Literacy research : theory, method, and practice最新文献_第6页

Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research 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 : 2021-07-26 DOI: 10.1177/23813377211032195

J. Hoffman, Sonia Q. Cabell, Sandra Barrueco, Etta R. Hollins, P. David Pearson

引用次数: 2

Toward a Bidirectional and Co-Constructed Mentorship: Rethinking the Mentor and Student–Teacher Relationship 走向双向共构师徒关系:对导师与师生关系的再思考

Literacy research : theory, method, and practice Pub Date : 2021-07-22 DOI: 10.1177/23813377211033559

Rick Coppola, Daniel J. Rocha, Rebecca Woodard

引用次数: 3

Marginalization Through Curricularization of Language Teaching: Creating and Exposing Deficits in an Adult Language and Literacy Program 语言教学课程化中的边缘化:成人语言与读写课程的缺陷

Literacy research : theory, method, and practice Pub Date : 2021-07-14 DOI: 10.1177/23813377211030639

Jim Sosnowski

{"title":"Marginalization Through Curricularization of Language Teaching: Creating and Exposing Deficits in an Adult Language and Literacy Program","authors":"Jim Sosnowski","doi":"10.1177/23813377211030639","DOIUrl":"https://doi.org/10.1177/23813377211030639","url":null,"abstract":"Research supports the premise that adult language and literacy instruction should build on prior linguistic knowledge and the lived experiences of the students. Despite these widely held tenets, classroom practices often do not reflect these ideals, instead providing learning opportunities that are decontextualized and isolated from the students’ lives. Drawing on 18 months of qualitative data and based on principles of participatory action research, this ethnographic case study of a peer-taught, prison-based, adult language and literacy program, situated in a state-run, medium security prison in the Midwest of the United States, focuses on the role language ideologies played in shaping classroom practices and the marginalization of both students and instructors. This study found that language ideologies contributed to a curricularized approach to language and literacy instruction focused on teaching discrete linguistic features and lexical items. This curricularization of language positioned students as linguistically deficient and shaped deficit perspectives of the students in the classroom. Additionally, the curricularized approach in conjunction with racialized understandings of “native speakerism” marginalized instructors through influencing who was perceived as a viable language model in the classroom. These findings emphasize the need to move away from reified understandings of language and build on the situated ways students use language. Additionally, moving toward a curriculum focused on situated language practices provides opportunities for students and instructors to critically examine issues of power and privilege related to language.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"37 1","pages":"369 - 387"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72723759","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

“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children “我不想无知”:为什么职前教师有时在与小学生进行关于课文的批判性对话时选择沉默的探索

Literacy research : theory, method, and practice Pub Date : 2021-07-12 DOI: 10.1177/23813377211030503

Amanda R. Diaz, Kristine M. Schutz, Rebecca Woodard

{"title":"“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children","authors":"Amanda R. Diaz, Kristine M. Schutz, Rebecca Woodard","doi":"10.1177/23813377211030503","DOIUrl":"https://doi.org/10.1177/23813377211030503","url":null,"abstract":"Discussions about texts can offer valuable opportunities for critical conversations about power and privilege. While we know such conversations are important to have in school, many teachers report feeling unprepared to facilitate them. In an effort to understand the in-the-moment decisions preservice teachers (PSTs) make in response to children’s contributions during critical conversations about texts, this qualitative, design-based study examines how PSTs responded to elementary-age children while facilitating discussions about texts in their field placements. Although various kinds of responses were made (e.g., eliciting children’s thinking, orienting children’s contributions to one another), in this analysis, we examine the moments where PSTs identified their silence as salient. Findings reveal that (1) some PSTs developing understanding of the role of talk and desire to efficiently accomplish the task did not seem to set them up to see critical conversations about texts as a space for sensemaking, and (2) other PSTs did see critical conversations about texts as spaces to engage in sensemaking but felt discomfort grappling with unanticipated issues that arose. We discuss implications for literacy researchers and teacher educators committed to supporting critical conversations with children in schools.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"46 1","pages":"330 - 348"},"PeriodicalIF":0.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90702633","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 Future Is Open and Shapable: Using Solar Speculative Fiction to Foster Learner Agency 未来是开放和可塑造的:利用太阳能投机小说培养学习者的能动性

Literacy research : theory, method, and practice Pub Date : 2021-07-06 DOI: 10.1177/23813377211028263

Michelle E. Jordan, Jeremy Bernier, S. Zuiker

{"title":"The Future Is Open and Shapable: Using Solar Speculative Fiction to Foster Learner Agency","authors":"Michelle E. Jordan, Jeremy Bernier, S. Zuiker","doi":"10.1177/23813377211028263","DOIUrl":"https://doi.org/10.1177/23813377211028263","url":null,"abstract":"Speculative fiction is a powerful medium to explore possible futures, inviting literacy researchers and educators to consider the value of futures thinking as a tool for eliciting learners’ hopeful narratives about equitable, sustainable futures for their communities. Yet, when asked to imagine the future, adults and youth alike often envision dystopian stories and fail to consider the interdependencies between technological innovations and the social, economic, and environmental contexts they shape. Moreover, current pedagogic strategies for thinking about the future encourage globalized perspectives rather than stories localized in learners’ lived contexts. Using design-based research methods and informed by ecological theories that assume learners exercise agency through their actions that bring together past, present, and future, our team developed conjectures about how futures thinking might support learners’ agency in relation to sustainability activism and environmental justice. Data analyzed to test our conjectures were 18 solar futures narratives written by adult and youth participants in a solar energy research program. Findings show promise for writing practices that foster sustainability and climate change learning.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"20 1","pages":"309 - 329"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85997469","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

Advancing Antiracism in Literacy Research 推进扫盲研究中的反种族主义

Literacy research : theory, method, and practice Pub Date : 2021-07-06 DOI: 10.1177/23813377211027554

A. Willis, Patriann Smith

引用次数: 2

Ways of Being in Community: Centering Preservice Teachers’ Culturally Sustaining Pedagogies in Field-Based Literacy Teacher Education 社区存在之道:以场域素养教师教育中的职前教师文化维持教学法为中心

Literacy research : theory, method, and practice Pub Date : 2021-06-29 DOI: 10.1177/23813377211026640

B. Nash, Melissa Mosley Wetzel, Heather Dunham, Jessica Murdter-Atkinson

{"title":"Ways of Being in Community: Centering Preservice Teachers’ Culturally Sustaining Pedagogies in Field-Based Literacy Teacher Education","authors":"B. Nash, Melissa Mosley Wetzel, Heather Dunham, Jessica Murdter-Atkinson","doi":"10.1177/23813377211026640","DOIUrl":"https://doi.org/10.1177/23813377211026640","url":null,"abstract":"A common model for connecting theory to practice within literacy teacher preparation programs involves preservice teachers (PTs) working in field-based courses to contextualize their learning. Field-based courses create hybrid spaces for personalizing curricula and following students’ lead outside of the pressures of normal classrooms. Researchers note that although PTs have found field-based courses in diverse, minority school settings helpful, many PTs feel unprepared to work with diverse populations. There is a need for literacy teacher preparation programs to enhance field experiences and incorporate culturally sustaining pedagogy (CSP) within coursework. Few studies, however, have explicitly examined the role of CSP in literacy courses or field-based coursework. Moreover, even coursework intended to prepare teachers to work in diverse settings often centers the experiences of White PTs and reinforces pedagogical practices associated with White cultural and academic norms. In this qualitative case study, we explore the potential of experiences in field-based teacher education courses to disrupt White values, traditions, and curricular norms when CSP is centered and when PTs have the opportunity to work with, and learn from, young students. Findings highlight innovative ways three PTs worked in community with young students and built innovative curricula around their students’ funds of knowledge: by restorying deficit narratives about students’ literacies, following students’ lead into multimodal literacies, and bridging linguistic differences through translanguaging.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"5 1","pages":"408 - 427"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85019735","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: 9

The Lasting Legacy of Rudine Sims Bishop: Mirrors, Windows, Sliding Glass Doors, and More Rudine Sims Bishop的永久遗产:镜子，窗户，滑动玻璃门等等

Literacy research : theory, method, and practice Pub Date : 2021-06-28 DOI: 10.1177/23813377211028256

Jonda C. McNair, P. Edwards

引用次数: 5

From Tutoring to Mentoring: Centering Adolescents’ Identities as Readers and Mentors in a High School Literacy Class 从辅导到辅导:以高中读写班青少年读者与导师身份为中心

Literacy research : theory, method, and practice Pub Date : 2021-06-25 DOI: 10.1177/23813377211025320

Katherine K. Frankel, S. Fields, Alessandra E. Ward

{"title":"From Tutoring to Mentoring: Centering Adolescents’ Identities as Readers and Mentors in a High School Literacy Class","authors":"Katherine K. Frankel, S. Fields, Alessandra E. Ward","doi":"10.1177/23813377211025320","DOIUrl":"https://doi.org/10.1177/23813377211025320","url":null,"abstract":"Prior research on peer literacy teaching tends to be conceptualized as peer tutoring and often focuses on the cognitive aspects of reading (e.g., skills, strategies). In this multiple case study, we draw on theories of identity and positioning to propose a conceptual shift from tutoring to mentoring to also describe the affective and relational dimensions of peer literacy teaching. In our analysis, we explore how two 11th graders positioned themselves as readers and mentors in a cross-age literacy mentorship class in a public high school in the northeastern United States. Data sources include mentor interviews, field notes, and artifacts. Our multiphase coding process identified three main themes: the importance of (a) texts and (b) relationships and reciprocity to mentors’ positioning, and (c) complexities of the mentor position. Findings suggest that school-based opportunities for youth to work collaboratively to understand their own and others’ reading processes may contribute insights into both the affective and the cognitive aspects of peer literacy teaching.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"23 1","pages":"231 - 251"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81742647","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’s a Wonderful Life: William H. Teale’s Contributions to Early and Emergent Literacy 这是一个美好的生活:威廉·h·蒂尔对早期和新兴读写能力的贡献

Literacy research : theory, method, and practice Pub Date : 2021-06-22 DOI: 10.1177/23813377211024628

J. Gavelek, T. E. Raphael

{"title":"It’s a Wonderful Life: William H. Teale’s Contributions to Early and Emergent Literacy","authors":"J. Gavelek, T. E. Raphael","doi":"10.1177/23813377211024628","DOIUrl":"https://doi.org/10.1177/23813377211024628","url":null,"abstract":"We highlight in this essay the significant career contributions of William H. Teale to the field of literacy research, policy, and practice in recognition of his receipt of the 2020 Oscar S. Causey Award. First, we contextualize Professor Teale’s scholarship through personal descriptions of our decades-long collegial relationships with him. We then trace Teale’s early work to the career defining scholarship that led to paradigmatic shifts in early literacy research and practice. We highlight explicitly his consequential coauthored volume Emergent Literacy (Teale & Sulzby, 1986), which redefined literate practice and unlinked it from its conventional print-based onset to instead focus on the emergent literate practices that form the foundation of children’s meaningful engagement as literate beings. In the second half of our essay, we amplify the voices of colleagues across the world who provide testimonials that evidence the far-reaching and indelible impact of Professor Teale’s lifelong scholarship, which examined how to improve children’s literacy experiences through (a) the quality of literature they read, (b) teachers’ access to and interactions with models of high-quality instruction, and (c) school leadership development.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"79 1","pages":"170 - 180"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85155469","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