发布求助
文献互助 智能选刊 最新文献

Journal of Adolescent & Adult Literacy最新文献

筛选
英文 中文
How Young Adult Literature Gets Taught: A review of a pedagogical manual for teacher educators, secondary teachers, and librarians 如何教授青少年文学：教师教育工作者、中学教师和图书馆员教学手册评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-25 DOI: 10.1002/jaal.1325
Jared McKee, Geoffrey Kellogg
{"title":"How Young Adult Literature Gets Taught: A review of a pedagogical manual for teacher educators, secondary teachers, and librarians","authors":"Jared McKee,&nbsp;Geoffrey Kellogg","doi":"10.1002/jaal.1325","DOIUrl":"10.1002/jaal.1325","url":null,"abstract":"<p><i>How Young Adult Literature Gets Taught: Perspectives, Ideologies, and Pedagogical Approaches for Instruction and Assessment</i> (Bickmore et al., 2022) seeks to provide guidelines for teacher educators and secondary English teachers on how to teach young adult literature (YAL). This 15-chapter manual includes chapters written by experts in YAL (including higher ed professionals, a high school English teacher, and a librarian), which offer resources for teaching YAL based around various theoretical frameworks and include detailed reading lists, guided discussion questions, and more.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"331-333"},"PeriodicalIF":0.9,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139051513","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
Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities 难以定义：文学知识与英语教师的培养--文学在塑造英语教师的专业知识和身份中的作用》一书评述
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-16 DOI: 10.1002/jaal.1324
Megan Davis Roberts
{"title":"Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities","authors":"Megan Davis Roberts","doi":"10.1002/jaal.1324","DOIUrl":"10.1002/jaal.1324","url":null,"abstract":"<p><i>Literary Knowing and the Making of English Teachers</i> offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3-year longitudinal study involving 24 early-career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought-provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"324-327"},"PeriodicalIF":0.9,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823445","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
Challenging the Status Quo in Secondary Literature Classrooms: A review of Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-designers 挑战中学文学课堂的现状：回顾《用青年文学挑战传统课堂空间》：作为课程共同设计者的社区学生
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-12-10 DOI: 10.1002/jaal.1323
Jennifer A. Walsh
{"title":"Challenging the Status Quo in Secondary Literature Classrooms: A review of Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-designers","authors":"Jennifer A. Walsh","doi":"10.1002/jaal.1323","DOIUrl":"10.1002/jaal.1323","url":null,"abstract":"<p>This paper reviews the book <i>Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-Designers</i> by Ricki Ginsberg (2022). Published amid increasingly contentious censoring of teachers' autonomy and students' rights to read in many districts across the United States, this book is a timely call for educators to rethink traditional curriculum choices and pedagogical approaches in the secondary literature classroom. Ginsberg makes a strong case for privileging engaging and relevant texts utilizing YA literature and centering students and their voices in communities of practice in the classroom. She offers a wide range of approaches to make this book relevant for teachers across the spectrum of autonomy, including impactful additions to existing curriculum for those in more constrained environments and a blueprint for a stand-alone YA literature course for those with more flexibility. Geared toward an audience of secondary literature teachers with many practical pedagogical considerations and suggestions, the solid theoretical base makes this book a useful read for literacy researchers and administrators interested in promoting student-centered pedagogical methods, leveraging meaningful communities of practice in classroom settings, and reaping the benefits of YA literature with secondary students.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 5","pages":"328-330"},"PeriodicalIF":0.9,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138581794","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
Identity, positioning, and platforms: A case study of an older job seeker in a community technology center 身份、定位和平台:社区技术中心一位年长求职者的案例研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-29 DOI: 10.1002/jaal.1321
Jennifer D'haem Kobrin
{"title":"Identity, positioning, and platforms: A case study of an older job seeker in a community technology center","authors":"Jennifer D'haem Kobrin","doi":"10.1002/jaal.1321","DOIUrl":"10.1002/jaal.1321","url":null,"abstract":"<p>Requests by education and workforce-related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technology platforms in her job search. Drawing from data gathered over a 5-month period with this job seeker as part of a larger ethnographic case study, this article shows the centrality of identity production in navigating and making sense of technologies, which entails negotiating one's sense of self across both front-end user interfaces and back-end infrastructures. Practical implications include creating space for students' critical agency of platforms, which can lead to meaningful change in policies related to data collection.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"229-238"},"PeriodicalIF":0.9,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544206","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
Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction 抵抗文学:原住民创作、加拿大获奖青年与中级小说中土地与原住民的表现
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-27 DOI: 10.1002/jaal.1318
Karen Eppley, Jeffrey Wood, Shelley Stagg-Peterson
{"title":"Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction","authors":"Karen Eppley,&nbsp;Jeffrey Wood,&nbsp;Shelley Stagg-Peterson","doi":"10.1002/jaal.1318","DOIUrl":"10.1002/jaal.1318","url":null,"abstract":"<p>Sixty percent of Indigenous people in Canada live rurally and on reserve but are largely absent among young adult and middle-grade fiction. This critical content analysis examines representations of the land and rural places and Indigenous identities in Canadian award-winning fiction written by Indigenous authors for young adult and middle-grade readers. By positioning land, place, and rural Indigenous youth identities and experiences at the center of the analysis, the study contradicts dominant colonizing perspectives of “rural” and “Indigenous” that undervalue and/or disregard the lives, knowledge, and perspectives of rural Indigenous community members. Critical content analysis makes visible the books' complex representations of rural land and identities where Indigenous characters are agentic, resilient, and adaptable in the face of settler colonialism.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"206-216"},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544204","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
“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling “情感是吸引人的东西”:通过数字故事讲述对关键情感素养的研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-22 DOI: 10.1002/jaal.1322
Jialei Jiang
{"title":"“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling","authors":"Jialei Jiang","doi":"10.1002/jaal.1322","DOIUrl":"10.1002/jaal.1322","url":null,"abstract":"<p>This study explores the implications of critical affective literacy through digital storytelling projects produced by first-year college writing students. The goal was to examine college students' affective and emotional responses to social justice issues, such as racial profiling, educational inequality, and animal protection, through the lens of digital storytelling. Pairing multimodal pedagogy with critical affective literacy, this study was carried out in two first-year writing courses in the United States. The researcher who conducted this study also taught the class sessions. Employing the methodology of a qualitative case study, the author gathered information through conducting semi-structured interviews with 11 students, observing the students' multimodal composition processes, and reviewing the students' digital storytelling videos. The analysis of the data showed that the participants performed critical emotional action when creating digital stories to draw the public's attention to social justice issues. This paper recommends that educators incorporate digital storytelling into social justice pedagogy and cultivate learners' critical affective literacy.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"253-263"},"PeriodicalIF":0.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544205","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
Fostering empathy and social justice through a culturally responsive approach to reading 通过文化响应的阅读方法培养同理心和社会正义
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-20 DOI: 10.1002/jaal.1319
Natalie Colosimo
{"title":"Fostering empathy and social justice through a culturally responsive approach to reading","authors":"Natalie Colosimo","doi":"10.1002/jaal.1319","DOIUrl":"10.1002/jaal.1319","url":null,"abstract":"<p>The book <i>Culturally Responsive Reading: Teaching Literature for Social Justice</i> by Durthy A. Washington provides educators with an incisive approach to analyzing multicultural texts through the “four keys to culture”: Language, Identity, Space, and Time, or the LIST Paradigm. This framework offers students and teachers a guided approach to critically analyze literature and “bridge the gap between the conventional study of literature and the new multi-cultural literature that is being taught”. It also asks students to examine their own cultural backgrounds and perspectives of the world around them and how that influences their interpretation of the text. The LIST Paradigm strives to ensure that teachers and students stay true to the author's intent and cultural perspective when critically approaching their literary works.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"264-266"},"PeriodicalIF":0.9,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544207","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
Keeping creativity in English education: A review of Creativity in the English Curriculum: Historical Perspectives and Future Directions 在英语教育中保持创造力:《英语课程中的创造力:历史视角与未来方向》述评
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-16 DOI: 10.1002/jaal.1320
Christina Rodriguez
{"title":"Keeping creativity in English education: A review of Creativity in the English Curriculum: Historical Perspectives and Future Directions","authors":"Christina Rodriguez","doi":"10.1002/jaal.1320","DOIUrl":"10.1002/jaal.1320","url":null,"abstract":"<p>This article provides a book review of C<i>reativity in the English Curriculum: Historical Perspectives and Future Directions</i> by Lorna Smith. Smith's work provides a robust chronology of how the concept of creativity has evolved across education policy documents since the inception of subject English in the late 19th century to its current state in England's National Curriculum. It also presents aspirational conceptions of child-centered and humanistic learning that both stem from the origins of subject English and can inform new generations of imaginative English education and research, for which educators and professionals within and adjacent to English education in England and in other national contexts can benefit.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"267-269"},"PeriodicalIF":0.9,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138544203","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 responsive disciplinary literacies for student teaching in social studies 为社会研究专业的学生教学培养反应灵敏的学科素养
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-05 DOI: 10.1002/jaal.1317
Lisa L. Ortmann, Sydney Stumme-Berg
{"title":"Developing responsive disciplinary literacies for student teaching in social studies","authors":"Lisa L. Ortmann,&nbsp;Sydney Stumme-Berg","doi":"10.1002/jaal.1317","DOIUrl":"10.1002/jaal.1317","url":null,"abstract":"<p>This collaborative, single-case study explores the ways a social studies teacher candidate conceptualizes and applies disciplinary literacy (DL) teaching in practicum and student teaching experiences. Through qualitative inquiry of data collected at multiple points in the teacher education program, DL teaching was represented across six themes: <i>skills-based theory of literacy; deep engagement with content; flow verses disruption; responsiveness; placement impact; pandemic influence</i>. Findings affirm research that teacher candidates can be successful at implementing culturally responsive DL instruction, even in post-pandemic teaching contexts, with structured supervision. Implications for small programs of teacher education, secondary content area teacher preparation, and student teaching supervision are discussed.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"239-252"},"PeriodicalIF":0.9,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725211","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
Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy 苏斯博士、警察报告和羊肉食谱：将文本改写作为一种识字策略的研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-11-05 DOI: 10.1002/jaal.1316
Michael DiCicco, Eileen Shanahan
{"title":"Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy","authors":"Michael DiCicco,&nbsp;Eileen Shanahan","doi":"10.1002/jaal.1316","DOIUrl":"10.1002/jaal.1316","url":null,"abstract":"<p>Engaging college students in purposeful academic tasks designed to foster both reading and writing competencies requires calculated decision-making regarding the goals and benefits of the literacy tasks used in college courses. Consequently, we explore text reformulation as a literacy strategy that aims to enrich students' reading and writing competencies. Text reformulation, taking one text and recreating it in a new form, can be used to provide opportunities for students to develop reading and writing competencies like analyzing story details and sequencing, using mentor texts, and considering audience awareness. Drawing on recorded small group and whole class conversations, student work samples, and student reflections, this study considers how preservice teachers created meaning of an existing short story and applied it to new modalities. Implications for implementing text reformulation in middle, secondary, and college programs are highlighted, including orienting students to the task, teaching text structures, and guiding students through issues of purpose, audience, and tone.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 4","pages":"217-228"},"PeriodicalIF":0.9,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725819","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信