Pub Date : 2023-10-22DOI: 10.1080/04250494.2023.2268401
Navan Govender, Jennifer Farrar
{"title":"Introduction to critical literacies & social media","authors":"Navan Govender, Jennifer Farrar","doi":"10.1080/04250494.2023.2268401","DOIUrl":"https://doi.org/10.1080/04250494.2023.2268401","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1080/04250494.2023.2269201
Mary Rice
ABSTRACTAs digital technologies increase in their capacity to generate, display, and disseminate visual materials via spaces like social media, there is a need for pedagogical practices that support meaning making with visual texts. The purpose of this paper is to present a pedagogical framework for teaching visual literacies with social media memes using a multilayered approach. The proposed layers of the framework are (1) technical construction, (2) formal aesthetic, (3) aesthetic response, (4) media context, and (4) social context. As an example of this approach, I explore the meme shared in January 2021 of face-masked United States Senator Bernie Sanders with his legs crossed and wearing hand-knit mittens as he attended the U.S. Presidential Inauguration of Joe Biden. Key questions and activities using the “Bernie Sanders at the Inauguration” meme are offered alongside strategies for additional pedagogical and research considerations.KEYWORDS: Visual literaciespedagogies for visual literaciessocial media literaciessocial media memesBernie Sanders memes Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary RiceMary Rice is an Associate Professor of Literacy at the University of New Mexico in Albuquerque. Her research and teaching focus on supporting the design and doing of inclusive digital learning.
{"title":"Making meaning with memes through a multilayered approach to visual literacies","authors":"Mary Rice","doi":"10.1080/04250494.2023.2269201","DOIUrl":"https://doi.org/10.1080/04250494.2023.2269201","url":null,"abstract":"ABSTRACTAs digital technologies increase in their capacity to generate, display, and disseminate visual materials via spaces like social media, there is a need for pedagogical practices that support meaning making with visual texts. The purpose of this paper is to present a pedagogical framework for teaching visual literacies with social media memes using a multilayered approach. The proposed layers of the framework are (1) technical construction, (2) formal aesthetic, (3) aesthetic response, (4) media context, and (4) social context. As an example of this approach, I explore the meme shared in January 2021 of face-masked United States Senator Bernie Sanders with his legs crossed and wearing hand-knit mittens as he attended the U.S. Presidential Inauguration of Joe Biden. Key questions and activities using the “Bernie Sanders at the Inauguration” meme are offered alongside strategies for additional pedagogical and research considerations.KEYWORDS: Visual literaciespedagogies for visual literaciessocial media literaciessocial media memesBernie Sanders memes Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMary RiceMary Rice is an Associate Professor of Literacy at the University of New Mexico in Albuquerque. Her research and teaching focus on supporting the design and doing of inclusive digital learning.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135778981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTAs college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in particular. Degrees in the humanities and liberal arts are particularly questioned, as data on starting salaries and unemployment rates are sometimes used to claim that such degrees do not provide a good return on investment. Responses to these critiques often claim that college preparation in such fields fosters the development of broad so-called “soft skills” that employers value. However, both sides of this debate have historically focused on job data and employer perceptions while neglecting the perspectives and self-reports of graduates themselves, particularly as graduating students transition from the university to the workforce. In this exploratory mixed-methods study we sought to understand the experiences of English graduates from a large U.S. university over the course of a decade, using semi-structured interviews (n = 8) and a follow-up quantitative survey to discover their experiences finding employment and transitioning to the workforce (n = 338). Results coalesced around four themes and showed that most graduates reported their degrees to have provided great benefit for employability and ongoing professional growth.KEYWORDS: liberal artscollege graduatesemploymenthumanitiesEnglish departments Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTrina Hansen HardingTrina Hansen Harding is the English Internship Coordinator for the English+ program in the English Department at Brigham Young University.Royce KimmonsDr. Royce Kimmons is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.Heather LearyDr. Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.
{"title":"Understanding English graduates’ experiences entering the workforce","authors":"Trina Hansen Harding, Royce Kimmons, Heather Leary","doi":"10.1080/04250494.2023.2255225","DOIUrl":"https://doi.org/10.1080/04250494.2023.2255225","url":null,"abstract":"ABSTRACTAs college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in particular. Degrees in the humanities and liberal arts are particularly questioned, as data on starting salaries and unemployment rates are sometimes used to claim that such degrees do not provide a good return on investment. Responses to these critiques often claim that college preparation in such fields fosters the development of broad so-called “soft skills” that employers value. However, both sides of this debate have historically focused on job data and employer perceptions while neglecting the perspectives and self-reports of graduates themselves, particularly as graduating students transition from the university to the workforce. In this exploratory mixed-methods study we sought to understand the experiences of English graduates from a large U.S. university over the course of a decade, using semi-structured interviews (n = 8) and a follow-up quantitative survey to discover their experiences finding employment and transitioning to the workforce (n = 338). Results coalesced around four themes and showed that most graduates reported their degrees to have provided great benefit for employability and ongoing professional growth.KEYWORDS: liberal artscollege graduatesemploymenthumanitiesEnglish departments Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTrina Hansen HardingTrina Hansen Harding is the English Internship Coordinator for the English+ program in the English Department at Brigham Young University.Royce KimmonsDr. Royce Kimmons is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.Heather LearyDr. Heather Leary is an Associate Professor of Instructional Psychology & Technology at Brigham Young University.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/04250494.2023.2234800
Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)
发表于《教育中的英语:全国英语教学协会研究会刊》(第57卷第3期，2023年)
{"title":"Call for Papers: Special issue of English in Education, Vol. 58 no. 3, Summer 2024 ENGLISH SUBJECT ASSOCIATIONS: past, present, and future","authors":"","doi":"10.1080/04250494.2023.2234800","DOIUrl":"https://doi.org/10.1080/04250494.2023.2234800","url":null,"abstract":"Published in English in Education: Research Journal of the National Association for the Teaching of English (Vol. 57, No. 3, 2023)","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Metaphors we learn by”: teaching essay structure and argumentation through conceptual metaphors","authors":"Kimberley Pager-McClymont, Evangelia Papathanasiou","doi":"10.1080/04250494.2023.2240353","DOIUrl":"https://doi.org/10.1080/04250494.2023.2240353","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88459205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/04250494.2023.2228338
E. McNeill
ABSTRACT This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother’s journey to the United States. Recommendations based on Audrey’s project include implementing literacy projects focused on students’ families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.
{"title":"Learning to be culturally responsive: understanding how literacy projects provide space to share past experiences","authors":"E. McNeill","doi":"10.1080/04250494.2023.2228338","DOIUrl":"https://doi.org/10.1080/04250494.2023.2228338","url":null,"abstract":"ABSTRACT This practitioner inquiry study investigates learning from the stories of emergent bilingual students as they complete project based learning units. This method of instruction created the space to have one-on-one conversations, listen in culturally responsive ways, and develop asset-based literacy curriculum. I argue that relationships formed through project conversations with diverse students allow classrooms to become spaces where students can share family stories, life experiences, and funds of knowledge. The focal student, Audrey, created the migration story featured in this article. She told the story of her mother’s journey to the United States. Recommendations based on Audrey’s project include implementing literacy projects focused on students’ families and communities and recognising how immigration continuously shapes lives. This study also advocates for a culturally responsive, authentic, and asset-based response to the texts students produce to inform the design of literacy curriculum.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85067411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/04250494.2023.2225319
Victoria Elliott
{"title":"Social justice and the social imagination in English education","authors":"Victoria Elliott","doi":"10.1080/04250494.2023.2225319","DOIUrl":"https://doi.org/10.1080/04250494.2023.2225319","url":null,"abstract":"","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86464773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/04250494.2023.2218879
Rebecca Jacobson, Christa S. Bialka
ABSTRACT Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6–12) ELA teachers’ decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms.
{"title":"Identifying factors that promote or inhibit disability-related discussion in secondary English language arts classrooms","authors":"Rebecca Jacobson, Christa S. Bialka","doi":"10.1080/04250494.2023.2218879","DOIUrl":"https://doi.org/10.1080/04250494.2023.2218879","url":null,"abstract":"ABSTRACT Although disabled people encounter discrimination in almost every facet of life – such as employment, housing, education, healthcare, and transportation – disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6–12) ELA teachers’ decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89535465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1080/04250494.2023.2215810
Kelly Cheung, K. O’Sullivan
ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate readers into a constituted identity of the local comprehensive public school as “bog standard” while using narrative limnings to illuminate the professional complexities of English teachers’ work in these kinds of schools. It reports on the particular narratives of four English teachers working in four different “bog standard” public comprehensive secondary schools located across Greater Sydney. It is hoped that the narratives of this paper dispel some of the affective concerns that contribute so strongly to the imaginary of the threatening comprehensive public school while revealing some complexities for teachers of English navigating schooling inequalities in Greater Sydney, Australia.
{"title":"Beautiful Wastelands: tales from the bog: the ‘ordinary schools’ of greater Sydney, Australia","authors":"Kelly Cheung, K. O’Sullivan","doi":"10.1080/04250494.2023.2215810","DOIUrl":"https://doi.org/10.1080/04250494.2023.2215810","url":null,"abstract":"ABSTRACT In the Australian state of New South Wales (NSW) there are different systems for secondary schooling for young people and this paper focuses on public comprehensive secondary schools. These are frequently characterised as the “schools of last resort” by parents with the ability to make a choice about which school sector their children will attend. This paper uses spatial metaphors to situate readers into a constituted identity of the local comprehensive public school as “bog standard” while using narrative limnings to illuminate the professional complexities of English teachers’ work in these kinds of schools. It reports on the particular narratives of four English teachers working in four different “bog standard” public comprehensive secondary schools located across Greater Sydney. It is hoped that the narratives of this paper dispel some of the affective concerns that contribute so strongly to the imaginary of the threatening comprehensive public school while revealing some complexities for teachers of English navigating schooling inequalities in Greater Sydney, Australia.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85913806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1080/04250494.2023.2218880
L. Nicklin
ABSTRACT It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves.
{"title":"‘Condemn the fault and not the actor of it?’ Moving beyond the limits of recidivism to enhancing (re)humanisation through a Shakespeare-focussed, prison-based approach","authors":"L. Nicklin","doi":"10.1080/04250494.2023.2218880","DOIUrl":"https://doi.org/10.1080/04250494.2023.2218880","url":null,"abstract":"ABSTRACT It is well researched, yet under-acknowledged in policy and practice, that prison alone is unsuccessful in reducing criminality. Though in the USA recidivism is high, recidivism is both a common and limited measure, rarely capturing individual nuances. This paper presents key findings from an ethnographically-informed exploration of a well-established multi-sited Shakespeare-focussed prison-based programme boasting broader positive outcomes, specifically surrounding one research question: What are the perceived outcomes of engagement in prison-based Shakespeare programmes, as reported by participants and practitioners? This paper outlines key overarching findings, surrounding perceived impacts of participation through the use of Shakespeare in multiple perceived roles (including playwright, character, mentor, friend, educator), work around literacy, emotional and expression skills and programme practices (including theatre-based activities, spaces, solo, group and ensemble activities, practitioner-participant interactions and ethos). These are connected to social-justice issues, concluding an overarching outcome of potential (re)humanisation of people in prison to society and themselves.","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90930737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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