{"title":"数字空间中边缘化青少年的内在素养:跨案例综合探索与文本的影响和对话","authors":"Karis Jones, Gemma Cooper-Novack","doi":"10.1002/jaal.1400","DOIUrl":null,"url":null,"abstract":"<p>Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface-level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace how focal youth across the programs engage in critical witness around issues of marginalization in digital spaces outside of class in order to produce advocacy-focused compositions addressing issues they encountered and discussed across informal digital learning spaces. We identified a common trajectory across both cases for these youth advocates: (1) experiencing and witnessing marginalization in digital spaces outside of class; (2) bringing critical witness to (digital) class; leading to (3) constellations of advocacy produced through compositions. Teachers can support such adolescents through affectively attuned instructional practices like framing spaces to center youth voices, providing multiple channels for peer conversation, inviting youth to co-design expansive and creative assessments, and cultivating reciprocal understanding of power and vulnerability through practices of critical witness.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"632-643"},"PeriodicalIF":0.9000,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Visceral literacies of marginalized adolescents in digital spaces: A cross-case synthesis exploring affect and dialogue with texts\",\"authors\":\"Karis Jones, Gemma Cooper-Novack\",\"doi\":\"10.1002/jaal.1400\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface-level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace how focal youth across the programs engage in critical witness around issues of marginalization in digital spaces outside of class in order to produce advocacy-focused compositions addressing issues they encountered and discussed across informal digital learning spaces. We identified a common trajectory across both cases for these youth advocates: (1) experiencing and witnessing marginalization in digital spaces outside of class; (2) bringing critical witness to (digital) class; leading to (3) constellations of advocacy produced through compositions. Teachers can support such adolescents through affectively attuned instructional practices like framing spaces to center youth voices, providing multiple channels for peer conversation, inviting youth to co-design expansive and creative assessments, and cultivating reciprocal understanding of power and vulnerability through practices of critical witness.</p>\",\"PeriodicalId\":47621,\"journal\":{\"name\":\"Journal of Adolescent & Adult Literacy\",\"volume\":\"68 6\",\"pages\":\"632-643\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-11-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Adolescent & Adult Literacy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1400\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1400","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Visceral literacies of marginalized adolescents in digital spaces: A cross-case synthesis exploring affect and dialogue with texts
Textual consumption in digital spaces has come under scrutiny by educators who worry about youth's surface-level comprehension of such texts as well as the polarizing nature of online discourse. This paper synthesizes affective concepts of critical witness and glimmers of care to explore two cases in which adolescent writers in digital OST programs engage with digital communities surrounding texts like comics, movies, and video games. We trace how focal youth across the programs engage in critical witness around issues of marginalization in digital spaces outside of class in order to produce advocacy-focused compositions addressing issues they encountered and discussed across informal digital learning spaces. We identified a common trajectory across both cases for these youth advocates: (1) experiencing and witnessing marginalization in digital spaces outside of class; (2) bringing critical witness to (digital) class; leading to (3) constellations of advocacy produced through compositions. Teachers can support such adolescents through affectively attuned instructional practices like framing spaces to center youth voices, providing multiple channels for peer conversation, inviting youth to co-design expansive and creative assessments, and cultivating reciprocal understanding of power and vulnerability through practices of critical witness.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research