Reading Research Quarterly最新文献_第3页

Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets 超越神经典型、性别思维，迈向颠覆性的创客文学

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-07-01 DOI: 10.1002/rrq.560

Cheryl A. McLean, Jennifer Rowsell

引用次数: 0

A Metasynthesis of Family Literacy Scholarship: Countering and Constructing Narratives about BIPOC Families and Communities 家庭扫盲学术的元综合：反驳和建构关于黑人、印地安人和其他有色人种家庭和社区的叙述

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-06-28 DOI: 10.1002/rrq.558

Tisha Lewis Ellison, Catherine Compton‐Lilly, Rebecca Rogers

引用次数: 0

A Tale of Two Gophers: Re/Storying for Re/Worlding 两只地鼠的故事为 Re/Worlding 讲述 Re/Storying

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-31 DOI: 10.1002/rrq.551

Kimberly Lenters, Ronna Mosher

引用次数: 0

AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems 游戏中的 AlgoRitmo 文学：利用墨西哥裔实践重新想象人工智能系统

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-28 DOI: 10.1002/rrq.539

Arturo Cortez, José Ramón Lizárraga, Edward Rivero

{"title":"AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems","authors":"Arturo Cortez, José Ramón Lizárraga, Edward Rivero","doi":"10.1002/rrq.539","DOIUrl":"https://doi.org/10.1002/rrq.539","url":null,"abstract":"This article reports on findings from a social design‐based study conducted with an intergenerational group of youth, educators and researchers participating in the Learning to Transform (LiTT) Gaming Lab. We advance the notion of AlgoRitmo Literacies, to highlight the ingenuity of youth and educators as they used a tool called Character AI to author lore emerging within a virtual city called LiTT City. We conceptualize AlgoRitmo—a play on the word algorithm—as part inquiry and reflection (the algo or “something” of AI tools), and part action and future‐oriented (ritmo as in movement). Inspired by cosmogonies influenced by Coyolxauhqui, the fragmented Aztec moon goddess, this paper illustrates how young people reconfigure AI artifacts, reshape relationships with AI‐governed non‐playable characters, and repurpose AI tools to envision alternative futures and identities. In identifying AlgoRitmo Literacies, we provide examples of how ChicanX communities subvert ideologies embedded in AI through creative and ingenious interventions in video games and the construction of cyborg Chicanx subjectivities. This paper offers implications for how educators across content areas can leverage gaming, and AI tools, toward consequential literacy development.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"13 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141187887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage 互联网不存在于空中：扫盲、人工智能和数字中间通道

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-05-10 DOI: 10.1002/rrq.537

Mia S. Shaw, S. R. Toliver, Tiera Tanksley

{"title":"The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage","authors":"Mia S. Shaw, S. R. Toliver, Tiera Tanksley","doi":"10.1002/rrq.537","DOIUrl":"https://doi.org/10.1002/rrq.537","url":null,"abstract":"This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence against Black and Brown peoples. To engage in speculation, we employ Endarkened Storywork (Toliver, 2022) to present an empirically driven, futuristic, science fiction narrative from two perspectives: (1) a US, Black girl who is forced to participate in AI‐structured secondary schooling and (2) a Black girl in Haiti who is forced to live in a country polluted by technological byproduct. This narrative, which is grounded in academic research and news editorials, is accompanied by comic art and followed by a companion analysis detailing the theoretical backdrop of the story. By utilizing multiple methods of scholarly distribution, we provide multiple entry points for readers to engage with this work. We offer a means for readers to see—via story, art, and scholarship—the potential impacts of AI on Black people globally. Additionally, by situating this article in the creative and scholarly realms, we strategically deconstruct traditional forms and methods of knowledge production that have constrained academic research and rendered invisible alternative forms of data representation.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140935910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices 寻求无语言性：打破常规做法的创客文学心态

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-11 DOI: 10.1002/rrq.533

Jennifer Rowsell, Anna Keune, Alison Buxton, Kylie Peppler

引用次数: 0

Speculative Capture: Literacy after Platformization 投机性捕获：平台化之后的扫盲

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-05 DOI: 10.1002/rrq.535

T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román

{"title":"Speculative Capture: Literacy after Platformization","authors":"T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román","doi":"10.1002/rrq.535","DOIUrl":"https://doi.org/10.1002/rrq.535","url":null,"abstract":"This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized literacy education as a speculative project – one characterized by the cultivation of particular reading and writing practices in order to prefigure different imagined social futures. In the second sense, scholars of media and computational cultural studies have theorized a different kind of speculative logic that underwrites the design and functioning of AI platforms – one characterized by extrapolative prediction and algorithmic reasoning. Investigating the evolving relationship between these modes of speculation, we argue that the former has allowed literacy education to be uniquely susceptible to the influence of the latter; and likewise, that the latter exerts its influence in ways that remake the former in its image. We theorize this relation as a process of speculative capture, and we highlight its stakes for equitable literacy education. We then conclude by providing provocations for researchers and teachers that may be of use in preempting the collapse of these speculative formations into one another; and perhaps, in mobilizing a conception of the speculative that works productively toward alternative ethico‐political ends.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Extrema of Japanese Literacy: Beyond the Bounds of Average Reading 日本识字率的极限：超越平均阅读能力的界限

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-05 DOI: 10.1002/rrq.536

Shawn Hemelstrand, Tomohiro Inoue

{"title":"The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading","authors":"Shawn Hemelstrand, Tomohiro Inoue","doi":"10.1002/rrq.536","DOIUrl":"https://doi.org/10.1002/rrq.536","url":null,"abstract":"The unique orthographic complexities of Japanese, which utilizes multiple types of scripts (morphographic kanji and syllabic hiragana and katakana) for the same spoken language, place unique demands on early learners. Much research has centered on the average ability of Japanese readers, but given the varying challenges of these scripts, attention may need to be oriented towards the outer bounds of ability, specifically those who both deeply struggle (including dyslexia) and excel at reading. In this article, we provide a review of past research on Japanese literacy along with a pre‐registered analysis using quantile generalized additive models that tested two theories in cross‐language literacy research, the orthographic depth and breadth hypotheses. Our results confirmed that the relationships between cognitive skills (phonological awareness and morphological awareness) and reading outcomes differed by script (hiragana vs. kanji). However, their relationships varied in curvilinearity and associations seemed to change based on reading ability. These findings provide supporting evidence for the general scope of the orthographic depth and breadth hypotheses, but may ultimately question the uniformity of these theories.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"2016 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program 在 STEAM 中学课程中通过女权废奴主义视角打造世界

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-04-03 DOI: 10.1002/rrq.532

Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed

{"title":"World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program","authors":"Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed","doi":"10.1002/rrq.532","DOIUrl":"https://doi.org/10.1002/rrq.532","url":null,"abstract":"The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"79 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’ 更正 "我很受伤"：在种族扫盲学习组合中将黑人女性身体作为文本进行（不）公正的解读

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-02-13 DOI: 10.1002/rrq.531

引用次数: 0