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Journal of Adolescent & Adult Literacy最新文献

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Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis 阅读字母和非字母书写系统：通过眼动误差分析对双语教师阅读过程的个案研究
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-04-24 DOI: 10.1002/jaal.1351
Yang Wang, Ismahan Arslan-Ari, Ling Hao, Kyungjin Hwang
{"title":"Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis","authors":"Yang Wang,&nbsp;Ismahan Arslan-Ari,&nbsp;Ling Hao,&nbsp;Kyungjin Hwang","doi":"10.1002/jaal.1351","DOIUrl":"10.1002/jaal.1351","url":null,"abstract":"<p>This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher-selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first-language and second-language reading processes. The cross-linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non-Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 3","pages":"223-233"},"PeriodicalIF":0.9,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665446","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
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
{"title":"Utility value of improving writing skills for adult basic education students","authors":"Jennifer Martinez,&nbsp;Daphne Greenberg,&nbsp;Cynthia Puranik,&nbsp;Jason Lawrence Braasch,&nbsp;Zoi A. Traga Philippakos,&nbsp;Charles A. MacArthur,&nbsp;Christine Miller","doi":"10.1002/jaal.1349","DOIUrl":"10.1002/jaal.1349","url":null,"abstract":"<p>Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (<i>N</i> = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy-value theory to both adult motivation and writing motivation.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 3","pages":"211-222"},"PeriodicalIF":0.9,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140627810","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
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
{"title":"Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas","authors":"Dayna Jean DeFeo,&nbsp;Rebeca Maseda García,&nbsp;Zeynep Kılıç","doi":"10.1002/jaal.1347","DOIUrl":"10.1002/jaal.1347","url":null,"abstract":"<p>We present an audience reception study of participant reactions to gender-based violence in Issa López' 2008 film, <i>Casi Divas</i>, chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms. We find that participants have a narrow definition of violence, seeing it as an individualized act and therefore neglecting to consider its cultural or structural foundations. The participants' responses to violence largely reflected neoliberal values of personal empowerment and choice, resilience, and “leaning in.” We recommend critical visual literacy as a tool in the educational context to identify and address violence, to fight inequity, and to establish emancipatory discourses.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 1","pages":"23-36"},"PeriodicalIF":0.9,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140594854","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
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
{"title":"Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips","authors":"Mónica González Ybarra,&nbsp;Elenia Marroquin","doi":"10.1002/jaal.1348","DOIUrl":"10.1002/jaal.1348","url":null,"abstract":"<p>The purpose of this study is to understand how Latinx preservice teachers (LPSTs) engage their multimodal and multilingual literacies to create comic strips about the knowledge and pedagogies found within their homes located within with U.S.-Mexico borderlands. Drawing on pedagogies of the home and Chicanx/Latinx multimodality, the findings illustrate how the LPSTs used comic creation to document teaching and learning practices of biculturalism, cultural preservation, spirituality, <i>remedios</i>, and the importance of education. This study has implications for developing teacher education pedagogies that are reflective of the linguistic and cultural diversity of LPSTs.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"67 6","pages":"389-402"},"PeriodicalIF":0.9,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140594857","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
We are the water: Connected joy into classrooms 我们是水将欢乐融入课堂
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-03-25 DOI: 10.1002/jaal.1344
Diana Liu
{"title":"We are the water: Connected joy into classrooms","authors":"Diana Liu","doi":"10.1002/jaal.1344","DOIUrl":"10.1002/jaal.1344","url":null,"abstract":"","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 3","pages":"208-210"},"PeriodicalIF":0.9,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384710","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
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":"67 6","pages":"414-423"},"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":"68 1","pages":"77"},"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":"68 2","pages":"105-117"},"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":"67 6","pages":"363-375"},"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":"67 6","pages":"376-388"},"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
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