Literacy最新文献

Recent trends in literacy policy have promoted structured literacy instructional programmes, aligning with the science of reading (SOR). Concurrently, demographic trends in the United States and Europe show an increase in the number of multilingual learner students (MLs) attending public schools. Drawing on the notion of teacher agency, this paper explores the intersection of these trends, asking: How do experienced literacy teachers in varied contexts report that they respond to SOR-aligned curricula and training in their classroom instruction with MLs? Data explore the experiences of one cohort of early literacy teachers using qualitative coding to examine their responses to an online module focused on SOR instruction and MLs, as well as interview responses from a subset of five teachers. Findings illustrate patterns in teachers' responses to SOR policy and training as it relates to their classroom instruction for MLs, including (1) new learning and benefits, (2) challenges and (3) off-script modifications. We argue findings provide a needed picture of practice, offering insight into how teachers negotiate instructional decisions to support MLs while implementing structured literacy curricula.

In this exploration of the impact of generative artificial intelligence (AI) on literacy practices, we critically reflect on its standardized-value-prompting nature, which we found to come from two characteristic tendencies: homogenization and anthropomorphism. Because these tendencies shape how AI influences users' meaning-making, its growing ubiquity creates tension with the promotion of diversity with inclusivity that has been sought throughout the history of literacy education. In response, drawing on the perspective of New Literacy Studies, which conceptualizes literacy as a situated social practice, we propose the ‘AI turn’ in literacy as a nuanced shift within the digital turn, whereby educators are encouraged to embrace the enhanced meaning-making potential enabled by technological advancements. Specifically, we propose the ICIC framework as a coherent and systematic approach to help students learn four literacy skills: inquiry techniques, critical thinking, infusion of meaning, and creativity. These skills are elaborated with a focus on how they might ultimately safeguard and enhance equity for all learners. Developing these skills, along with careful approaches to innovation, will prepare students to navigate the complexities of AI-assisted learning and actively engage in meaning-making practices.

This article reports on teaching assistants' (TA) perspectives on their role in negotiating reading experiences in ways that positively influenced 7 and 8-year-old children's motivation during the REAding with CompreHension programme intervention (REACH Primary). Assessed as not meeting ‘age-related expectations’ according to national benchmarks, many children in the programme were deemed ‘at risk’ of underachievement in literacy. REACH interventions were delivered by TAs during one-to-one sessions over a sustained period. As part of our evaluation of REACH, we carried out and analyzed interviews with 14 TAs and eight school leaders, using a variable-oriented approach to case analysis, to identify themes and commonalities across 10 schools. Insights indicated that responsive, flexible, and negotiated pedagogical relationships were established between adults and children, and these may be crucial in effectively supporting children who are experiencing reading difficulties. This highly responsive connection was attuned to the affective experiences of children, developing into a ‘brokering’ of reading relationships between TAs and children. Furthermore, our data provide evidence to suggest that the relationships established created the reading conditions for a virtuous cycle of increased reading confidence and self-efficacy, which led to children's increased reading motivation and the tendency to engage in reading in wider circles.

This study explores how literary content is sponsored, shaped and evaluated within two popular literary and reader-centric digital platforms: #BookTok and Webtoon. Grounded in a literacy sponsorship framework, we trace how material and immaterial sponsors, including platform algorithms, user commentary and engagement metrics, mediate access to literary content and shape perceptions of its value. Using digital autoethnography and walkthrough methods, the authors analysed how platform sponsors influence access to romance literary content. Findings reveal that while sponsorship includes direct promotion of content by users, influencers and platform features, it also includes less visible structures such as algorithmic sorting and normative assumptions, which privilege certain voices and narratives. These dynamics skew perceptions of literary quality, often amplifying dominant ideologies and narrowing the range of texts and viewpoints that circulate. Visibility, shaped by engagement and algorithmic design, does not necessarily equate to diversity or quality of content. Instead, dominant narratives often obscure marginalised perspectives, raising concerns about access, gatekeeping and authority in digitally mediated reading spaces. In an era where platforms shape both what is read and how it is interpreted, this study calls for further research on how youth engage with literary digital content and how sponsorship influences their meaning-making practices.

Vocabulary is widely recognised as important to student success, yet it remains under-theorised in teacher education, lacking a cohesive competency framework. This paper proposes a Vocabulary Teachers' Competencies (VTC) framework, based on an integrative review of consensus areas around the knowledge, skills and dispositions that support effective vocabulary teaching. The VTC organises teacher training into three domains: (1) knowledge of vocabulary research and resources, (2) vocabulary analysis and instructional skills and (3) professional and socio-cultural capabilities. Each domain involves six competencies. These include, for example, ensuring teachers have knowledge of theories of vocabulary learning and development; are skilled in identifying and teaching phonology, meaning, morphology and spelling; and adopt inclusive vocabulary instructional practices. Addressing gaps in teacher training where educators are often underprepared, the VTC provides a flexible, non-prescriptive reference point for teachers and teacher-educators that can adapt to evolving research. The framework can support programme planning in preservice teacher preparation, serve as a self-assessment tool for individual teachers, and guide in-service professional development. By thinking through the competencies that teachers need to deliver effective vocabulary instruction, the VTC aims to enhance classroom outcomes for students. The paper concludes with practical suggestions for implementation. A supporting webpage is provided at https://cgreenhku.github.io/vocab-teacher-framework/.

This study investigates the critical reading experiences of preservice English teachers by comparing the original novel The Great Gatsby with its graphic novel adaptation. A total of 35 preservice teachers from the English Language Teaching Department participated. Over the course of a 14-week semester, both the novel and graphic novel were assigned sequentially, and comparative discussions were facilitated throughout the process. The study employed a mixed-methods approach, combining qualitative interviews with a quantitative Likert scale survey. The survey assessed various aspects of the texts, including narrative structure, character development, thematic representation and overall critical reading. The findings indicated that while preservice teachers appreciated the visual appeal and engaging nature of the graphic novel, they also observed a reduction in the depth and complexity of character portrayal compared to the original novel. The study emphasises the importance of incorporating diverse formats, such as graphic novels, into literary education. The findings suggest that graphic novels can make stories more engaging and easier to understand. However, they may also simplify complex themes and character development. This research highlights the need for further exploration of graphic novels as teaching tools, recognising their strengths in enhancing comprehension while also considering their challenges in preserving the depth and nuance of traditional narratives.

The importance of spoken language in education for curricular, pedagogical and societal purposes is well established and sometimes articulated as oracy education. This article draws on Shulman's work on learning from cases to explore critically the use of oracy to promote civic values and voice. Realising the ideals of deliberative dialogue in everyday practice in an equitable, context-sensitive way is not straightforward. There is a role, therefore, for learning from the analysis of real classroom examples as a means of particularising theory and promoting pedagogical reasoning. The article argues for the potential of learning from cases in the form of vignettes of practice and presents two vignettes based on field notes from oracy-based lessons in primary school classrooms in juxtaposition. The subsequent comparison and commentary illustrate how oracy education practices might be used to develop civic voice and show the importance of moving beyond standardised pedagogies. The common practices noted include developing authentic contexts for talk, valuing a range of linguistic registers, the creation of dialogic space and the teacher's willingness to cede centre stage. It is argued that the analysis of vignettes in this manner affords valuable opportunities for professional learning in the field of oracy and beyond.

Since 2020, there has been a growing discussion around the representation of Black lives in the curriculum, and their representation in the classroom. There is a need to examine the ways in which texts are taught in the context of race and empire. In a classroom context, which is concerned with teaching language as well as literature, racial epithets are a topic of analysis and discussion, but also carry the potential for harm for teachers and students of colour (Oluo, 2019). Drawing on data collected in a survey of secondary English teachers in England and Scotland in 2020–2021, this paper explores data relating to teachers' handling of the N-word when it appears in classroom texts. One hundred thirty-three respondents taught a novel containing the N-word. Respondents were asked to describe how they handled the N-word in the classroom, how students responded and how comfortable they were with this approach. Participants related choosing to read the word aloud, not to voice it, or to have classroom discussions to decide which approach to take. Respondents emphasised the need to directly address the word and its context, no matter what their decision on the word itself. The findings are reflected on through the lens of Inoue's (2020) anti-racist reading framework.

Children's literature plays a vital role in fostering young children's social and emotional learning, particularly in enhancing their emotional intelligence. This qualitative study explores how teachers reading aloud from carefully selected picture books can help young children identify, name and recognise emotions displayed by characters, thereby boosting their inferential comprehension. The findings underscore the significance of teaching children to draw evidence from both illustrations and text to support their inferences. With intentional guidance, young children can develop a strong vocabulary to aid in meaningful and intentional discussions about emotions beyond using surface level vocabulary.

Growing concern about children's writing motivation highlights the need for more research that foregrounds pupil autonomy and examines how classroom practices influence students' sense of agency and control in their writing. This study adopts a self-determination theory (SDT) perspective to explore the role of autonomy and locus of control in shaping writing motivation among primary-aged students. Specifically, it reports on a qualitative interview study with 24 children (aged 9–11, 50% female) from three primary schools in England, focusing on their feelings and experiences of autonomy in relation to school-based writing. Thematic analysis, illustrated within Graham's (2018) production strategies for writing, identified three key themes relating to children's perceptions of the locus of control for their writing and the extent to which this was held by, or shared between, the teachers or themselves, with (a) teacher-controlled writing, (b) student-controlled writing and (c) collaboratively-controlled writing themes identified. Children's perceptions of the advantages and disadvantages of teacher and student-controlled writing are discussed, before their thoughts on a ‘collaboratively-controlled writing’ approach are shared. This research provides novel and important insights for educators, researchers and policy-makers into how collaboratively-controlled writing projects could enhance primary students' writing motivation, and contributes to current discourse on effective and affecting writing pedagogy.