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Journal of Adolescent & Adult Literacy最新文献

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“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents "你必须从他们所知道的开始："与多语言青少年一起培养天才和快乐
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-13 DOI: 10.1002/jaal.1340
Emily Zoeller
{"title":"“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents","authors":"Emily Zoeller","doi":"10.1002/jaal.1340","DOIUrl":"10.1002/jaal.1340","url":null,"abstract":"<p>A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to explore the cases of six teachers and how they cultivate genius with their multilingual students. I analyze participant narratives and teaching examples from their bilingual settings, focusing on pedagogies of translanguaging and Transliteracy. Findings show how teachers centered students' strengths in language and literacy and this supported the development of skills and identity. Cultivating genius in students amplified joy for students and teachers. For equitable literacy instruction of multilinguals, teacher development must support pedagogy that builds on multilinguals' assets and engages multiple literary pursuits.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156034","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 impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom 儿童文学和青少年文学课程对教师在课堂上选择全球和多元文化文本的影响
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-12 DOI: 10.1002/jaal.1341
Lauren Aimonette Liang, Raven Cromwell, Douglas J. Hacker
{"title":"The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom","authors":"Lauren Aimonette Liang,&nbsp;Raven Cromwell,&nbsp;Douglas J. Hacker","doi":"10.1002/jaal.1341","DOIUrl":"10.1002/jaal.1341","url":null,"abstract":"<p>This large-scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self-reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140156191","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 critical race theory awareness with secondary pre-service teachers through examination of Black Lives Matter-themed literature 通过研读以 "黑人的生命 "为主题的文学作品，培养中学职前教师的批判性种族理论意识
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-11 DOI: 10.1002/jaal.1337
K. Dara Hill
{"title":"Cultivating critical race theory awareness with secondary pre-service teachers through examination of Black Lives Matter-themed literature","authors":"K. Dara Hill","doi":"10.1002/jaal.1337","DOIUrl":"10.1002/jaal.1337","url":null,"abstract":"<p>This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1337","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107487","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
Across four nations: Comparing the discourses of adolescents' digital literacy 跨越四个国家：比较青少年数字扫盲的论述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-11 DOI: 10.1002/jaal.1338
Dingxin Rao, Changhee Lee, Youssef Fdilat, Abdelmajid Bouziane, Mark Dressman
{"title":"Across four nations: Comparing the discourses of adolescents' digital literacy","authors":"Dingxin Rao,&nbsp;Changhee Lee,&nbsp;Youssef Fdilat,&nbsp;Abdelmajid Bouziane,&nbsp;Mark Dressman","doi":"10.1002/jaal.1338","DOIUrl":"10.1002/jaal.1338","url":null,"abstract":"<p>In this study, we investigated media reports and literacy research in four nations—China, Morocco, the Republic of (South) Korea, and the United States—about the relationship between adolescents' literacy and use of digital media, or digital literacy. We present short “snapshots” of adolescents' digital literacy in each country and then compare these to findings in a report about adolescent literacy and uses of digital media published by the Program for International Student Assessment (PISA). Our analysis indicates significant variation across countries in both literate traditions and adolescents' access to digital media, and notes that these interact to create unique conditions for adolescents' digital literacy in each country, even as, across the four nations, adolescents' capacity to innovate and solve problems with digital access seems constant. In conclusion, we are cautious about making global claims about the state of adolescents' literacy worldwide but point to important findings about how the use of the internet in schools seems to have a positive impact on reading performance and offer some implications for classroom practice.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1338","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253411","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
Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID-19 日常参与中的团结、代理和学习：在 COVID-19 的背景下审视成人教育计划
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-07 DOI: 10.1002/jaal.1334
Judy Kalman, María del Carmen Lorenzatti
{"title":"Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID-19","authors":"Judy Kalman,&nbsp;María del Carmen Lorenzatti","doi":"10.1002/jaal.1334","DOIUrl":"10.1002/jaal.1334","url":null,"abstract":"<p>The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1334","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072171","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
High-interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile 高兴趣书籍、选择和独立阅读：在智利男性青少年中试行阅读计划
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-04 DOI: 10.1002/jaal.1339
Montserrat Cubillos, Rosario Rousseau
{"title":"High-interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile","authors":"Montserrat Cubillos,&nbsp;Rosario Rousseau","doi":"10.1002/jaal.1339","DOIUrl":"10.1002/jaal.1339","url":null,"abstract":"<p>Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (<i>N</i> = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. <i>t</i>-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054226","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
Reflection and projection: Inclusive and diverse texts in the English Language Arts curriculum 反思与预测：英语语言艺术课程中的包容性和多样性文本
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-03 DOI: 10.1002/jaal.1335
Kimberly R. Stephens, Karyn A. Allee, Vicki L. Luther
{"title":"Reflection and projection: Inclusive and diverse texts in the English Language Arts curriculum","authors":"Kimberly R. Stephens,&nbsp;Karyn A. Allee,&nbsp;Vicki L. Luther","doi":"10.1002/jaal.1335","DOIUrl":"10.1002/jaal.1335","url":null,"abstract":"<p>Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non-stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources, a lack of teacher preparation to meet challenges, and stakeholder opposition to “non-traditional” literature may hinder educators' efforts to include IDTs. Using effective instructional strategies, increasing home and school literacy connections, and providing focused teacher training can help overcome these obstacles. Literary texts that reflect multiple identities will promote a more equitable representation of all students within the classroom community. This paper discusses possible strategies and approaches for including and engaging with IDTs and resources educators can use to address instructional challenges and find high-quality texts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037640","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
Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels 开展移情分析：利用批判性扫盲、对话和文学探究来探讨性别标签问题
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-02-29 DOI: 10.1002/jaal.1336
Rachelle S. Savitz, Vanessa Irvin, Rita Reinsel Soulen
{"title":"Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels","authors":"Rachelle S. Savitz,&nbsp;Vanessa Irvin,&nbsp;Rita Reinsel Soulen","doi":"10.1002/jaal.1336","DOIUrl":"10.1002/jaal.1336","url":null,"abstract":"<p>Book banning and censorship in the U.S. prompts necessary conversations on how critical literacy, dialogue, and inquiry are used in various school and library settings. We share guiding questions alongside three examples of textual analyses centering on gender fluidity with three young adult novels. We believe that English language arts teachers will benefit from seeing examples of how we responded to these texts with critical analysis questions that require students to analyze gender representation and identity within the stories. By developing an empathic analysis, students can engage in this critical work within classrooms and libraries, where reading diverse texts is encouraged.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1336","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140016660","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 college readers' eye movements to discuss textbook reading strategies 利用大学生读者的眼球运动讨论教科书阅读策略
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-02-27 DOI: 10.1002/jaal.1332
Eric J. Paulson, Jodi Patrick Holschuh, Jodi P. Lampi
{"title":"Using college readers' eye movements to discuss textbook reading strategies","authors":"Eric J. Paulson,&nbsp;Jodi Patrick Holschuh,&nbsp;Jodi P. Lampi","doi":"10.1002/jaal.1332","DOIUrl":"https://doi.org/10.1002/jaal.1332","url":null,"abstract":"<p>In order to better understand whether and how college students use certain textbook reading strategies, this project employed several important methods in concert, including a textbook reading strategy inventory that focused on frequency of strategy use, eye-movement recordings of participants reading college textbook excerpts, and think-aloud sessions in which participants viewed their own eye-movement recordings and used them as a stimulus to engage in a structured retrospective think-aloud about their own reading approach and strategies. Salient findings include participants' emerging articulations about the observable reading strategies they identified themselves implementing, discrepancies in their assumptions about their reading strategies and what they actually employed, and the sometimes surprising (to the participant) strategies they used to navigate these textbook excerpts.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139987403","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
“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction "哦，天哪，我做到了！"：自豪的写作时刻是支持性个性化写作教学的关键要素
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-02-17 DOI: 10.1002/jaal.1330
Susan S. Fields, Christina L. Dobbs
{"title":"“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction","authors":"Susan S. Fields,&nbsp;Christina L. Dobbs","doi":"10.1002/jaal.1330","DOIUrl":"10.1002/jaal.1330","url":null,"abstract":"<p>This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139920603","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
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