Literacy最新文献

Reading to Dogs (RTD) in schools, a form of animal-assisted education (AAE), is growing in popularity and prevalence. RTD involves children reading to a registered dog with benefits to well-being and reading outcomes thought to arise because of the unconditional positive regard and non-critical listening bestowed on the child by the dog. Yet RTD research is underdeveloped, and the practice lacks a substantial evidence base, casting dubiety over RTD's suitability for adoption in schools. This paper examines the research to date, exploring methodological factors and the potential efficacy of RTD for improving children's reading outcomes. Building on Hall et al.'s (2016) systematic review of RTD, related reviews, in addition to individual studies of relevance, are explored, followed by a brief discussion of further pertinent issues in RTD research. Cautious optimism about RTD as an impactful intervention to support reading outcomes is suggested, providing impetus for further research of increased quality.

This qualitative study highlights how children's literature can serve as a springboard for discussing current events while making connections with a similar historical event. Undergraduate students enrolled in children's literature courses read the graphic novel Fever Year: The Killer Flu of 1918 and discussed the parallels between the book and the COVID-19 pandemic. Findings indicate strong text-to-self and text-to-world connections between the events of the flu of 1918 highlighted in the graphic novel and those of the COVID-19 pandemic. Connections included restrictions and closures, mask mandates, vaccine development, medical theories, and theories of spread. Information dissemination and consumption was a prominent theme.

Incorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy production. Preservice teachers rated each text's enjoyability for students, the credibility of the content, and discussed the underlying assumptions about natural resources in each narrative. A sequential explanatory mixed-methods analysis was applied. Findings suggest that preservice teachers generally found texts about energy production to be enjoyable for children, and they did not believe that books on energy production might evoke fear or frustration amongst elementary students. However, they differed in their views of authorial credibility. Some felt that personal experiences with text content (i.e., being an indigenous author writing about the need to preserve tribal lands) strengthened authors' credibility while others believed personal closeness made the text more opinionated and therefore less credible. This research suggests the need for elementary teachers to be better prepared to interrogate corporate bias and personal bias in texts about climate change.

This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white-identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de-centre whiteness? This question has become increasingly important as politicians in the United States restrict anti-racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi-structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.

The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long-established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital. Cultural capital has a high profile in current English education policy due to its association with ‘knowledge-rich’ curricula and its explicit inclusion in the latest school inspection framework. In comparison with the original characterisation of cultural capital, however, policy-level cultural capital is narrowly defined. This article draws on the experiences of Oracy Leads from 12 schools to explore the motivations for their focus on oracy and the implicit and potential connections with cultural capital. It critiques reductive conceptualisations of cultural capital and oracy's role, arguing that oracy has a broader contribution to make than communicative competence and access to knowledge. Two forms of transformation are suggested: personal transformation through ‘exploratory’ forms of talk and societal transformation through the cultivation of agency and empowerment. Aiming for these transformations may be a powerful next step for schools which are already oracy-engaged.

Much is known about the literacies of early life, adolescence and some aspects of adulthood such as workplace literacies, but there has been a dearth of attention to the literacies of late life. The invisibility of these literacies has the potential to skew how curricula, pedagogy and policy developers understand and plan for literacies that can sustain people across the life course. It also can play into deficit discourses of elders, such as those prevalent during the COVID-19 pandemic, that have led to a parallel pandemic of ageism. To reverse this invisibility, this study aimed to bring to light the everyday literacies of thriving elders and the people, places and things involved therein. Through a sociomaterial orientation to literacies and adoption of a modified Day-in-the-Life methodology, this paper reports on the everyday literacies of ‘Gina’, an octogenarian woman who resided in an assisted living residence in the United States and self-identified as thriving. The study identified six key literacies-as-events in Gina's day that engaged a plethora of (im)material constituents such as memories, art materials and novels and created opportunities for the (re)invention of time and space. Lessons from Gina's day suggest what might be possible in/through literacies at all ages.

The preparation of student teachers to be effective teachers of writing requires attention to both their writing skills and their personal confidence. When teachers have confidence in themselves as writers and strong writer identities, they are likely to better placed to develop strong writer identities in their own students. It is suggested confidence and secure writer identity contribute to high self-efficacy. However, studies suggest student teachers often lack confidence as writers. Improving the quality of school students' writing may depend on producing more teacher graduates with high levels of confidence and self-efficacy, as writers. This investigation with Year One Primary B. Ed students adopted an immersive approach to the study and development of writing. Student teachers engaged in a series of open-ended writing prompts and were asked to reflect on their experiences and confidence as writers. Findings suggest an ‘immersive approach’ may enable many student teachers to develop greater confidence and positivity towards writing.

In the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID-19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality, this study sought to examine how pre-service teachers drew on critical multimodal literacy practices to create open educational resources (OER) or openly licensed comics that motivate local, global and/or transnational literacy education. Data collection took place at a four-year public university in Upstate New York. They included student-created comics, student reflections, researcher's fieldnotes and course syllabus. Findings from the study reveal that the pre-service teachers incorporated either a local, global or transnational connection to enact a social change. Further analysis shows that the OER or student-created comics inherently involve actions which are aligned with the three principles of social justice: redistributive justice, recognitive justice and representational justice.

In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing.

In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.