Journal of Adolescent & Adult Literacy最新文献_第3页

Adolescents' use of digital media during the pandemic: Implications for literacy 大流行病期间青少年对数字媒体的使用：对扫盲的影响

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-05-06 DOI: 10.1002/jaal.1353

Fei Victor Lim, Chin Ee Loh, Taina Teravainen

{"title":"Adolescents' use of digital media during the pandemic: Implications for literacy","authors":"Fei Victor Lim, Chin Ee Loh, Taina Teravainen","doi":"10.1002/jaal.1353","DOIUrl":"https://doi.org/10.1002/jaal.1353","url":null,"abstract":"The COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understand how their digital media experiences differ in viewing, play, and reading. We add to the literature on the influence SES has on the ways in which adolescents are using digital media during the COVID‐19 pandemic in Singapore. Our study was conducted during the pandemic and participants were selected using convenience stratified sampling and the snowballing method. Our findings show that the adolescents' digital viewing was motivated by the need to be a part of an affinity group and that while the viewing was passive, it served a social function to develop a sense of connectedness with peers. We also found that adolescents from high socioeconomic backgrounds tended to engage in more digital reading compared to their peers from low socioeconomic backgrounds. In addition, while the adolescents' digital play was shaped by their socioeconomic realities, they were able to make the most from their circumstances and demonstrated both creativity and savviness. By demonstrating the disparities in digital media experiences between two adolescents from contrastive socioeconomic backgrounds, we shed light on the implications of the digital divide, where both equitable access to digital resources and the development of digital literacies necessary to navigate the digital landscape is currently lacking. We argue for the importance for researchers and policymakers to move beyond acknowledging long‐standing concerns and take actionable steps to address these issues.","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887187","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

“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking "性别就像海洋通过电影制作探索同性恋扫盲研究与教学的交叉点

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-05-05 DOI: 10.1002/jaal.1350

Rob Simon, Pamela Baer, Ty Walkland

引用次数: 0

Thank You to Reviewers 感谢审稿人

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-04-24 DOI: 10.1002/jaal.1352

引用次数: 0

Utility value of improving writing skills for adult basic education students 提高成人基础教育学生写作能力的实用价值

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-04-19 DOI: 10.1002/jaal.1349

Jennifer Martinez, Daphne Greenberg, Cynthia Puranik, Jason Lawrence Braasch, Zoi A. Traga Philippakos, Charles A. MacArthur, Christine Miller

引用次数: 0

Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas 识别和解读性别暴力：伊萨-洛佩斯的《Casi Divas》观众接受研究中的视觉扫盲

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-04-10 DOI: 10.1002/jaal.1347

Dayna Jean DeFeo, Rebeca Maseda García, Zeynep Kılıç

引用次数: 0

Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips 反思和重绘教学：拉丁裔职前教师通过连环画记录他们的家庭教学法

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-04-06 DOI: 10.1002/jaal.1348

Mónica González Ybarra, Elenia Marroquin

引用次数: 0

Students' reading in higher education: Challenges and ways forward 高等教育中的学生阅读：挑战与前进之路

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-03-24 DOI: 10.1002/jaal.1346

Lotta Bergman

{"title":"Students' reading in higher education: Challenges and ways forward","authors":"Lotta Bergman","doi":"10.1002/jaal.1346","DOIUrl":"10.1002/jaal.1346","url":null,"abstract":"<p>This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences in the academy. The findings show that students experience considerable anxiety and stress regarding finding enough time for reading tasks and comprehending what they read. They soon discover that extensive reading is a prerequisite for writing, questioning, and active participation in lectures and seminars. Despite experiences of lack of support from their teachers, most students identify new approaches and strategies to develop their reading, moving from passive to active engagement with texts. The findings implicate that continuous support from disciplinary experts is crucial for students' reading and writing development. Such support includes inviting students to participate in disciplinary practices, its tools, concepts, ways of thinking, genres used, approaches to reading, and what it means to reason, analyze, and argue in a discipline.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1346","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140324858","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

Correction to “Identity, positioning, and platforms: A case study of an older job seeker in a community technology center” 更正 "身份、定位和平台：社区技术中心老年求职者案例研究"

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-03-21 DOI: 10.1002/jaal.1345

引用次数: 0

Using culturally sustaining science fiction book clubs to address agency and academic and emotional literacies with Dutch neurodiverse youth 利用具有文化持续性的科幻小说读书会，解决荷兰神经多样性青少年的代理、学术和情感素养问题

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-03-17 DOI: 10.1002/jaal.1342

Jody N. Polleck

引用次数: 0

“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online "他们真大胆，以为我想等长大了再做自己喜欢的事"一个青少年在网上的行动主义和公民参与

IF 0.9 4区教育学

Journal of Adolescent & Adult Literacy Pub Date : 2024-03-17 DOI: 10.1002/jaal.1343

Dominique Skye McDaniel

{"title":"“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online","authors":"Dominique Skye McDaniel","doi":"10.1002/jaal.1343","DOIUrl":"10.1002/jaal.1343","url":null,"abstract":"<p>This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156035","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