Literacy research : theory, method, and practice最新文献_第3页

Albert J. Kingston Distinguished Service Award: Janice F. Almasi 阿尔伯特·j·金斯顿杰出服务奖:珍妮丝·f·阿尔马西

Literacy research : theory, method, and practice Pub Date : 2022-08-17 DOI: 10.1177/23813377221120610

Paola Pilonieta

引用次数: 0

MyStory, YourStory, OurStory: Literacy Development in the Black Church Past, Present, & Future 《我的故事，你的故事，我们的故事:黑人教会过去、现在和未来的读写能力发展》

Literacy research : theory, method, and practice Pub Date : 2022-08-12 DOI: 10.1177/23813377221109538

Gwendolyn Michele Thompson McMillon

{"title":"MyStory, YourStory, OurStory: Literacy Development in the Black Church Past, Present, & Future","authors":"Gwendolyn Michele Thompson McMillon","doi":"10.1177/23813377221109538","DOIUrl":"https://doi.org/10.1177/23813377221109538","url":null,"abstract":"The Black Church is the oldest anti-racist institution in America. Having educated generations of Black families, birthed schools, universities, hospitals, financial institutions, various music genres, and nurtured numerous advocates and martyrs for freedom, including access to literacy, it is directly responsible for many of the most significant gains in racial equity in American history. Yet, the Black Church has largely been ignored in conversations concerning the best way to educate Black students in America's schools. A question for the 21st century is: What can educators, particularly literacy researchers, learn from the Black Church? The Black Church is an extremely underutilized resource from which educators could learn best practices in literacy education to potentially reduce educational inequities with persistence. What are some of these best practices? How and why are they implemented in the learning environment of the Black Church? When simultaneously discussing the historical development of the Black Church and the literacy development of African Americans, it becomes apparent that they portray a mutually reinforcing relationship. This growth, based on a foundation of Black Liberation Theology and a continuous need to fight racism, developed from the initial need for a unified response to the slavemasters’ efforts to justify slavery with a perverted interpretation of the Christian Bible. This detailed discussion of the Black Church's origins, historical development, and contemporary practices will highlight the complex connections between religion, literacy, language, relationships, and politics, and inform scholarship of the Black Church's role as the established expert in the education of Black people.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"22 1","pages":"40 - 79"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90267072","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

Advances and Missed Opportunities in the Development of the 2026 NAEP Reading Framework 2026年国家环境政策阅读框架的进展和错失的机会

Literacy research : theory, method, and practice Pub Date : 2022-08-10 DOI: 10.1177/23813377221112388

Elena Forzani, Peter Afflerbach, Sarah H. Aguirre, Nancy Brynelson, Gina N. Cervetti, Byeong-Young Cho, Julie Coiro, Georgia Earnest García, Cynthia Greenleaf, J. Guthrie, Bonnie Hain, K. Hinchman, Mira L. Katz, Carol D. Lee, Mariana Pacheco, P. David Pearson, Alicia Ross, A. Skerrett, P. Uccelli

{"title":"Advances and Missed Opportunities in the Development of the 2026 NAEP Reading Framework","authors":"Elena Forzani, Peter Afflerbach, Sarah H. Aguirre, Nancy Brynelson, Gina N. Cervetti, Byeong-Young Cho, Julie Coiro, Georgia Earnest García, Cynthia Greenleaf, J. Guthrie, Bonnie Hain, K. Hinchman, Mira L. Katz, Carol D. Lee, Mariana Pacheco, P. David Pearson, Alicia Ross, A. Skerrett, P. Uccelli","doi":"10.1177/23813377221112388","DOIUrl":"https://doi.org/10.1177/23813377221112388","url":null,"abstract":"The National Assessment of Educational Progress (NAEP) in Reading aims to measure reading comprehension for students in the United States and to monitor progress in our education system. NAEP Reading is developed based on an assessment framework document that is periodically revised to reflect the latest understandings about reading comprehension and its assessment. A key goal of the Visioning Panel (VP) and the Development Panel (DP) charged with updating the NAEP Reading Assessment Framework for 2026 was to lay the foundation for an assessment that made progress toward greater fairness, equity, and validity. In this essay, we discuss how the Framework development process unfolded and its results. We document the unusual ways the National Assessment Governing Board (“the Board”) shaped the development process. We provide evidence that a small group of Board members aimed to preserve the status quo in reading assessment by downplaying reliance on expertise and authoritative sources of research on reading, learning, and assessment and by removing attention to equity in NAEP Reading. We also discuss both successful (i.e., approved by the Board) and unsuccessful (i.e., rejected by the Board) recommendations for changes to the 2026 Framework that initially were proposed by the DP. We end by considering how, despite the efforts of the small group of Board members, we as a literacy field can improve the nature and impact of our large-scale reading assessments, and NAEP in particular.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"23 1","pages":"153 - 189"},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77454155","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

Intergenerational Queer Method(ologie)s: Dialogues in Literacy Research 代际酷儿方法(语言学):读写研究中的对话

Literacy research : theory, method, and practice Pub Date : 2022-08-09 DOI: 10.1177/23813377221117165

J. Coleman, Ryan Schey, Mollie V. Blackburn, C. Brochin, Gemma Cooper-Novack, S. Crawley, Cindy Cruz, Elizabeth Dutro, Jack Helton, Abdul-Qadir Islam, I. Jiménez, J. Lizárraga, Addie Shrodes, Rob Simon, Corrine Wickens, Craig A. Young

引用次数: 3

“yeet nitro boosted”: A Postdigital Perspective on Young People’s Literacy Engagements With the Discord Platform “yeet nitro助推”:从后数字视角看年轻人与Discord平台的扫盲活动

Literacy research : theory, method, and practice Pub Date : 2022-08-09 DOI: 10.1177/23813377221115738

B. Robinson

引用次数: 4

Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices 培养21世纪的批判性读者:以四年级学生阅读能力与实践评估为例

Literacy research : theory, method, and practice Pub Date : 2022-08-02 DOI: 10.1177/23813377221117100

D. Arya, Sabiha Sultana, Somer Levine, Daniel Katz, John Galisky, Honeiah Karimi

{"title":"Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices","authors":"D. Arya, Sabiha Sultana, Somer Levine, Daniel Katz, John Galisky, Honeiah Karimi","doi":"10.1177/23813377221117100","DOIUrl":"https://doi.org/10.1177/23813377221117100","url":null,"abstract":"Grounded in the sociocultural nature of literacies and informed of the inherent biases in widely used, English-dominant reading assessments in U.S. schools, this case study traces the planning, development, and pilot administration (n = 52) of a culturally inclusive (i.e., participant informed), online reading assessment. The Critical Reading Assessment (CRA) is designed to gauge elementary students’ comprehension and critical reasoning (i.e., identifying potential biases or instances of diversity, equity and inclusion) of digital, multimodal texts. Findings from our analysis of recorded pilot sessions with student participants, who are predominantly Spanish/English multilingual learners, suggest (a) the importance of transparency and feedback from multiple stakeholders in the assessment development process; (b) the potential affordance of multiple textual modalities for clarifying comprehension skills and abilities; (c) the potential negative consequences of using established, dominant-English reading tests for determining comprehension abilities; and (d) the need for greater opportunities to practice critical discussions (i.e., questions about perspectives, representation, and other potential biases) about texts. Implications from this study highlight the need for supporting elementary students and their teachers in dialogic, critical reading practices of multimodal textual information.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"2 1","pages":"418 - 436"},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81646645","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

“I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction With Multilingual Adolescent Immigrant Learners “我可以去打闹”:幽默作为多语言青少年移民学习者科学教学的人性化教学法

Literacy research : theory, method, and practice Pub Date : 2022-08-01 DOI: 10.1177/23813377221114766

Kongji Qin, Faythe P Beauchemin

{"title":"“I Can Go Slapsticks”: Humor as Humanizing Pedagogy for Science Instruction With Multilingual Adolescent Immigrant Learners","authors":"Kongji Qin, Faythe P Beauchemin","doi":"10.1177/23813377221114766","DOIUrl":"https://doi.org/10.1177/23813377221114766","url":null,"abstract":"Research shows that humor can play an important role in students’ language learning and literacy development. However, studies on how teachers intentionally enact humor as a pedagogical tool are still limited. This classroom discourse study examines the interactional construction and pedagogical functions of humor in one U.S. multilingual high school science classroom. Drawing on the theoretical frameworks of languaging and affect, we took a discourse analytic approach to analyze classroom interactions and interview data to examine how the teacher used humor as humanizing pedagogy. We illustrate that the teacher held a humanizing teaching approach to working with immigrant students and viewed “slapstick humor” as part of his humanizing pedagogy. He co-constructed humor with his multilingual students in classroom interaction, and his pedagogical humor worked towards simultaneously humanizing learning, teaching scientific content, and building authentic caring relationships with students through care and empathy. We conclude the article with a discussion of the implications of this study for the research and practice of using humor in language and literacy classrooms with immigrant multilingual students.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"2008 1","pages":"304 - 322"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88202845","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

Critical Literacy in Practice: How Educators Leverage Supports and Overcome Challenges to Enact Critical Literacy Pedagogy in Their Classrooms 实践中的批判性素养:教育工作者如何利用支持和克服挑战，在课堂上实施批判性素养教学法

Literacy research : theory, method, and practice Pub Date : 2022-07-29 DOI: 10.1177/23813377221115190

Olivia A. Williams

引用次数: 2

Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course 白流规范中的认识论转换:以黑人语言为中心的初级读写方法课程

Literacy research : theory, method, and practice Pub Date : 2022-07-25 DOI: 10.1177/23813377221112977

Alice Y. Lee

{"title":"Shifting Epistemologies Amidst Whitestream Norms: Centering Black Language in an Elementary Literacy Methods Course","authors":"Alice Y. Lee","doi":"10.1177/23813377221112977","DOIUrl":"https://doi.org/10.1177/23813377221112977","url":null,"abstract":"This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy methods courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and cognitive dimensions of literacy, and therein draws awareness for how white monolingual norms are thoroughly normalized in literacy instruction. While the linguistic legitimacy of Black Language, particularly its phonological systems, have been well established, in our current state, phonics instruction belongs to White Mainstream English. I contend that any cognitive literacy instruction for Black Language speakers must leverage the tacit knowledge of their own language. Pre-service teachers must receive explicit instruction on understanding societal hierarchies, especially as anti-Blackness and white supremacist views of Black Language are intertwined. A Black epistemological literacy education is necessary in modeling for pre-service teachers how literacy curricula must move beyond tokens of diversity.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"4 1","pages":"268 - 285"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78752327","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: 4

Cultivating Virtual Communities of Care: Reflections on Community-Based Research in Times of Sociopolitical Precarity 培育虚拟关怀社区:社会政治不稳定时期社区研究的思考

Literacy research : theory, method, and practice Pub Date : 2022-07-25 DOI: 10.1177/23813377221114479

Ericka Staufert-Reyes, C. Wan, Ankhi G. Thakurta, Jackie Winsch, Zion Sykes, Quinn Luong, M. Ghiso

{"title":"Cultivating Virtual Communities of Care: Reflections on Community-Based Research in Times of Sociopolitical Precarity","authors":"Ericka Staufert-Reyes, C. Wan, Ankhi G. Thakurta, Jackie Winsch, Zion Sykes, Quinn Luong, M. Ghiso","doi":"10.1177/23813377221114479","DOIUrl":"https://doi.org/10.1177/23813377221114479","url":null,"abstract":"In this paper, we examine the nature and impact of coalitional work within a research–practice partnership (RPP) between university-based researchers, families, and youth as we navigated shared investigations into educational equity within a digital mediated space. We conceptualize our community and collaboration using Montoya’s metaphor of trenzas to highlight our understanding of our interwoven identities, spaces (both digital and physical), and literacies in service of educational change. Amid global and local precarities, we found that members of the partnership leveraged what we refer to as their digital coalitional literacies to repurpose the virtual space. Drawing from participatory research and practitioner research methodological tenets, our findings show how research partners engaged in digital coalitional literacies as they (a) collaboratively mobilized their literacies and their cultural and experiential resources to repurpose digital platforms; (b) worked in solidarity to cultivate communities of care across boundaries; and (c) created art that evoked critical thinking on critical issues for advocacy and change. Lastly, this article provides implications for RPP and classrooms.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"1 1","pages":"437 - 459"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84010101","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