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

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Introduction: Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research 导论:阅读科学中的关键问题:争取研究的广角视野
Literacy research : theory, method, and practice Pub Date : 2021-11-01 DOI: 10.1177/23813377211039897
Gwendolyn Thompson McMillon
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引用次数: 0
Introduction to Black Lives Matter Panel 黑人的命也重要小组简介
Literacy research : theory, method, and practice Pub Date : 2021-11-01 DOI: 10.1177/23813377211039896
{"title":"Introduction to Black Lives Matter Panel","authors":"","doi":"10.1177/23813377211039896","DOIUrl":"https://doi.org/10.1177/23813377211039896","url":null,"abstract":"","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"19 1","pages":"61 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78036139","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
Patricia A. Edwards, 2020 Oscar S. Causey Award Winner Patricia A. Edwards, 2020年奥斯卡S. Causey奖得主
Literacy research : theory, method, and practice Pub Date : 2021-11-01 DOI: 10.1177/23813377211032027
Mary B. Mcvee
{"title":"Patricia A. Edwards, 2020 Oscar S. Causey Award Winner","authors":"Mary B. Mcvee","doi":"10.1177/23813377211032027","DOIUrl":"https://doi.org/10.1177/23813377211032027","url":null,"abstract":"The 2020 Oscar S. Causey Award winner, Dr. Patricia Edwards, earned a Ph.D. in Reading Education in 1979 from the University of Madison, Wisconsin. She is Distinguished Professor of Language and Literacy in the Department of Teacher Education and a Senior University Outreach Fellow at Michigan State University. As a worthy recipient of the Oscar S. Causey award, Dr. Edwards has made outstanding contributions to literacy research in quality and substance throughout her career. Of particular note, are the significant ways in which Dr. Edwards’ body of work has been truly groundbreaking. As one of few Black women scholars working in the field of literacy research and in navigating a career in predominantly White research institutions in the 1980’s and beyond, Dr. Edwards forged a path for other women of color in the academy and within LRA. This is demonstrated also in her election as the first Literacy Research: Theory, Method, and Practice","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"32 1","pages":"35 - 37"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85003918","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
Introduction: Literacy Research Reports Collaborative Panel Discussions 导言:扫盲研究报告合作小组讨论
Literacy research : theory, method, and practice Pub Date : 2021-11-01 DOI: 10.1177/23813377211039898
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引用次数: 0
“We Believe in Collective Magic”: Honoring the Past to Reclaim the Future(s) of Literacy Research “我们相信集体的魔力”:尊重过去，重塑识字研究的未来
Literacy research : theory, method, and practice Pub Date : 2021-08-18 DOI: 10.1177/23813377211036475
{"title":"“We Believe in Collective Magic”: Honoring the Past to Reclaim the Future(s) of Literacy Research","authors":"","doi":"10.1177/23813377211036475","DOIUrl":"https://doi.org/10.1177/23813377211036475","url":null,"abstract":"This article explores the concept of literacy futurisms as guided by the 2019–2021 Scholars of Color Transitioning into Academic Research Institutions cohort, who conceptualize themselves as part of an emergent literacy research collective. Drawing on the knowledges of our ancestors and children, we offer dimensions of a framework-in-the-making (grounded on intersectionality, translanguaging, decoloniality, ancestral, play, and collectivity) for reenvisioning and reclaiming the future(s) of literacy research. We invite readers to engage in multimodal play as co-conspirators in reclaiming literacy research.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"131 1","pages":"428 - 447"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76840358","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: 5
“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March “伦理观影实践”:《让孩子进行曲》中一年级学生的种族歧视体验
Literacy research : theory, method, and practice Pub Date : 2021-08-13 DOI: 10.1177/23813377211036198
Oona Fontanella-Nothom
{"title":"“Ethical Viewing Practices”: First-Graders Experiencing Racism in Let the Children March","authors":"Oona Fontanella-Nothom","doi":"10.1177/23813377211036198","DOIUrl":"https://doi.org/10.1177/23813377211036198","url":null,"abstract":"Drawing upon the methodological approach of thinking with theory and the theory of the wake, this article details the process of teaching and learning about race and racism with first graders and their responses to the picturebook, Let the Children March. The theoretical concept of the weather and the corresponding theoretical strand of ethical viewing and reading practices are brought together with children’s drawings and verbal responses to think with the analytical question of: what kinds of ethical viewing and reading practices can be employed and enacted with young children to engage them in racial justice and social change? The discussion and implications highlight three key insights for literacy research and practice: student agency and choice, the capability of young children, and how to approach topics of race and racism with young children with thoughtfulness. This article advances work on the teaching and learning of topics of race, racism, and antiblackness in literacy research with young people.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"85 1","pages":"272 - 288"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73725411","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
“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices “确保你看到这个”:多语言黑人女孩的语言和识字实践的反叙述
Literacy research : theory, method, and practice Pub Date : 2021-08-13 DOI: 10.1177/23813377211038264
Vivian E. Presiado, Brittany L. Frieson
{"title":"“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices","authors":"Vivian E. Presiado, Brittany L. Frieson","doi":"10.1177/23813377211038264","DOIUrl":"https://doi.org/10.1177/23813377211038264","url":null,"abstract":"Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"75 1","pages":"388 - 407"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72610230","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: 5
The State of Black Male Literacy Research, 1999–2020 黑人男性扫盲研究现状，1999-2020
Literacy research : theory, method, and practice Pub Date : 2021-08-13 DOI: 10.1177/23813377211038368
Alfred W. Tatum, Aaron D Johnson, David McMillon
{"title":"The State of Black Male Literacy Research, 1999–2020","authors":"Alfred W. Tatum, Aaron D Johnson, David McMillon","doi":"10.1177/23813377211038368","DOIUrl":"https://doi.org/10.1177/23813377211038368","url":null,"abstract":"In this report, the authors describe the scope and scale of Black male literacy research; discuss theories, conceptual frames, and groundings informing the research on Black male literacy education in grades preK–12; and offer insights on Black male literacy research based on the current state of research. Each is based on an extensive review of quantitative and qualitative literacy research studies from 1999 to 2020 with primary or secondary data analysis solely or predominantly focused on Black males in grades preK–12. Four directions for future research are offered to nurture a scientific culture on Black male literacy education to address the methodological possibilities to capture the complexities of the literacy education of Black males across multiple contexts (e.g., in school, out of school), multiple locations (e.g., urban, rural, and suburban), and school types (traditional public, private, parochial, charter, home, boarding).","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"1 1","pages":"129 - 151"},"PeriodicalIF":0.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89277549","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: 5
Activating Joy and Hope in Critical Literacies Instruction: Responding Pedagogically to Youth Skepticism in a YPAR Project 在批判性素养教学中激活快乐和希望:在YPAR项目中对青年怀疑主义的教学回应
Literacy research : theory, method, and practice Pub Date : 2021-08-09 DOI: 10.1177/23813377211035819
Aimee Hendrix-Soto
{"title":"Activating Joy and Hope in Critical Literacies Instruction: Responding Pedagogically to Youth Skepticism in a YPAR Project","authors":"Aimee Hendrix-Soto","doi":"10.1177/23813377211035819","DOIUrl":"https://doi.org/10.1177/23813377211035819","url":null,"abstract":"In the face of persistent racial injustice, critical literacy approaches to instruction frequently involve investigating and altering unjust racialized power structures through critical action. However, what happens when youth have become understandably skeptical of action for change? This analysis uses healing frameworks to explore the critical literacies of Black and Latinx youth in a youth participatory action research project that took place in the early days of the Trump administration, as well as the pedagogies employed. The salience and persistence of racial injustice in national politics and the local school district operated against youth’s reserves of hope and belief in change work, introducing tension into a project focused on transformation. As a pedagogical response, the project’s two White coteachers facilitated new pathways for critical literacies that involved joy, care, and new audiences. This response focused on joy in critical work and prompted some, though notably not all, youth to reengage with critical action and articulate hope for justice in their local worlds.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"32 1","pages":"349 - 368"},"PeriodicalIF":0.0,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89389654","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
An Examination of Dyslexia Research and Instruction With Policy Implications 阅读障碍研究与教学的政策启示
Literacy research : theory, method, and practice Pub Date : 2021-08-02 DOI: 10.1177/23813377211024625
P. Johnston, D. Scanlon
{"title":"An Examination of Dyslexia Research and Instruction With Policy Implications","authors":"P. Johnston, D. Scanlon","doi":"10.1177/23813377211024625","DOIUrl":"https://doi.org/10.1177/23813377211024625","url":null,"abstract":"Some children experience more difficulty than others becoming literate, often at great emotional, intellectual, social, and economic cost to themselves, but also to those who love and care for them","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"33 1","pages":"107 - 128"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75129346","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: 10
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