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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
{"title":"Correction to “Identity, positioning, and platforms: A case study of an older job seeker in a community technology center”","authors":"","doi":"10.1002/jaal.1345","DOIUrl":"10.1002/jaal.1345","url":null,"abstract":"<p>Kobrin, J. D. (2024). Identity, positioning, and platforms: A case study of an older job seeker in a community technology center. <i>Journal of Adolescent &amp; Adult Literacy</i>, 67, 229–238. https://doi.org/10.1002/jaal.1321</p><p>Kindly note that the author biography should read as:</p><p><i>Jennifer D'haem Kobrin is an Assistant Professor at The University of Tennessee, Knoxville, USA; email</i>: <span>[email protected]</span>.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1345","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140199747","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 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
{"title":"Using culturally sustaining science fiction book clubs to address agency and academic and emotional literacies with Dutch neurodiverse youth","authors":"Jody N. Polleck","doi":"10.1002/jaal.1342","DOIUrl":"10.1002/jaal.1342","url":null,"abstract":"<p>This study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in-class youth-led book clubs that centered science fiction. Over a 6-month period, the researcher conducted pre- and post-interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction and healing-centered facilitative practices, provide opportunities to address students' academic and emotional literacies as well as their sense of agency.</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":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155956","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
“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
“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
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