{"title":"Correction to “Educational progress-time and the proliferation of dual enrollment”","authors":"","doi":"10.1002/jaal.1288","DOIUrl":null,"url":null,"abstract":"<p>Nordquist, B, Lueck, A. <i>Journal of Adolescent and Adult Literacy</i>. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097</p><p>This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, <i>Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing</i>, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer, 2006; Reiff & Bawarshi, 2011; Wilder & Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown & Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah & Saidy, 2014)’” (p. 15–16).</p><p>Monea, B. (2023). <i>Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing</i>. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.</p><p>Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.</p><p>We apologize for this error.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1288","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.1288","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}
引用次数: 0
Abstract
Nordquist, B, Lueck, A. Journal of Adolescent and Adult Literacy. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097
This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer, 2006; Reiff & Bawarshi, 2011; Wilder & Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown & Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah & Saidy, 2014)’” (p. 15–16).
Monea, B. (2023). Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.
Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.
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