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Journal of Adolescent & Adult Literacy最新文献

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“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages "我希望老师能以与我的文化相关的方式授课"：非洲移民青年创作数字拼贴画
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-25 DOI: 10.1002/jaal.1366
Sandra Boateng, Vaughn W. M. Watson, Joel Berends, Dominic Hateka
{"title":"“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages","authors":"Sandra Boateng,&nbsp;Vaughn W. M. Watson,&nbsp;Joel Berends,&nbsp;Dominic Hateka","doi":"10.1002/jaal.1366","DOIUrl":"10.1002/jaal.1366","url":null,"abstract":"<p>We share digital collages composed by youth in Lit Diaspora, a community-based after-school literacy initiative involving Black African immigrant youth and adult collaborators, as one contemporary example of rendering visible the contours of the educational lives of African immigrant youth, among the fastest growing immigrant communities in the U.S. We do so amid anti-Black, anti-immigrant discourse and policy in schools, workplaces, and society in the U.S. and globally. Thus, in framing our inquiry, we examine how educators and researchers, attending to the varied diaspora digital literacies and educational experiences of African immigrant youth: talk back to deficit narratives of their lived schooling experiences; navigate literacy learning across contexts of families and elders; demonstrate social and civic literacies that extend youth's identities; and affirm cultural and embodied knowledge, language, and practices.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 2","pages":"129-141"},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770286","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
“It's like a guessing game”: Implementation of multiple sign systems in EFL Reading curriculum for undergraduates in Taiwan "这就像一个猜谜游戏"：在台湾本科生 EFL 阅读课程中实施多重符号系统
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-25 DOI: 10.1002/jaal.1376
Slim Ben-Said, Jo Shan Fu, Hui-Chin Yeh
{"title":"“It's like a guessing game”: Implementation of multiple sign systems in EFL Reading curriculum for undergraduates in Taiwan","authors":"Slim Ben-Said,&nbsp;Jo Shan Fu,&nbsp;Hui-Chin Yeh","doi":"10.1002/jaal.1376","DOIUrl":"10.1002/jaal.1376","url":null,"abstract":"<p>This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and effectiveness by utilizing diverse sign systems such as art, music, and movement. Data were collected through student-created artifacts, self-reflection logs, and evaluations of learning processes from 57 freshmen participating in literature circles and sign-system activities in a university course. Analysis was conducted using Glaser and Strauss's Constant Comparative Method, identifying themes such as interactive teaching methods and diverse engagement strategies. The findings demonstrate that utilizing multiple sign systems enriches students' engagement and comprehension, suggesting the need for broader application of semiotics in education to cater to diverse learning preferences and enhance overall educational effectiveness.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"458-469"},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805974","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
How do students use ChatGPT as a writing support? 学生如何使用 ChatGPT 作为写作辅助工具？
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-25 DOI: 10.1002/jaal.1373
Sarah Levine, Sarah W. Beck, Chris Mah, Lena Phalen, Jaylen PIttman
{"title":"How do students use ChatGPT as a writing support?","authors":"Sarah Levine,&nbsp;Sarah W. Beck,&nbsp;Chris Mah,&nbsp;Lena Phalen,&nbsp;Jaylen PIttman","doi":"10.1002/jaal.1373","DOIUrl":"10.1002/jaal.1373","url":null,"abstract":"<p>Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of “cheatbot” and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta-level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"445-457"},"PeriodicalIF":0.9,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770287","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
Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education 同伴辅导是增强中断正规教育的双语学生识字能力的做法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-07 DOI: 10.1002/jaal.1372
Betty Thomason, Natalia A. Ward
{"title":"Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education","authors":"Betty Thomason,&nbsp;Natalia A. Ward","doi":"10.1002/jaal.1372","DOIUrl":"10.1002/jaal.1372","url":null,"abstract":"<p>Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 5","pages":"438-444"},"PeriodicalIF":0.9,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141568183","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 consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+-themed literature class 高中 LGBTQ+ 主题文学课上的亲密关系、压迫和行动主义对性别权力关系的影响
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-07-04 DOI: 10.1002/jaal.1370
Allen B. Mallory, Mollie V. Blackburn, Ryan Schey
{"title":"The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+-themed literature class","authors":"Allen B. Mallory,&nbsp;Mollie V. Blackburn,&nbsp;Ryan Schey","doi":"10.1002/jaal.1370","DOIUrl":"https://doi.org/10.1002/jaal.1370","url":null,"abstract":"<p>School-based supports, such as LGBTQ+-themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+-themed literature course at a grassroots public charter high school for the arts in a mid-sized Midwestern city. The larger study, from which this article is derived, is a hybrid of ethnography and practitioner inquiry. Therefore, this study draws on field notes, transcribed video recordings of class, transcribed audio recordings of interviews, and student assignments related to a young adult novel. Our analysis of gendered power relations suggests that oppression can hinder intimacy, intimacy can hinder activism, but intimacy can also foster activism. With the goal of leveraging opportunities to challenge gendered oppression, we argue that students and teachers must navigate intimacy and intersecting structures of oppression to enact activism.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 1","pages":"50-59"},"PeriodicalIF":0.9,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141556609","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
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":"68 2","pages":"162-177"},"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":"68 2","pages":"152-161"},"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":"68 2","pages":"197-203"},"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
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":"10.1002/jaal.1368","url":null,"abstract":"<p>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.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 3","pages":"305-312"},"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
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 : 2024-06-26 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,&nbsp;Olivia G. Stewart","doi":"10.1002/jaal.1367","DOIUrl":"10.1002/jaal.1367","url":null,"abstract":"<p>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.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 3","pages":"291-304"},"PeriodicalIF":0.9,"publicationDate":"2024-06-26","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
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