Literacy research : theory, method, and practice最新文献_第7页

“Hay que Cantar con Ternura”: Baladas Románticas as a Site for Translingual Youth Convivencia

Literacy research : theory, method, and practice Pub Date : 2021-06-17 DOI: 10.1177/23813377211024623

Cati V. de los Ríos, Yared Portillo

{"title":"“Hay que Cantar con Ternura”: Baladas Románticas as a Site for Translingual Youth Convivencia","authors":"Cati V. de los Ríos, Yared Portillo","doi":"10.1177/23813377211024623","DOIUrl":"https://doi.org/10.1177/23813377211024623","url":null,"abstract":"For many Mexican-origin bi/multilingual children, Mexican music education begins early in their home. Music is inextricably linked with the sociocultural context in which it is produced, consumed, and taught and the interrelationship between music, society, and culture. Using ethnographic methods, this article examines a small group of bilingual and emergent bilingual Mexican-origin students who regularly congregated in their English teacher’s classroom at lunchtime to recite and perform romance ballads, or what we refer to as baladas románticas, on a weekly basis. We use participant observation, plática-inspired interviews, focus groups, and video recordings to present ethnographic knowledge about how, for these young people, music was a way of being and a deliberate act to build community. Our findings describe the ways the bilingual students found themselves at the margins of their K–12 schooling experiences and, in turn, agentically fostered their own space for translingual expression and solace. This manifested in two primary ways: (a) how they collectively fostered their own form of convivencia (humanizing coexistence) anchored in their ancestral and cultural knowledge through their music-making and (b) how their music-making allowed them to release translingual and transmodal play and creativity that might have otherwise been suppressed at school. We end with a call for literacy researchers and educators to continue to recognize and honor students’ lived translingual experiences, identities, and musical gifts as resources for learning.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"2022 1","pages":"213 - 230"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87861765","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

Pathways to Critical Literacy Leadership: An Examination of a Cohort Model of Professional Development 通往批判性素养领导的道路:专业发展队列模型的检验

Literacy research : theory, method, and practice Pub Date : 2021-06-17 DOI: 10.1177/23813377211024626

R. Rogers, Martille Elias, Melinda F. Scheetz

{"title":"Pathways to Critical Literacy Leadership: An Examination of a Cohort Model of Professional Development","authors":"R. Rogers, Martille Elias, Melinda F. Scheetz","doi":"10.1177/23813377211024626","DOIUrl":"https://doi.org/10.1177/23813377211024626","url":null,"abstract":"As faculty at a land-grant university, we wanted to better understand the complexity of and pathways toward critical literacy leadership among educators. Specifically, we asked: What forms of critical literacy leadership become visible when educators participate in a cohort model of literacy professional development? Thirty educators enrolled across four different literacy cohorts at the university participated in this case study. Participants were diverse in their teaching experiences, racial identity, teaching placement, and literacy expertise. Participants shared similar geo-political-educational realities as they were all a part of the same large, urban district. Survey data, interviews, teaching and learning documents, and categorical data were analyzed in overlapping phases. Descriptive statistics were generated. Four themes related to critical literacy leadership surfaced from interviews using constant comparative methods: brokering equitable literacy practices, negotiating tensions, sharing/strengthening existing literacy practices, and imagining the futurity of literacy leadership. Educators offered complex portraits of critical literacy leadership in various spaces—often leading through learning. Participants’ voices highlighted the impact literacy leaders have on transformative, grassroots efforts toward change.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"1 1","pages":"289 - 308"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83088307","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

Reimagining Isolated Literacy Classrooms as Interdependent Networks: Tracing Rituals, Repetitions, and Technologies 将孤立的识字教室重新想象为相互依赖的网络:追踪仪式、重复和技术

Literacy research : theory, method, and practice Pub Date : 2021-06-17 DOI: 10.1177/23813377211022687

Monica C. Kleekamp

{"title":"Reimagining Isolated Literacy Classrooms as Interdependent Networks: Tracing Rituals, Repetitions, and Technologies","authors":"Monica C. Kleekamp","doi":"10.1177/23813377211022687","DOIUrl":"https://doi.org/10.1177/23813377211022687","url":null,"abstract":"Recent literacy scholarship increasingly seeks to center and value the literacies of systematically marginalized youth in response to deficit-oriented narratives that locate oppressed communities as incompetent or delayed. Often, this reframing leans on a contextualization of literacies as culturally, historically, and socially situated acts that people do. Located alongside recent literacy research combatting racism, homophobia, transphobia, linguicism, xenophobia, and the invisibilizing of indigenous peoples, this piece reimagines the active and rich literacies produced in an isolated (i.e., self-contained) special education literacy classroom. While theoretically utilizing situated literacies, this article also directly responds to critiques of situated literacies as too human-centric, an especially relevant criticism for classrooms with students who have complex support needs. Actor-network theory, as a theoretical and methodological lens, provides entry into the analysis of human and nonhuman actors collectively producing intricate literacy events during a curricular exploration of inclusive picturebooks (i.e., texts featuring main characters with lived dis/ability experiences). Findings presented trace two literacy events animated by actors such as students, technologies, rituals, and repetitions. Implications for this research argue for future theoretical and pedagogical framings of literacies as inherently interdependent productions, not just in isolated special education classrooms but all literacy classrooms. This shift moves away from illusive discourses of independence and autonomy and toward understandings of all literacies as interdependently shaped by endless network actors.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"108 1","pages":"181 - 201"},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79405064","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

The Role of the Essay Genre and Contextual Influences in Shaping Adult English Learners’ Choices About Sociocultural Resources 散文体裁和语境影响对成人英语学习者社会文化资源选择的影响

Literacy research : theory, method, and practice Pub Date : 2020-11-01 DOI: 10.1177/2381336920937265

Lyudmyla Ivanyuk

引用次数: 0

Fast and Slow Literacies: Digital and Compositional Conundrums in a Post-Truth Era 快速和缓慢的读写能力:后真相时代的数字和构图难题

Literacy research : theory, method, and practice Pub Date : 2020-11-01 DOI: 10.1177/2381336920937275

J. Schneider, J. King, Deborah Kozdras, James L. Welsh

引用次数: 1

William H. Teale, 2019 Oscar S. Causey Award Winner 威廉·h·蒂尔，2019年奥斯卡奖得主

Literacy research : theory, method, and practice Pub Date : 2020-10-06 DOI: 10.1177/2381336920940528

Aria Razfar

引用次数: 0

Albert J. Kingston Distinguished Service Award: Patricia Enciso 阿尔伯特·j·金斯顿杰出服务奖:帕特里夏·恩西索

Literacy research : theory, method, and practice Pub Date : 2020-10-06 DOI: 10.1177/2381336920940529

Paola Pilonieta

引用次数: 0

Summary of the 69th Annual Conference of the Literacy Research Association, December 4-7, 2019 2019年12月4日至7日，第69届全国扫盲研究会年会纪要

Literacy research : theory, method, and practice Pub Date : 2020-10-06 DOI: 10.1177/2381336920940530

E. A. Baker

引用次数: 0

Practicing Imagination and Activism in Literacy Research, Teaching, and Teacher Education: I Still Don’t Know How to Change the World With Rocks 在读写研究、教学和教师教育中实践想象力和行动主义:我仍然不知道如何用石头改变世界

Literacy research : theory, method, and practice Pub Date : 2020-07-20 DOI: 10.1177/2381336920938670

J. Hoffman

引用次数: 5

Design Principles for Coaching Toward Reflection and Transformation in Literacy Preservice Teacher Education 职前教师素养教育反思与转化辅导的设计原则

Literacy research : theory, method, and practice Pub Date : 2020-07-16 DOI: 10.1177/2381336920938028

Melissa Mosley Wetzel, Beth Maloch, J. Hoffman

{"title":"Design Principles for Coaching Toward Reflection and Transformation in Literacy Preservice Teacher Education","authors":"Melissa Mosley Wetzel, Beth Maloch, J. Hoffman","doi":"10.1177/2381336920938028","DOIUrl":"https://doi.org/10.1177/2381336920938028","url":null,"abstract":"From 2014 to the present, we have engaged in a series of studies examining the features of coaching that support teachers in reflecting on practice and moving toward transformation in literacy teaching. In this report, we engage in an inductive analysis of the findings across this body of work to identify the evidence-based design features associated with these coaching practices. Our inspection of the body of work reported here traces the development and use of the Coaching with CARE—Critical, Appreciative, Reflective, and Experiential-model. These research studies draw on activity theory as a theoretical framework, design-development research as a method, and reflective coaching as a pedagogical stance. Literacy coaching, like teaching, is complex and nuanced. The design principles we have identified do not yield a formula for effective coaching but rather specify a set of principles that can guide decision making around coaching in complex spaces. In the conclusion, we identify areas for future research that can further inform the work of literacy teacher educators in support of preservice teachers.","PeriodicalId":91923,"journal":{"name":"Literacy research : theory, method, and practice","volume":"1 1","pages":"248 - 265"},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82398737","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