Literacy最新文献

This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11–14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond.

Reading levels and levelled reading have been tried and true teaching tools used for assessment and to guide the teaching of reading in classrooms for decades. However, identifying students' reading levels does not necessarily lead to success in reading for students. In strictly adhering to an instructional routine based on reading levels and choosing books based on those levels, we miss valuable opportunities to identify and celebrate children's current and learned reading practices, and importantly adhere to students' reading interests. In this article, we draw on self-determination theory from the field of motivation to rethink how we are framing our students as readers, and further urge educators to look critically at their use of reading levels and levelled reading. As opposed to solely relying on the tried and tested ways of working with readers, we instead offer an opportunity for teachers to bolster students' well-being by focusing on their motivational needs and their efficacy as readers. In designing reading instruction and activities around students' interests, choice, abilities, and interactions in the class community, we can empower students, foster their lifelong love of reading, and support their development as strong and strategic readers.

The increase in screen-based publishing over the past 30 years has sparked an evolution of reading. Reading's natural scope has ignited interest across paradigms. The resulting scholarship offers rich opportunity, but also presents a concerning challenge – approaches differ across disciplines, producing results that can be difficult to interpret and apply between fields.

This article introduces both a framework for use by reading researchers across disciplines and an original interpretation of Schramm's communication model as it applies to reading. Drawing on theory and practice from communication, literacy, psychology, neuroscience and education, this article proposes a practical approach with the flexibility to accommodate a broad spectrum of research interests and goals. Using Schramm's communication model as its guiding logic, this framework unifies and extends Mangen and van der Weel's integrative framework for reading research (2016) to produce a further iteration of the framework that can be engaged at all stages of the research process, encouraging replicable and – most importantly – usable research findings for all interested stakeholders. This transdisciplinary approach aims to overcome academic silos and support more compatible, transferable research outcomes for both qualitative and quantitative projects.

Introduction: Lower respiratory tract infection accounts for a great burden of disease worldwide. The problem has further increased due to increasing antimicrobial resistance. This study was done to find out prevalence of positive bacterial culture among lower respiratory tract specimens of patients in a tertiary care centre.

Methods: A descriptive cross-sectional study was done in the Laboratory of Clinical Microbiology in a tertiary care centre from May, 2021 to October, 2021. Ethical approval was received from the Institutional Review Committee (Reference number: 045-077/078). A total of 635 specimens were collected by convenience sampling. The specimens were cultured as per standard microbiological techniques. Antibiotic susceptibility was performed following Clinical and Laboratory Standards Institute (2020) guidelines. Microsoft Excel was used for data entry and analysis. Point estimate at 95% Confidence Interval was calculated along with frequency and proportion.

Results: Among the 635 lower respiratory specimens, 112 (17.63%) (111.97 to 112.03 at 95% Confidence Interval) showed positive bacterial culture. Klebsiella pneumoniae 44 (37.93%) was the commonest isolate followed by Acinetobacter calcoaceticus baumannii complex 34 (29.31%).

Conclusions: The prevalence of positive bacterial culture among lower respiratory specimens was lower when compared to other studies done in similar settings.

Keywords: antibiotic resistance; gram negative bacteria; respiratory tract infections.

There is worldwide concern about the decline in children and adolescent enjoyment of reading as documented by international and national surveys, with smartphones and other technologies often blamed for the decline. Yet, with recent rapid improvements in technologies for reading, the accelerated adoption of devices for learning during the pandemic and increased access to e-books through the public library system in Singapore, the relationship between adolescent technology use and reading may be more complex than is typically painted in popular press. This mixed-methods study seeks to make current an understanding of adolescent reading in relation to technology by exploring adolescents' preferred reading devices, their use of technology for reading and their use of public e-resources for reading. In this study, adolescents preferred using their smartphones over print forms for reading and preferred to read social media online. E-books accessed freely through the public library were under-utilised, and adolescents reported lack of knowledge or experience about how to look for reading resources online. Findings suggest an intentional and nuanced approach is needed to create an ecosystem of opportunities for adolescents to have meaningful reading experiences in print and digitally.

In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8- to 10-year-old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story-telling, identity, creative citizenship and play-based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play-based storytelling to address out-of-school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.

In this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio-cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two children at a Finnish primary school. Liam and Vera engaged in digital storying in their local forest using an augmented storycrafting app, MyAR Julle. The data were collected during two storying workshops by means of observational field notes, video recordings, interviews with the children and digital artefacts. The results illustrate how engaging in the narrative plot of a fictitious augmented character invited the children to create necessary open-endedness in the activity which further stimulated their storying. The children's experiences were imbued with emotions and distributed across human and non-human actors. The children's digital storying not only communicated their personal emotional experiences in local surroundings, but was also grounded in broader societal narratives, such as climate change and forest conservation, with considerations of the future of the planet. The results suggest how digital storying offers a pedagogical method for early environmental education that builds on children's emotional experiences.

This article presents research with migrant primary school learners in South Africa using the wordless picturebook The Arrival (by Shaun Tan) as a research tool. Bringing together the disciplines of literacies and childhood studies, it considers representation, storytelling, absence and silence as part of children's ‘voice’ in order to shed light on communication during fieldwork with Black migrant learners in South Africa. It examines both the absences and/or silences in The Arrival itself and instances where silence was used by participants, potentially as a way of avoiding topics such as children's ‘voice’ and ‘race’. It offers possible explanations for such silence and absence, including that such topics were banal to the learners, too sensitive or controversial and made them feel uncomfortable discussing with a White researcher in a school where the majority of teachers were White, or that the characters were not representative of their racial identities. Ultimately, I argue that the concepts of silence and absence should be considered more carefully when using literature as a tool in research and teaching, as a step towards enabling children to engage with storytelling in a way that is more reflective of their own multivocal stories.