Reading Research Quarterly最新文献_第3页

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

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions 对话文学讨论中的性别二元对立的重构、迷失与恢复

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-01-31 DOI: 10.1002/rrq.528

Aviv Orner, Hadar Netz, Adam Lefstein

{"title":"Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions","authors":"Aviv Orner, Hadar Netz, Adam Lefstein","doi":"10.1002/rrq.528","DOIUrl":"https://doi.org/10.1002/rrq.528","url":null,"abstract":"Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well-suited for interrogating gender binaries and enhancing gender equity. Through micro-ethnographic discourse analysis of video-recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non-heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"207 1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139677868","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

2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award 2023 国际扫盲协会蒂莫西和辛西娅-沙纳汉杰出论文奖

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-01-28 DOI: 10.1002/rrq.529

Sharon Walpole, Lori Bruner

引用次数: 0

Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech 书写是通往字母原则的途径：学龄前儿童如何学习自己的书写代表语言

IF 4.2 1区教育学

Reading Research Quarterly Pub Date : 2024-01-02 DOI: 10.1002/rrq.526

Deborah Wells Rowe, Laura Piestrzynski, Alexandria Ree Hadd, John W. Reiter

{"title":"Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech","authors":"Deborah Wells Rowe, Laura Piestrzynski, Alexandria Ree Hadd, John W. Reiter","doi":"10.1002/rrq.526","DOIUrl":"https://doi.org/10.1002/rrq.526","url":null,"abstract":"This study explores how preschoolers develop understandings of the symbolic nature of print in the context of their own writing. Using qualitative methods and a cross-sectional design, this study documents the learning trajectory that begins with children's earliest experiences linking speech and print in writing events and continues as they learn that English print is glottographic and alphabetic. Children's changing approaches to speech-print linking provide evidence of their developing understanding of how print functions as a representational system. Participants were 134 English-speaking 2- to 5-year-olds attending childcare classrooms where preschoolers' writing was frequent and valued. Children completed an open-ended writing task where they wrote a photo caption and read it to an adult. Open and axial coding identified six core approaches to speech-print linking during writing: marks not read, conversational speech without pointing, conversational speech with pointing to the graphic array, segmented speech with pointing to the graphic array, segmented speech matched to specific marks, and phoneme-grapheme matching. A growth curve model provided statistical support for this ordering of the core approaches. Findings show that early writing experiences can be an important context for building foundational literacy skills such as the alphabetic principle. Adult practices that physically materialize speech-print relations in writing may be especially supportive of this learning. We conclude that young children should be offered frequent opportunities to compose their own texts, and to interact with adults around their writing.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":"76 1-3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375533","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