Literacy research : theory, method, and practice最新文献

Aesthetic Literacies in Digital Learning Ecologies: Tracing Aesthetic Tools and Functions in a Youth Literary Salon 数字学习生态中的审美素养：在青年文学沙龙中追踪审美工具和功能

Literacy research : theory, method, and practice Pub Date : 2024-11-12 DOI: 10.1177/23813377241285818

Scott Storm

{"title":"Aesthetic Literacies in Digital Learning Ecologies: Tracing Aesthetic Tools and Functions in a Youth Literary Salon","authors":"Scott Storm","doi":"10.1177/23813377241285818","DOIUrl":"https://doi.org/10.1177/23813377241285818","url":null,"abstract":"Concerned with disinformation, fake news, and a posttruth era, literacy research on digital learning ecologies has focused on content of the texts that youth encounter but less explicitly on aesthetics—issues of form or the way a text is written. Drawing on critical sociocultural theories, this article examines youth aesthetic meaning-making with non-neutral digital texts. The data analyzed are part of a multiyear multimethod study of the aesthetic literacy practices of queer youth of color and allies. Data were collected during an online summer literary salon where youth discussed textual content alongside issues of aesthetic forms. Findings illustrate that youth drew on a broad range of aesthetic tools to achieve (1) a poetic function concerned with how aesthetic forms elicit figurative, connotative, and storied meanings; (2) a catalytic function concerned with how aesthetic forms persuade, manipulate, or encourage particular actions; and (3) an ideological function concerned with how aesthetic forms inscribe or contest social inequalities. These tools and functions, complicate previous understandings of disinformation, fake news, and critical reasoning in literacies research. This study suggests a critical sociocultural approach to aesthetics as territory for further scholarship across many areas of literacy research.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"73 1","pages":"85-104"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147892092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Summary of the 72nd Annual Conference of the Literacy Research Association, November 29–December 3, 2022 2022年11月29日至12月3日，第72届扫盲研究协会年会总结

Literacy research : theory, method, and practice Pub Date : 2023-11-01 DOI: 10.1177/23813377231209710

Doris Walker-Dalhouse

引用次数: 0

Elizabeth Birr Moje, 2022 Oscar S. Causey Award Winner 伊丽莎白·比尔·莫杰，2022年奥斯卡奖得主

Literacy research : theory, method, and practice Pub Date : 2023-10-30 DOI: 10.1177/23813377231201456

Annemarie Sullivan Palincsar

引用次数: 0

Literacy at Work: Korean Adult Immigrants’ Lived Experiences 工作中的读写能力:韩国成年移民的生活经历

Literacy research : theory, method, and practice Pub Date : 2023-09-07 DOI: 10.1177/23813377231187377

Jin Kyeong Jung

{"title":"Literacy at Work: Korean Adult Immigrants’ Lived Experiences","authors":"Jin Kyeong Jung","doi":"10.1177/23813377231187377","DOIUrl":"https://doi.org/10.1177/23813377231187377","url":null,"abstract":"Despite the increasing emphasis on the language and literacy practices of immigrant communities, our understanding of Asian immigrants’ everyday experiences in their workplaces remains limited. This study examines the language and literacy practices of two Korean adult immigrants within their professional environment—a family-owned dry cleaning business. Drawing on the concept of Literacy as Social Practice, this study explores their lived experiences. Research was conducted using an ethnographic approach, incorporating participant observations, interviews, and field notes. The collected data was analyzed using an inductive method, facilitating a deeper understanding of the family's evolving social practices and the crucial role their workplace plays in the context of immigrant families. Findings suggest that the family refined their professional skills and essential English proficiency through self-initiated learning, utilizing available resources. The workplace emerged as a significant platform for the family's immigrant experience, markedly shaping their language and literacy practices. This research provides insight into the underrepresented population's literacy practices and spaces, contributing valuable understanding to the field of adult literacy.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82503765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Moral Ethic of Cariño for Justice and Equity: Amplifying the Voices of Immigrant-Origin Youth through Critical Literacy Cariño正义与公平的道德伦理:透过批判读写放大移民青年的声音

Literacy research : theory, method, and practice Pub Date : 2023-08-30 DOI: 10.1177/23813377231191452

Karla Lomelí

{"title":"The Moral Ethic of Cariño for Justice and Equity: Amplifying the Voices of Immigrant-Origin Youth through Critical Literacy","authors":"Karla Lomelí","doi":"10.1177/23813377231191452","DOIUrl":"https://doi.org/10.1177/23813377231191452","url":null,"abstract":"Supportive, respectful teacher–student interactions are essential to a positive learning environment for linguistically and culturally diverse students. In this article, I focus on one case from a larger study that examined the teaching practices and perspectives of four secondary teachers of immigrant-origin students of generation 1.0, 1.5, and 2.0. In this article, I explore the teaching practices that shape the case of Mr. Sparks, a Social Science teacher at Dreamers High. I describe the practices and perspectives that inform Mr. Sparks’ pedagogical approach to teaching critical literacy and the ways in which it facilitated students’ ability to articulate their connections to critical sociopolitical issues. Using case study and reconstructive discourse analysis, this study's findings highlight how one teacher's perspectives of students shaped immigrant-origin students’ critical literacy practices; the importance of including student voices in curriculum design; and how one teacher crafted critical literacy units centered on advancing equity and justice beyond the English Language Arts (ELA) classroom. My data analysis revealed that a moral ethic of cariño emerges at the intersection of the teacher’s practices and perspectives, demonstrating the critical role that teachers play in honoring students’ lived experiences.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"378 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76632291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chasing Shadows: Why There Cannot be a “Simple” Science of Literacy 追逐影子:为什么不可能有一门“简单”的识字科学

Literacy research : theory, method, and practice Pub Date : 2023-08-02 DOI: 10.1177/23813377231190414

D. Yaden

{"title":"Chasing Shadows: Why There Cannot be a “Simple” Science of Literacy","authors":"D. Yaden","doi":"10.1177/23813377231190414","DOIUrl":"https://doi.org/10.1177/23813377231190414","url":null,"abstract":"The rhetoric of the reading wars has become more than just an armchair academic debate, but is encoded now in the very laws, house and senate bills, and legislative policies of the majority of the states. In turn, these policies are powered by staggering sums of money such as the 90-million-dollar investment of Fulton County, Georgia in a revamp of the failed No Child Left Behind initiative of two decades ago since, according to district officials, “Some college programs don’t sufficiently prepare future teachers to teach reading.” And Tennessee plans to spend 100 million dollars on their Reading 360—a program which stresses the development of “strong, phonics-based reading skills.” In this address, I contest the narrow perceptions of what has been called the science of reading movement and focus rather upon another contender for the science throne—that of Developmental Science. Using examples from emergent bilingual children's early writing, I attempt to show that any “simple” model of reading not only wastes useful data about children's literacy performances, but conflates the data with static states of being which, in turn, reduce the conceptual complexity of what is happening in terms of literacy development. Developmentally speaking, my contention is that models based upon the science of reading demand a slavish focus on the alphabet and figural convention. However, Developmental Science challenges the literacy field to embrace the complexity of the developmental processes, and as Vygotsky further argued, “bring the child to an internal understanding of writing” in whatever language that may be.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"os-17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87198212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“It Makes Me More Aware of What I Should be Looking for”: Using Holistic Assessment to Foster Strength-Based Understanding of Students’ Biliteracy Development “它让我更清楚我应该寻找什么”:利用整体评估促进对学生素养发展的基于实力的理解

Literacy research : theory, method, and practice Pub Date : 2023-07-18 DOI: 10.1177/23813377231185123

E. Zoeller, Yesenia V. Garcia-Torres

引用次数: 0

Examining a Phased Planning Approach to Support Elementary Preservice Teachers in Disciplinary Literacy-Focused Instruction 考察支持小学职前教师学科素养导向教学的阶段性规划方法

Literacy research : theory, method, and practice Pub Date : 2023-07-17 DOI: 10.1177/23813377231183419

Jamie Colwell, A. Hutchison, Lindsay Woodward

{"title":"Examining a Phased Planning Approach to Support Elementary Preservice Teachers in Disciplinary Literacy-Focused Instruction","authors":"Jamie Colwell, A. Hutchison, Lindsay Woodward","doi":"10.1177/23813377231183419","DOIUrl":"https://doi.org/10.1177/23813377231183419","url":null,"abstract":"This study reports qualitative findings related to elementary preservice teachers’ perceptions and use of a six-phased planning approach, titled Planning for Elementary Digitally-Supported Disciplinary Literacy, to integrate digitally supported disciplinary literacy into lesson planning. Preservice teachers in this study were seeking PK-6 licensure and were enrolled in a semester-long graduate-level course focused on disciplinary and content literacy, with an emphasis on the integration of digital tools to support disciplinary literacy. The phased approach considered Core Disciplinary Practices to scaffold preservice teachers’ planning. An inductive qualitative approach was used to collect and analyze data. Thematic results explore preservice teachers’ negotiations of knowledge of print and digital texts and tools to plan for disciplinary literacy, preservice teachers’ perceptions regarding complexities of disciplinary literacy in elementary grades, and the idea of core disciplinary practices as a gateway for a reconsideration of literacy. These results provide implications for how elementary teachers might be supported in integrating disciplinary literacy into their classrooms in a manner that aligns with the goals and constructs of elementary education.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89576065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Reading” Into Statistics: Systems Analysis and Action in an Early Career Mentor Community “阅读”统计:早期职业导师社区的系统分析和行动

Literacy research : theory, method, and practice Pub Date : 2023-07-10 DOI: 10.1177/23813377231184739

Melissa Mosley Wetzel, Beth Maloch, K. Alexander, Jessica Murdter-Atkinson, Elizabeth Ries, Audrey E. Wright, Jimmy McLean

引用次数: 0

Reimagining LRA in the Spirit of a Transcendent Approach to Literacy 以超越性的读写方法精神重新构想LRA

Literacy research : theory, method, and practice Pub Date : 2023-07-05 DOI: 10.1177/23813377231183735

Chad H. Waldron, A. Willis, Alfred W. Tatum, R. G. Salas, J. Coleman, Marcus Croom, Matthew R. Deroo, Michiko Hikida, Emily Machado, Patriann Smith, R. Zaidi

{"title":"Reimagining LRA in the Spirit of a Transcendent Approach to Literacy","authors":"Chad H. Waldron, A. Willis, Alfred W. Tatum, R. G. Salas, J. Coleman, Marcus Croom, Matthew R. Deroo, Michiko Hikida, Emily Machado, Patriann Smith, R. Zaidi","doi":"10.1177/23813377231183735","DOIUrl":"https://doi.org/10.1177/23813377231183735","url":null,"abstract":"This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where “We recreate literacy as an equitable and moral construct” (Willis, this volume). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to “be brave” and actively and genuinely engage in a TAL that “democratizes literacy, declaring literacy belongs to all.”","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82195816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1