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Journal of Adolescent & Adult Literacy最新文献

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Exploring teacher and student knowledge of sentence-level language features 探究教师和学生的句子级语言特征知识
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-05-14 DOI: 10.1002/jaal.1290
Rachel Knecht, Lisa Larson, Dianna Townsend
{"title":"Exploring teacher and student knowledge of sentence-level language features","authors":"Rachel Knecht,&nbsp;Lisa Larson,&nbsp;Dianna Townsend","doi":"10.1002/jaal.1290","DOIUrl":"https://doi.org/10.1002/jaal.1290","url":null,"abstract":"<p>Proficiency with sentence-level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline-specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence-level features. This qualitative case study explores how a sixth-grade social studies teacher developed knowledge of sentence-level features and implemented sentence-level instruction through a professional learning inquiry, as well as how 3 sixth-grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence-level features in the teacher participant was essential to effective, discipline-specific instruction in sentence-level features. Additionally, explicit instruction in sentence-level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50141720","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
Roles of engagement: Analyzing adolescent students' talk during controversial discussions 参与的作用：分析青少年学生在有争议的讨论中的谈话
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-05-10 DOI: 10.1002/jaal.1289
Shireen Al-Adeimi, Jennie Baumann
{"title":"Roles of engagement: Analyzing adolescent students' talk during controversial discussions","authors":"Shireen Al-Adeimi,&nbsp;Jennie Baumann","doi":"10.1002/jaal.1289","DOIUrl":"https://doi.org/10.1002/jaal.1289","url":null,"abstract":"<p>Dialogic talk affords students opportunities to share ideas and co-construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh- and eighth-grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their discursive roles using thematic content analysis. We provide dynamic profiles of student speakers, including those who take on primary, secondary, tertiary, and periphery roles within discussions. We also discuss how these roles shift and provide implications for teachers who engage students dialogically around controversial, yet essential, topics.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1289","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50127917","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
The social drama of digital multimodal composing: A case study with emergent bi/multilingual newcomer students 数字多模式写作的社会戏剧——以新兴双/多语言新生为例
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-05-04 DOI: 10.1002/jaal.1286
Amir Michalovich
{"title":"The social drama of digital multimodal composing: A case study with emergent bi/multilingual newcomer students","authors":"Amir Michalovich","doi":"10.1002/jaal.1286","DOIUrl":"https://doi.org/10.1002/jaal.1286","url":null,"abstract":"<p>This multi-year, ethnographic, qualitative case study in English Language Learning classrooms contributes a unique analysis of nine adolescent newcomer students' investment in a digital multimodal composing (DMC) project as a social drama. Using reflexive thematic analysis, it explores the following possibilities afforded by in-school, dramaturgically structured DMC processes for the students' investment in classroom learning: (1) changing the definition of the situation, (2) supporting students' impression management to gain social and cultural capital, and (3) creating bonds of reciprocal dependence and familiarity. The study helps language and literacy researchers, educators, and teacher educators better understand emergent bi/multilingual newcomer students' investment in DMC processes through the sociological perspective of dramaturgy, suggesting how DMC might deepen learning while valuing the assets of culturally, linguistically, and racially diverse newcomer students.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1286","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50120733","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
Accessibility in video gaming: An overview and implications for English language arts education 电子游戏的无障碍性：对英语语言艺术教育的概述和启示
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-05-02 DOI: 10.1002/jaal.1284
Sam von Gillern, Brady Nash
{"title":"Accessibility in video gaming: An overview and implications for English language arts education","authors":"Sam von Gillern,&nbsp;Brady Nash","doi":"10.1002/jaal.1284","DOIUrl":"https://doi.org/10.1002/jaal.1284","url":null,"abstract":"<p>Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50118294","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: 1
“Every day do something that won't compute”: Student perceptions of daily poetry practice “每天都做一些不会计算的事情”：学生对日常诗歌练习的看法
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-04-28 DOI: 10.1002/jaal.1285
Megan Davis
{"title":"“Every day do something that won't compute”: Student perceptions of daily poetry practice","authors":"Megan Davis","doi":"10.1002/jaal.1285","DOIUrl":"https://doi.org/10.1002/jaal.1285","url":null,"abstract":"<p>This article considers high school students' relationship to poetry through a small-scale qualitative study guided by the question: what happens to student perceptions of poetry when class begins each day with a poem? As a former teacher and current teacher educator, I conducted a series of interviews with a small group of my former students regarding their experiences with poetry throughout their K-12 education and with hearing a poem each day in their high school English Language Arts classroom. I sought to explore the dimensions and possibilities of non-analytical literacy practices in addition to student perceptions of poetry as they relate to schooling contexts more broadly.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50146714","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
Correction to “Educational progress-time and the proliferation of dual enrollment” 更正“教育进步时间与双重招生的激增”
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-04-27 DOI: 10.1002/jaal.1288
{"title":"Correction to “Educational progress-time and the proliferation of dual enrollment”","authors":"","doi":"10.1002/jaal.1288","DOIUrl":"https://doi.org/10.1002/jaal.1288","url":null,"abstract":"<p>Nordquist, B, Lueck, A. <i>Journal of Adolescent and Adult Literacy</i>. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097</p><p>This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, <i>Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing</i>, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison &amp; McGee, 2010; Brockman, Taylor, Crawford, &amp; Kreth 2010; Denecker, 2013; Hannah &amp; Saidy, 2014; Patterson &amp; Duer, 2006; Reiff &amp; Bawarshi, 2011; Wilder &amp; Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown &amp; Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah &amp; Saidy, 2014)’” (p. 15–16).</p><p>Monea, B. (2023). <i>Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing</i>. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.</p><p>Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.</p><p>We apologize for this error.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154788","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 university–school partnerships to facilitate preservice teachers' reading and responding to student writing 利用大学与学校的合作关系促进职前教师对学生写作的阅读和回应
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-04-24 DOI: 10.1002/jaal.1283
Erika L. Bass
{"title":"Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing","authors":"Erika L. Bass","doi":"10.1002/jaal.1283","DOIUrl":"https://doi.org/10.1002/jaal.1283","url":null,"abstract":"<p>Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50153818","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
Indigenous literacies: A look at pedagogies and policy in the Southwest United States 土著文学：美国西南部的教育学和政策
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-03-29 DOI: 10.1002/jaal.1282
Natalie Martinez
{"title":"Indigenous literacies: A look at pedagogies and policy in the Southwest United States","authors":"Natalie Martinez","doi":"10.1002/jaal.1282","DOIUrl":"https://doi.org/10.1002/jaal.1282","url":null,"abstract":"<p>Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities and knowledge where it has been omitted, to interrogate the systems that appropriate or misarticulate Indigenous knowledge, to actively question spaces where the value and power of Indigenous knowledge is completely disregarded, and to reclaim or create spaces that amplify Indigenous voices and ways of knowing for learners as acts of education sovereignty. This column discusses the concepts of Indigenous literacy, it provides an overview of its practical applications in the US Southwest and the Native American education policies that shape literacy engagement in contemporary learning spaces centering on Indigenous perspectives.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147504","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: 2
“Because I have my phone with me all the time”: The role of device access in developing Singapore adolescents’ critical news literacy “因为我一直带着手机”：设备访问在培养新加坡青少年批判性新闻素养中的作用
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-03-15 DOI: 10.1002/jaal.1281
Chin Ee Loh, Baoqi Sun, Csilla Weninger
{"title":"“Because I have my phone with me all the time”: The role of device access in developing Singapore adolescents’ critical news literacy","authors":"Chin Ee Loh,&nbsp;Baoqi Sun,&nbsp;Csilla Weninger","doi":"10.1002/jaal.1281","DOIUrl":"https://doi.org/10.1002/jaal.1281","url":null,"abstract":"<p>Given constant online access to information, critical news literacy, or the ability to access and critically evaluate the news, is essential for adolescents to learn about the world and obtain civic knowledge to participate as national and global citizens. Although there has been much research focusing on how youths critically read and produce media, less attention has been paid to the issue of access as an essential element of news literacy. Drawing on survey data (<i>N</i> = 5732) and focus group discussions (<i>N</i> = 67) with Singapore adolescents aged 13–17 years old, this study examines (1) whether adolescents access the news and if so, via what technologies, and (2) the factors that influence their news access. Findings show that adolescents prefer to read news online and that older adolescents (aged 15–17 years old) read more than younger adolescents (aged 13–14 years old). Factors shaping access to news include technological (portability, personalization, curation, and notifications), social (families, peers, and schools as sponsors), and personal factors (active seeking of news vs. incidental news exposure). Policymakers, scholars, and educators should consider the <i>physical, social</i>, and <i>curatorial</i> dimensions of news reading to implement policies and design practices to encourage news access and exposure. Educators can foster adolescents' motivation to read news by engaging them with news of interest to them, creating opportunities for them to receive the news through their smartphones and other devices, and developing their civic knowledge base.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50151095","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
Exploring heterosexism through participatory theater: An experiment 通过参与式剧场探索异性恋：一项实验
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2023-02-21 DOI: 10.1002/jaal.1279
Toby Emert
{"title":"Exploring heterosexism through participatory theater: An experiment","authors":"Toby Emert","doi":"10.1002/jaal.1279","DOIUrl":"https://doi.org/10.1002/jaal.1279","url":null,"abstract":"<p>Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self-selected through guided discussions about injustice. The plays were performed for an English class of tenth-grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self-reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi-structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play-maker, as well as the development of their critical consciousness about the effects of cultural bias.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50148465","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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