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Journal of Adolescent & Adult Literacy最新文献

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Land-based literacies in local naturecultures: Walking, reading, and storying the forests in rural Colombia 当地自然文化中的陆地文学：哥伦比亚农村的森林漫步、阅读和故事化
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-02 DOI: 10.1002/jaal.1375
Tatiana Becerra Posada, Christian Ehret
{"title":"Land-based literacies in local naturecultures: Walking, reading, and storying the forests in rural Colombia","authors":"Tatiana Becerra Posada,&nbsp;Christian Ehret","doi":"10.1002/jaal.1375","DOIUrl":"10.1002/jaal.1375","url":null,"abstract":"<p>Land-based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more-than-human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning-making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land-based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro-analysis of participant-generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land-based literacies. We describe Land- walking, including forest- and creek-crossing practices, as literacies that require reading and meaning-making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land-based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land-based literacies for sustainable stewardship of the Land during times of drastic environmental change.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1375","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547696","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
“My beating and bleeding heart for all of you”: Enacting culturally sustaining pedagogy through spoken word poetry "我跳动和流血的心献给你们所有人"：通过口头诗歌实施具有文化可持续性的教学法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-01 DOI: 10.1002/jaal.1374
Jen Scott Curwood
{"title":"“My beating and bleeding heart for all of you”: Enacting culturally sustaining pedagogy through spoken word poetry","authors":"Jen Scott Curwood","doi":"10.1002/jaal.1374","DOIUrl":"10.1002/jaal.1374","url":null,"abstract":"<p>This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6-week school-based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141518567","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 nonviolent relationships within global literacy education partnerships 在全球扫盲教育伙伴关系中培养非暴力关系
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-06-30 DOI: 10.1002/jaal.1371
Phillip Wilder, James Cohen, Moses Deogracias, Andrea Trudeau
{"title":"Cultivating nonviolent relationships within global literacy education partnerships","authors":"Phillip Wilder,&nbsp;James Cohen,&nbsp;Moses Deogracias,&nbsp;Andrea Trudeau","doi":"10.1002/jaal.1371","DOIUrl":"10.1002/jaal.1371","url":null,"abstract":"<p>Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a “power with” relationship instead of a “power over” relationship of oppression and coloniality.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509830","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
The instructional implications of a critical media literacy framework and podcasts in a high school classroom 批判性媒体素养框架和播客对高中课堂教学的影响
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-06-27 DOI: 10.1002/jaal.1367
Anne Gill, Olivia G. Stewart
{"title":"The instructional implications of a critical media literacy framework and podcasts in a high school classroom","authors":"Anne Gill, Olivia G. Stewart","doi":"10.1002/jaal.1367","DOIUrl":"https://doi.org/10.1002/jaal.1367","url":null,"abstract":"This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10‐week, critical media‐framed study examines how eight 16–18‐year‐old students, taught synchronously on Zoom, engaged in weekly podcast‐based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per unit topic). Findings indicate that podcasts opened spaces for students to hear various voices, particularly marginalized narratives on controversial topics. Additionally, by engaging in critical media literacy practices, students' own voices were elevated, and students questioned the role of texts in their understanding of the world around them. These findings are of particular value to educators looking to understand the classroom implications of critical media literacy practices and who want to provide counter‐hegemonic narratives in their classrooms.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509863","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
Collaborative analysis of student writing: Building teacher capacity for supporting adolescent multilingual learners 合作分析学生写作：培养教师支持青少年多语种学习者的能力
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-06-26 DOI: 10.1002/jaal.1368
Ali Yaylali
{"title":"Collaborative analysis of student writing: Building teacher capacity for supporting adolescent multilingual learners","authors":"Ali Yaylali","doi":"10.1002/jaal.1368","DOIUrl":"https://doi.org/10.1002/jaal.1368","url":null,"abstract":"This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509832","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
Queerying the Queensland senior English prescribed text list 昆士兰州高年级英语规定课文清单查询
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-06-25 DOI: 10.1002/jaal.1365
Kelli McGraw, Lisa van Leent
{"title":"Queerying the Queensland senior English prescribed text list","authors":"Kelli McGraw,&nbsp;Lisa van Leent","doi":"10.1002/jaal.1365","DOIUrl":"10.1002/jaal.1365","url":null,"abstract":"<p>This paper presents an analysis of the prescribed text list for senior school English (including English as an Additional Language or Dialect, EAL/D) in Queensland, Australia. Queer understandings about the normalization of cisgender and heterosexuality provide a framework to analyze prescribed texts for adolescent learners. Hetero-cisgender norms are perpetuated through overrepresentation in endorsed texts. Representations of queer subjectivities or themes in the most highly promoted texts, those appearing on the examination list, are infrequent and minor. Reflexive justice thinking acknowledges the critique of merely identifying “who is missing” in the literature and extends the discussion to consider the complexities of the social, cultural, and political contexts that influence who gets to decide.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141518654","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
Building literacy connections after disaster: Teacher candidates engaging with community through a service‐learning lens 灾后建立扫盲联系：教师候选人通过服务学习视角参与社区活动
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-06-24 DOI: 10.1002/jaal.1369
Nancy Franklin Hulan, Leslee K. Bailey‐Tarbett
{"title":"Building literacy connections after disaster: Teacher candidates engaging with community through a service‐learning lens","authors":"Nancy Franklin Hulan, Leslee K. Bailey‐Tarbett","doi":"10.1002/jaal.1369","DOIUrl":"https://doi.org/10.1002/jaal.1369","url":null,"abstract":"This study examines the experiences of 17 teacher candidates who participated in a literacy‐focused service‐learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK‐12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service‐learning as real‐life experiences that address community needs while simultaneously enriching the professional growth of future educators.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530096","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
Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership 重新想象写作：通过研究实践伙伴关系将邪恶问题纳入中学写作教学
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-05-31 DOI: 10.1002/jaal.1362
Carrie L. James, Sarah J. McCarthey
{"title":"Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership","authors":"Carrie L. James, Sarah J. McCarthey","doi":"10.1002/jaal.1362","DOIUrl":"https://doi.org/10.1002/jaal.1362","url":null,"abstract":"Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research‐practice partnership to reimagine writing instruction in a high school English course by incorporating human‐centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the positive impact it had on students' attitudes toward writing. Through a transliteracies lens, we found that negotiating a (re)designed curriculum means working through tensions that can lead to new ways of thinking about writing. The (re)designed instruction centered 21st century composing practices that were inherently multimodal and resonated with students' out‐of‐school composing practices. This led to a positive shift in students' attitudes toward writing. The study suggests that incorporating “wicked problem” design challenges has the potential to reimagine how we teach writing in secondary education.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141188312","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
Beyond book clubs: Establishing a network of teacher‐readers through community, purpose, and joy 超越读书俱乐部：通过社区、目标和快乐建立教师读者网络
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-05-27 DOI: 10.1002/jaal.1363
Emily Cissi, Renee Stites Kruep, Christy Goldsmith
{"title":"Beyond book clubs: Establishing a network of teacher‐readers through community, purpose, and joy","authors":"Emily Cissi, Renee Stites Kruep, Christy Goldsmith","doi":"10.1002/jaal.1363","DOIUrl":"https://doi.org/10.1002/jaal.1363","url":null,"abstract":"When a hard‐working, justice‐oriented group of pre‐service English teachers (PSTs) identified themselves as non‐readers, two professors and a program alumna at a flagship university in the Midwest were inspired to create a young adult (YA) literature book club. Through monthly meetings, PSTs (and later first‐year teachers) gathered in a welcoming third space (Gutiérrez, 2008) to discuss YA books as readers and as teachers, considering both the experience of reading and the purpose for using these texts in their classrooms (Rosenblatt, 1994). Outcomes from <jats:italic>Overbooked: An Educators' Book Club</jats:italic> suggest that pre‐service teachers can find reading joy when offered a supportive space and community to grow as readers and teachers.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169799","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
Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making 城市中学里的羞耻与爱：了解中国农村学生的批判性世界构建叙事
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-05-15 DOI: 10.1002/jaal.1354
Xuanya Zhou, Angela M. Kohnen
{"title":"Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making","authors":"Xuanya Zhou,&nbsp;Angela M. Kohnen","doi":"10.1002/jaal.1354","DOIUrl":"10.1002/jaal.1354","url":null,"abstract":"<p>In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam-centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the mindset of rural deficiency. Data analysis shows that the visceral feelings of shame and love played an important role in our participants' critical consciousness about school, allowing them to work within and against school norms to transform a strictly stratified school space. We argue that marginalized youth's storytelling can become a practice of critical literacy, enabling them to construct critical meaning makings in embodied ways.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976696","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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