1002/jaal.1321","url":null,"abstract":"<p>Requests by education and workforce-related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technology platforms in her job search. Drawing from data gathered over a 5-month period with this job seeker as part of a larger ethnographic case study, this article shows the centrality of identity production in navigating and making sense of technologies, which entails negotiating one's sense of self across both front-end user interfaces and back-end infrastructures. Practical implications include creating space for students' critical agency of platforms, which can lead to meaningful change in policies related to data collection.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"229-238"},"PeriodicalIF":0.9,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544206","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
Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction 抵抗文学:原住民创作、加拿大获奖青年与中级小说中土地与原住民的表现
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-27 DOI: 10.1002/jaal.1318
Karen Eppley, Jeffrey Wood, Shelley Stagg-Peterson
{"title":"Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction","authors":"Karen Eppley,&nbsp;Jeffrey Wood,&nbsp;Shelley Stagg-Peterson","doi":"10.1002/jaal.1318","DOIUrl":"10.1002/jaal.1318","url":null,"abstract":"<p>Sixty percent of Indigenous people in Canada live rurally and on reserve but are largely absent among young adult and middle-grade fiction. This critical content analysis examines representations of the land and rural places and Indigenous identities in Canadian award-winning fiction written by Indigenous authors for young adult and middle-grade readers. By positioning land, place, and rural Indigenous youth identities and experiences at the center of the analysis, the study contradicts dominant colonizing perspectives of “rural” and “Indigenous” that undervalue and/or disregard the lives, knowledge, and perspectives of rural Indigenous community members. Critical content analysis makes visible the books' complex representations of rural land and identities where Indigenous characters are agentic, resilient, and adaptable in the face of settler colonialism.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"206-216"},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544204","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
“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling “情感是吸引人的东西”:通过数字故事讲述对关键情感素养的研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-22 DOI: 10.1002/jaal.1322
Jialei Jiang
{"title":"“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling","authors":"Jialei Jiang","doi":"10.1002/jaal.1322","DOIUrl":"10.1002/jaal.1322","url":null,"abstract":"<p>This study explores the implications of critical affective literacy through digital storytelling projects produced by first-year college writing students. The goal was to examine college students' affective and emotional responses to social justice issues, such as racial profiling, educational inequality, and animal protection, through the lens of digital storytelling. Pairing multimodal pedagogy with critical affective literacy, this study was carried out in two first-year writing courses in the United States. The researcher who conducted this study also taught the class sessions. Employing the methodology of a qualitative case study, the author gathered information through conducting semi-structured interviews with 11 students, observing the students' multimodal composition processes, and reviewing the students' digital storytelling videos. The analysis of the data showed that the participants performed critical emotional action when creating digital stories to draw the public's attention to social justice issues. This paper recommends that educators incorporate digital storytelling into social justice pedagogy and cultivate learners' critical affective literacy.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"253-263"},"PeriodicalIF":0.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544205","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
Fostering empathy and social justice through a culturally responsive approach to reading 通过文化响应的阅读方法培养同理心和社会正义
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-20 DOI: 10.1002/jaal.1319
Natalie Colosimo
{"title":"Fostering empathy and social justice through a culturally responsive approach to reading","authors":"Natalie Colosimo","doi":"10.1002/jaal.1319","DOIUrl":"10.1002/jaal.1319","url":null,"abstract":"<p>The book <i>Culturally Responsive Reading: Teaching Literature for Social Justice</i> by Durthy A. Washington provides educators with an incisive approach to analyzing multicultural texts through the “four keys to culture”: Language, Identity, Space, and Time, or the LIST Paradigm. This framework offers students and teachers a guided approach to critically analyze literature and “bridge the gap between the conventional study of literature and the new multi-cultural literature that is being taught”. It also asks students to examine their own cultural backgrounds and perspectives of the world around them and how that influences their interpretation of the text. The LIST Paradigm strives to ensure that teachers and students stay true to the author's intent and cultural perspective when critically approaching their literary works.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"264-266"},"PeriodicalIF":0.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544207","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
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