Journal of Adolescent & Adult Literacy最新文献_第2页

Composing Meaningful Connections Across High School and College Contexts 在高中和大学语境中构建有意义的联系

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-08-11 DOI: 10.1002/jaal.70065

Bethany Monea

{"title":"Composing Meaningful Connections Across High School and College Contexts","authors":"Bethany Monea","doi":"10.1002/jaal.70065","DOIUrl":"https://doi.org/10.1002/jaal.70065","url":null,"abstract":"<p>The question of how students navigate the transition from high school to college writing is of perennial concern to teachers and researchers of adolescent and adult literacy. This study contributes to this conversation through an in-depth analysis of the composing experiences that a group of eight, first-generation-to-college Latina students found most meaningful during their four years of high school and their first semesters of college. Comparing these compositions' modalities, contexts, topics, and motivations reveals the importance of identity-affirming composing experiences and the opportunity for expanding the range of composing modalities for students across secondary and postsecondary settings. Artifacts of participants' meaningful composing ranged from self-portraits and sculptures created in high school to memoirs and research proposals written in college. Their descriptions of why these compositions mattered to them illustrate the necessity of and methods for creating meaningful connections between students' identities, communities, and literacy practices as they connect their writing across high school and college contexts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753300","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

Literacy Identity Construction, Negotiation, and Resistance Among Middle School Students of Color in Online Learning 有色人种中学生在线学习中读写认同的建构、协商与抗拒

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-08-11 DOI: 10.1002/jaal.70070

Eugene Kwasi Gyekye, Priscilla Marfo

{"title":"Literacy Identity Construction, Negotiation, and Resistance Among Middle School Students of Color in Online Learning","authors":"Eugene Kwasi Gyekye, Priscilla Marfo","doi":"10.1002/jaal.70070","DOIUrl":"https://doi.org/10.1002/jaal.70070","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative multiple case study examines how middle school Students of Color construct, negotiate, and respond to literacy identities within classroom-based online learning contexts. Guided by racialized identity development in learning contexts, the study examines how access, participation, and recognition shaped students' experiences of competence and belonging during digital literacy instruction. Data were collected over 9 months at an urban middle school and included more than 300 h of classroom observations, semi-structured interviews with students, teachers, and parents, and digital artifacts from Google Docs, used for collaborative writing and peer feedback; Epic, a digital reading platform supporting teacher-assigned and student-selected texts; and Raz-Kids, a guided reading platform that supported oral reading, self-monitoring, and rereading. Findings show that students constructed literacy identities through agentic participation, collaborative interaction, and culturally and linguistically meaningful literacy practices. Recognition was negotiated across peer interactions, digital platform affordances, and institutional assessment systems, although these systems were not consistently aligned. While classroom digital platforms supported iterative participation and visible growth, institutional measures often constrained how students' literacy practices were recognized. These findings extend scholarship on racialized identity development and sociocultural literacy by demonstrating how classroom-based digital learning environments shape opportunities for competence, belonging, and recognition among middle school Students of Color.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753299","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

Language and Literacy in Transition: Reimagining Inclusion and Educational Futures in a Global Context. By Elena Domínguez Romero, Jelena Bobkina, Frank Serafini, and Marta Carretero (eds.), Cham: Springer, 2026. 131 pp. ISBN: 978-3-03-216903-7 转型中的语言和扫盲：重新构想全球背景下的包容和教育未来。作者：Elena Domínguez Romero， Elena Bobkina， Frank Serafini和Marta Carretero（编），Cham: b施普林格，2026。131页。ISBN: 978-3-03-216903-7

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-08-09 DOI: 10.1002/jaal.70069

Hengzhi Hu, Xi Heng

引用次数: 0

Finding Voice Across Platforms: Asian American and Asian Transnational Youths' Identity Negotiation in Social Media Spaces 跨平台寻找声音：亚裔美国人和亚裔跨国青年在社交媒体空间中的身份谈判

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-30 DOI: 10.1002/jaal.70067

Zixin Chen, Anqi Zu, Betina Hsieh

{"title":"Finding Voice Across Platforms: Asian American and Asian Transnational Youths' Identity Negotiation in Social Media Spaces","authors":"Zixin Chen, Anqi Zu, Betina Hsieh","doi":"10.1002/jaal.70067","DOIUrl":"https://doi.org/10.1002/jaal.70067","url":null,"abstract":"<p>Despite being one of the largest immigrant groups in the United States (U.S.), Asian heritage youth are often essentialized by dominant literacy ideologies as quiet, obedient, or culturally foreign, leaving their identity negotiation underexamined and insufficiently supported. This qualitative study examines how first- and second-year Asian American and Asian transnational college students use social media literacy practices to sustain heritage connections and navigate bicultural identities across platforms. Drawing on a qualitative research design that includes surveys, in-depth interviews, and youth-generated social media diaries, the analysis identifies two clusters of practices. First, participants amplified heritage identities by using youth-centered popular culture as entry points to heritage learning and by strategically curating self-presentation to make Asian cultural affiliation socially legible online. Second, participants negotiated bicultural identities through distinct digital strategies: transnational youth more often differentiated platforms according to cultural and social purposes, while second-generation Asian American youth more fluidly engaged with blended streams of heritage and U.S.-based content. Our findings position social media as a Third Space (Bhabha 1994; Gutiérrez 2008) constructed through Asian heritage youths' agentive digital literacy practices, where they draw on cultural and linguistic resources and make hybrid identities visible.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616982","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

Freedom Dreaming With Young Adult Literature: Engaging Students in Critical Gender Analysis 自由梦想与青年成人文学：参与批判性性别分析的学生

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-29 DOI: 10.1002/jaal.70066

Sidra Zaheer, Jenn Yong Sanders, K. Emerson Foster

引用次数: 0

“Young Scholar[s] on the Beat”: Multimodal Composition as a Form of Critical AI Literacy Pedagogy “节拍上的青年学者”：多模态作文作为一种批判性人工智能素养教学形式

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-28 DOI: 10.1002/jaal.70064

Sarah K. Burriss, Blaine E. Smith, Hannah H. Ziegler, Ana Villanueva, Menton Deweese, Angela Eeds

{"title":"“Young Scholar[s] on the Beat”: Multimodal Composition as a Form of Critical AI Literacy Pedagogy","authors":"Sarah K. Burriss, Blaine E. Smith, Hannah H. Ziegler, Ana Villanueva, Menton Deweese, Angela Eeds","doi":"10.1002/jaal.70064","DOIUrl":"https://doi.org/10.1002/jaal.70064","url":null,"abstract":"<p>“AI literacy” includes both technical competencies and critical engagement with social and ethical dimensions of AI, but <i>literacy</i> approaches are underrepresented in how we conceptualize and teach its core components. In this paper, we focus on youth multimodal composition as a form of AI literacy pedagogy, analyzing the video products and written reflections of 22 11th grade students who composed video public service announcements about AI ethics issues of their choosing. In our findings, we report on trends in student video content, including (1) the overwhelmingly negative portrayals of AI, especially related to school-based surveillance and punitive treatment relating to AI; (2) the complex interdependence of human and machine responsibility for harm; and (3) the persistence of students' messages of hope in the face of their cynical representations. Next, we show how students (1) experienced composition as joyful, creative collaboration and (2) connected composition and AI literacy learning. We discuss the implications of these findings for critical AI literacy pedagogy, offering suggestions for future practice and highlighting areas for further development and pedagogical innovation.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148616148","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

Using Cellphilms to Promote Translanguaging and Critical Digital Literacies in Teacher Education 利用细胞电影促进教师教育中的跨语言和关键数字素养

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-21 DOI: 10.1002/jaal.70063

Jennifer Burton, Aya Ceilidh Halliday

{"title":"Using Cellphilms to Promote Translanguaging and Critical Digital Literacies in Teacher Education","authors":"Jennifer Burton, Aya Ceilidh Halliday","doi":"10.1002/jaal.70063","DOIUrl":"https://doi.org/10.1002/jaal.70063","url":null,"abstract":"<p>Teacher education in increasingly digital, multimodal, and AI-mediated contexts must prepare pre-service teachers (PSTs) to critically engage with technology, language, and identity. This article explores the use of cellphilms—short, participant-created mobile videos—as a pedagogical approach for developing translanguaging-oriented critical digital literacies in ESL teacher education. Drawing on a critical action research study conducted at a Canadian university, we examine how PSTs engaged in a scaffolded five-stage assignment consisting of metaphor creation, storyboarding, peer feedback, production, and reflection to explore their evolving understandings of language, identity, and teaching. Findings show that PSTs mobilized translanguaging and multimodal resources to interrogate dominant language ideologies and reimagine their professional identities as language educators. The cellphilm process positioned PSTs as active meaning-makers and knowledge producers, supporting deeper connections between theoretical concepts and lived experience. This discussion also highlights key challenges, including uneven technical proficiency and the importance of sustained scaffolding throughout the process. Pedagogical implications point to the need for intentional support when integrating cellphilms in teacher education.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615484","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

“I Want Others to Know:” Digital Storytelling as Participatory Multiliteracies Pedagogy for Refugee Adults “我想让别人知道：”数字讲故事作为难民成年人的参与式多元文化教学法

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-08 DOI: 10.1002/jaal.70062

Melissa Hauber-Özer, Kelly Leavitt, Reese Betts

{"title":"“I Want Others to Know:” Digital Storytelling as Participatory Multiliteracies Pedagogy for Refugee Adults","authors":"Melissa Hauber-Özer, Kelly Leavitt, Reese Betts","doi":"10.1002/jaal.70062","DOIUrl":"https://doi.org/10.1002/jaal.70062","url":null,"abstract":"<p>Shifting policies and increased polarization around immigration underscore the need for classroom practices that foster inclusion and resilience, enabling learners to navigate complex sociopolitical landscapes in a new language. Participatory action research has long been understood as a form of adult learning, and participatory arts-based research (PABR) methods have powerful potential for dispelling stereotypes, cultivating empathy, and highlighting the resilience and cultural, linguistic, and practical knowledge refugees bring to their new communities. Resulting from an ongoing community-based participatory research project in the Midwestern United States, this paper examines the process and products of a 10-week PABR workshop with refugee adult English learners through the lens of Critical Refugee Studies. Findings indicate that using photovoice and digital storytelling enabled learners to express complex experiences, affirm their identities as knowledge producers, develop critical consciousness, and challenge dominant refugee narratives by articulating both the structural causes of displacement and their own agency and advocacy for change.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 2","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148466808","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

Solace, Mobility Strategies, and Meritocracy: High School Seniors Acquiring Social Class Literacy Through Young Adult Literature 慰藉、流动性策略和精英主义：高中毕业生通过青少年文学获得社会阶层素养

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-07-01 DOI: 10.1002/jaal.70061

Sophia Tatiana Sarigianides, Rebecca Ashley

引用次数: 0

From Math to ELA: Can a Community Cultural Wealth Pedagogical Framework Transfer Across Disciplines? 从数学到ELA：社区文化财富教学框架能否跨学科转移？

IF 1.5 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2026-06-16 DOI: 10.1002/jaal.70058

Crystal M. Menzies, Christian D. Schunn

{"title":"From Math to ELA: Can a Community Cultural Wealth Pedagogical Framework Transfer Across Disciplines?","authors":"Crystal M. Menzies, Christian D. Schunn","doi":"10.1002/jaal.70058","DOIUrl":"https://doi.org/10.1002/jaal.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative case study explored how four high school English Language Arts teachers engaged with a Community Cultural Wealth (CCW) pedagogical framework originally developed for mathematics instruction. Teachers participated in a workshop series that introduced them to an empirically-derived CCW pedagogical framework and explored its application to ELA contexts. Through semi-structured interviews, we analyzed teachers' descriptions of their implementation of specific CCW practices and shifts in their reported pedagogical beliefs. Teachers reported leveraging multiple forms of capital, particularly social, linguistic, familial, and navigational, through practices like peer collaboration, heritage projects, and student-generated learning tools. Teachers also reported shifts from deficit-oriented, teacher-centered instruction toward asset-based, student-led pedagogy. Teachers valued the CCW framework for providing concrete practices that legitimized asset-based approaches. These findings suggest that the CCW pedagogical framework may serve as a practical guide for bridging theory to practice in assets-based pedagogy across disciplines.</p>\u0000 </div>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"70 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282360","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