Literacy最新文献

The Writing Realities Framework, developed by Young, Ferguson, Kaufman and Govender (2022), provides a robust structure for understanding and developing writing pedagogies which can empower all young people to express their unique perspectives, cultural capital and lived experiences through writing. It supports a more community-focused and identity-affirming approach to writing instruction. This special issue presents a collection of articles that have engaged with this theoretical framework in diverse and thought-provoking ways, highlighting the key themes of writer-identity, critical literacies, culturally sustaining pedagogy, multiliteracies, translanguaging and intertextuality The collection emphasises the range and complexity of educators' and young people's writing practices, encouraging scholars, policymakers and teachers to consider new ways of framing their research and practice.

There is an assumption that English teachers identify as writers. This article explores the stories of three secondary preservice English teachers, their descriptions of their writing experiences and their self-perceived vulnerabilities around writing. These narratives originated in a broader research study into the writer identities of preservice English teachers. Situated with a qualitative paradigm, the research design aligned with a relativist ontological approach. An interpretivist epistemology led to Interpretative Phenomenological Analysis (IPA). Participants completed qualitative surveys, drew ‘writing rivers’ and reflected on these in semistructured interviews. A story map represents participants' writing journeys over time. Findings suggest that participants associated writing with exposure from an early age. Assessment of writing made participants visible; they experienced negative feedback on their writing as personal criticism and disconnected from writing. Faced with teaching writing as preservice teachers, participants encountered the same pedagogical practices that they found challenging as students. Reflection on their writing histories led participants to explore the source of their writing vulnerabilities and how these were ‘carried’ with them into classroom practice. Findings illustrate how assessment-driven writing pedagogies can erode the writer identities of young people over time. The research therefore has implications for educational practice in a variety of contexts.

The purpose of the following case study was to examine the daybooks of 3 fourth-grade writers who autonomously determined the content they included across the pages of their composition books. Three themes emerged from an analysis of their daybooks: (1) Students used their daybooks to engage their writing process; (2) students used their daybooks to draft in a variety of genres and (3) students used their daybooks as a space for reflection. This study suggests that, when provided with the proper conditions for writing, students use their daybooks in multiple ways to support them as writers.

Partly as result of the predominant ‘narrow’ view of writing in England's recent school curriculum and assessment, current primary school pupils often hold a skills-oriented view of ‘good’ writing for a substantially longer period than has traditionally been reported in the literature. This makes it difficult for teachers to promote and engage children with writing in the classroom and—crucially for the present paper—limits pupils' awareness of the wide stock of resources they can exploit in their practice, thus impacting on the development of their writer identity. This paper reports on the pupil impact of a teacher-led project on ‘good’ writing constructs carried out in Merseyside schools in spring 2023. Results from this mixed methods study suggest that classroom activities aimed at developing in pupils a holistic concept of ‘good’ school writing provides children with greater awareness of the notion of ‘choice’ in the writing process, hence fostering self-efficacy mechanisms that encourage the resourcefulness, creativity and individuality essential to writer identity creation.

Writing workshop, as conceived by Donald Graves and other US researchers in the 1980s, positively transformed the writing instruction of many teachers. However, others experienced considerable challenges as they tried to create workshop classrooms. This article examines the three historical conditions that defined workshop: (1) choice, (2) time and (3) response, highlighting several factors that may lead to unsuccessful practices as teachers attempt to implement them. Then, based on an analysis of the early work of the original researchers and the practices of exemplary workshop educators, it identifies three other conditions—(4) organization and management to promote classroom movement, (5) community-building to create a shared culture of writers and (6) living a publicly literate life—that appear to support the successful implementation of the original three conditions. Finally, pulling from an analysis of the contemporary work of current workshop researchers and educators, it identifies one final condition that was conspicuously not represented in the early work but nonetheless appears essential in connecting and contextualizing all conditions: (7) the introduction of writing purpose to promote empowerment and equity. Together, these conditions form a new and more holistic theoretical model that may now be examined, interpreted, implemented in practice and evolved.

In its diverse forms, authentic writing carries the potential to connect literacy practice to an author's ‘real world’. While contemporary approaches to authentic writing instruction—advocating writer-centred, intertextual and culturally relevant productions—are most often explored in formal learning contexts like classrooms, this paper seeks to amplify the mentorship strategies employed within an informal youth centre learning space in Montreal, Canada. The following research questions have guided this work: (1) How do adult mentors leverage authentic writing principles to support adolescents' participation within two writing-based programmes developed in a youth centre context? (2) How do the interests, perspectives and backgrounds of adult mentors shape the mentorship strategies they choose to employ? Data collected and analysed through participant-focused ethnographic approaches assist the author in revealing how adult writing mentors draw from their own cultural, linguistic and embodied experiences to foster interest-driven, culturally sustaining and community-based writing opportunities for adolescents. The four key mentorship themes emerging through this research—centring the essential role of writing journeys, identities and communities while acknowledging several barriers to authentic writing—advocate drawing from the rich literacy practices thriving within informal contexts to inform contemporary writing curricula.

As writers are increasingly required to leave their ways of knowing, doing and being at the doors of their classrooms, this article explores what happens when teachers of writers open those doors and mobilize the Writing Realities framework's interrelated principles of writer-identity, critical literacies, culturally sustaining pedagogy, multiliteracies, translanguaging and intertextuality. With examples from place-writing and place-walking experiences with educators in a Summer Writing Institute, we show the possibilities and potential for multiple and diverse writing realities and relationalities. The article explores how writing relationalities moves outward from those moments to (re)energize teachers to (re)engage in the pressing work of challenging the issues of equity and power in classrooms, and to know/be/teach writers/writing differently.

Asset-based and relational pedagogies highlight the centrality of meaningful relationships and authenticity in teaching and learning. Foregrounding children's lived experiences, interests, and ways of knowing provides a focus for teachers to be responsive, both relationally and pedagogically. Writing workshop, as conceived in the 1980's by Donald Graves and Lucy Calkins, is a longstanding curricular structure that encourages young writers to engage with multiple tools and resources, including peers, as they compose. Through writing conferences and authors’ chairs, young writers attend to the practice of composing on paper/screen as well as how their message may be received. This study analyzes children's writing samples to underscore the presence of (a) writing identity, (b) critical literacy, (c) culturally sustaining pedagogy, (d) translanguaging, and (e) intertextuality. Chilldren's interactions with tools, peers, and others provide fertile ground for understanding the critical role of a humanizing and relational approach to teaching and learning. The following questions guide this study: (1) How is a writing realities framework reflected in young children's compositions? (2) What do children's writing artifacts reveal about relationality?

Underpinning this consideration of writing instruction in Aotearoa New Zealand (NZ) is the premise that acts of teaching interact with the context in which they occur; they are shaped by the socio-cultural milieu, philosophical and socio-political traditions, curriculum and assessment systems, and the nature of individual classrooms. This perspective positions research regarding effective teaching and learning as requiring interpretation and, often, adaptation. Further, we have argued elsewhere that shared theories or understandings about constructs in writing instruction, applied within a context, can give rise to varied acts of instruction. Two constructs in writing instruction, key given features of the NZ context, are examined: developing independent, self-regulating writers, and engaging in responsive, sustaining pedagogy. In NZ, shared theory of the importance of developing independent, self-regulating writers is actioned in multiple pedagogical acts or approaches: teaching of strategies, largely through modelling; scaffolding goal setting; providing opportunities for decision making and choice; and enabling peer and self-evaluation. Promoting self-regulation is important given a policy of continuous intake, and traditions of non-streamed classrooms and of teaching the individual. Shared understandings about responsiveness include knowing each individual student and building on, and sustaining, existing strengths. In teaching, writing this includes differentiating instruction often through the use of small-group instruction, providing targeted, accessible feedback, and the use of culturally sustaining forms of instruction such as those involving trans-languaging and storytelling. These understandings align with shared views of teaching as iterative inquiry and with official invitations to adapt curricula to fit local contexts.