Literacy research : theory, method, and practice最新文献_第2页

Review and Scholarly Syntheses as Anti-Racist Action 作为反种族主义行动的评论和学术综合

Literacy research : theory, method, and practice Pub Date : 2023-07-03 DOI: 10.1177/23813377231173623

Catherine Compton-Lilly, Marcus Croom, Mary B. Mcvee, A. Skerrett, Tisha Lewis Ellison, Rebecca Rogers, Aijuan Cun, Kristian Douglas, Claire Collins

{"title":"Review and Scholarly Syntheses as Anti-Racist Action","authors":"Catherine Compton-Lilly, Marcus Croom, Mary B. Mcvee, A. Skerrett, Tisha Lewis Ellison, Rebecca Rogers, Aijuan Cun, Kristian Douglas, Claire Collins","doi":"10.1177/23813377231173623","DOIUrl":"https://doi.org/10.1177/23813377231173623","url":null,"abstract":"At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy. The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78380488","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

Look to the Side: Peer Partnerships in Preservice Literacy Teacher Education 旁观:职前扫盲教师教育中的同伴伙伴关系

Literacy research : theory, method, and practice Pub Date : 2023-06-28 DOI: 10.1177/23813377231182096

Elizabeth Ries, Heather Dunham, Kelsie Corriston, Kerry Alexander, V. Taylor, Melissa Mosley Wetzel

引用次数: 0

Productivity Versus Sustainability: A Tale of Two Authors’ Engagement in Participatory Culture 生产力与可持续性:两位作者参与参与式文化的故事

Literacy research : theory, method, and practice Pub Date : 2023-06-27 DOI: 10.1177/23813377231182093

J. Hagge

引用次数: 0

Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study 教师教育工作者的新素养研究:多机构合作自学

Literacy research : theory, method, and practice Pub Date : 2023-06-27 DOI: 10.1177/23813377231179192

B. Nash, Tala Michelle Karkar Esperat, K. Pierce, Courtney Shimek, C. Rose, Lyudmyla Ivanyuk, Lauren Fletcher

{"title":"Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study","authors":"B. Nash, Tala Michelle Karkar Esperat, K. Pierce, Courtney Shimek, C. Rose, Lyudmyla Ivanyuk, Lauren Fletcher","doi":"10.1177/23813377231179192","DOIUrl":"https://doi.org/10.1177/23813377231179192","url":null,"abstract":"This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly over the course of the year to share reflections, provide feedback to one another, and continually revise course and assignment designs related to NL. Data sources included recordings of collaborative planning meetings, written reflections, annotated teaching artifacts, notes and transcripts from partner and whole group recorded Zoom sessions and post-meeting reflections. The findings describe diversity in both conceptualizing and teaching NL, parallels between teacher educators’, preservice teachers’ and P-12 teachers’ challenges integrating NL into their teaching, and institutional barriers to collaborative study, curricular revision, and the use of new technologies. The authors discuss these findings in relation to the potential value of multi-institutional study groups and collaborative self-study as a methodology for helping support literacy teacher educators’ ongoing learning.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79573200","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

Transnational Habitus as a Configuration of Dispositions: Chinese International Students Navigating Online Information 跨国习惯作为一种性格配置:中国留学生在线信息导航

Literacy research : theory, method, and practice Pub Date : 2023-06-02 DOI: 10.1177/23813377231176259

Huan Gao

引用次数: 0

Revolutionizing Literacy: The Life of Omar ibn Said, Written by Himself 《识字革命:奥马尔·伊本·赛义德的一生

Literacy research : theory, method, and practice Pub Date : 2023-04-25 DOI: 10.1177/23813377231168586

A. Willis

{"title":"Revolutionizing Literacy: The Life of Omar ibn Said, Written by Himself","authors":"A. Willis","doi":"10.1177/23813377231168586","DOIUrl":"https://doi.org/10.1177/23813377231168586","url":null,"abstract":"The Library of Congress has acquired the Omar ibn Said Collection, including an exceptional artifact, the autobiography of Omar ibn Said, written in ancient Arabic by an African enslaved man. In this article, I analytically examine the role of literacy in Omar ibn Said's life as informed by African cultures, ethnicities, histories, languages, and literacies in the Senegambia region, and the history of Black literacy access in the United States. In Arabic, Omar ibn Said stealthily applied sophisticated literacy skills to contest living under anti-Black racism and chattel enslavement through his rhetorical and strategic use of Qur’anic surahs and verses. Early translations and interpretations of his autobiography, filtered through Eurocentrism and White supremacy, failed to discern Omar ibn Said's proclamation of his humanity and bold condemnation of chattel enslavement. Africanist, Islamist, and Muslim scholars valorize his resilience as an African Muslim man who remained faithful to Islam under anti-Black racism, the horrors of chattel enslavement, and attempts at Christian conversion. They also provide knowledge about centuries of literacy among people of African descent; expose the pervasiveness of White supremacy; and unveil the roots of deliberate anti-Black literacy laws, policies, and practices, historically and contemporaneously. Omar ibn Said's autobiography dismantles prevailing assumptions about people of African descent as sub-human, without culture, history, intellect, language, or literacy. To create an equitable and ethical approach to literacy: We must transcend the past and present, respect humanity, acknowledge literacy as a global construct, understand literacy as a human right, cultivate a critical consciousness, and require authenticated knowledge.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73036872","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: 2

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth 成为识字:不同青少年阅读和社会情感功能的协调神经心理发展的教育意义

Literacy research : theory, method, and practice Pub Date : 2022-10-18 DOI: 10.1177/23813377221120107

Rebecca J. M. Gotlieb, Mary Helen Immordino‐Yang, Emily Gonzalez, Laura V. Rhinehart, Saara Mahjouri, Ellyn B Pueschel, Gina Nadaya

{"title":"Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth","authors":"Rebecca J. M. Gotlieb, Mary Helen Immordino‐Yang, Emily Gonzalez, Laura V. Rhinehart, Saara Mahjouri, Ellyn B Pueschel, Gina Nadaya","doi":"10.1177/23813377221120107","DOIUrl":"https://doi.org/10.1177/23813377221120107","url":null,"abstract":"Current conversations in literacy research call for the need to consider children’s social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate—a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"21 1","pages":"80 - 132"},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84463936","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: 2

Summary of the 71st Annual Conference of the Literacy Research Association, December 1–December 4, 2021 第71届扫盲研究会年会总结，2021年12月1日至12月4日

Literacy research : theory, method, and practice Pub Date : 2022-09-14 DOI: 10.1177/23813377221120608

D. Yaden

引用次数: 0

Interdisciplinary Notes on the Dual Nature of Disability: Disrupting Ideology–Ontology Circuits in Racial Disparities Research 残障双重性的跨学科笔记:种族差异研究中意识形态-本体回路的中断

Literacy research : theory, method, and practice Pub Date : 2022-08-28 DOI: 10.1177/23813377221120106

Alfredo J. Artiles

引用次数: 3

Arlette Willis, 2021 Oscar S. Causey Award Winner 阿莱特·威利斯，2021年奥斯卡奖得主

Literacy research : theory, method, and practice Pub Date : 2022-08-17 DOI: 10.1177/23813377221120611

Fenice B. Boyd

引用次数: 0