Pub Date : 2023-03-01DOI: 10.1177/1086296X231163116
R. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta
Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children's emergent literacy skills. A questionnaire was used to confirm and elaborate findings from prior qualitative work (Schachter & Piasta, 2022) investigating U.S. teachers’ emergent literacy data practices. We focused on how teachers gathered data (data gathering), what they learned from those data (data knowledge), and how they used those data in their practice (data use) along with associations between the practices and children's emergent literacy skills. Overall, teachers reported engaging in multiple data practices, often with high levels of knowledge about children's emergent literacy skills. A small set of data practices, related to data gathering and data knowledge, were associated with children's emergent literacy skills. However, there were also some unexpected negative associations between children's outcomes and teachers’ data practices.
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Pub Date : 2023-03-01DOI: 10.1177/1086296X231163424
E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons
The concept of emergence is a major theme of this volume. It runs the gamut of literacy education, including early childhood, elementary, secondary, teacher education, and community contexts. Collectively, these studies aim to reveal constraining boundaries related to age, language, ability, or discipline. While the notion of emergence signals the initial revelation of a process or phenomena, these studies go beyond. They show practical ways to not only negotiate and exist within these boundaries, but rather how to transcend them in order to generate a more expansive literacy ecologies. Despite different demographics and different focal points of learning and literacy education, each article reveals new insights about how humans build literacy practices, whether it is deaf and hard of hearing (DHH) students or their teachers, the intersection of literacy and science education or novice teachers finding their way among conflicting demands, or families of mixed status who bridge communities while navigating public-sector systems across borders. Schachter, Yeomans-Maldonado, and Piasta’s “Early Childhood Teachers’ Emergent Literacy Data Practices” opens the volume. It explores data practices among teachers who work in early childhood education. The interrogation of teachers’ gathering and use of data in literacy teaching reveals both positive and negative outcomes for young children’s emergent literacy skills. At the same time, teachers’ own learning—in the form of what they gained from the data knowledge they gathered—is layered onto the literacy outcomes for preschoolers in this study so that readers get a nuanced look at both educators and those they educate. In “Teacher Reports of Secondary Writing Instruction with Deaf Students,” Wolbers, Dosta, and Holcomb take as their starting point the finding that quality of instruction directly correlates to students’ writing skills, then delve into the emergence of writing skills for DHH writers in secondary settings while also exploring the writing instruction they receive. The preparedness of teachers to work with DHH students as compared to hearing students was found to affect both writing instruction (for teachers) and writing outcomes (for students). They found that the greatest unmet need reported by teachers is for bilingual ASL/English instruction. In “Small Moves: New Teachers’ Perceptions of Authoritative Discourse,” Lambert, Myers, Howard, and Adams-Budde shift the focus away from student outcomes and literacy education within that context in order to research novice teachers’ own emergent literacy instruction. Novice teachers must always balance navigating the demands of authorities in the school context with the practical demands they encounter in the classroom. These authors find that novice teachers are well aware of the role of the authority conveyed via structures in place, such as curricula, assessments, and administrators in literacy education. Those same teachers also express a willin
{"title":"Beyond Emergence: Transcending Boundaries Across Literacy Education","authors":"E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296X231163424","DOIUrl":"https://doi.org/10.1177/1086296X231163424","url":null,"abstract":"The concept of emergence is a major theme of this volume. It runs the gamut of literacy education, including early childhood, elementary, secondary, teacher education, and community contexts. Collectively, these studies aim to reveal constraining boundaries related to age, language, ability, or discipline. While the notion of emergence signals the initial revelation of a process or phenomena, these studies go beyond. They show practical ways to not only negotiate and exist within these boundaries, but rather how to transcend them in order to generate a more expansive literacy ecologies. Despite different demographics and different focal points of learning and literacy education, each article reveals new insights about how humans build literacy practices, whether it is deaf and hard of hearing (DHH) students or their teachers, the intersection of literacy and science education or novice teachers finding their way among conflicting demands, or families of mixed status who bridge communities while navigating public-sector systems across borders. Schachter, Yeomans-Maldonado, and Piasta’s “Early Childhood Teachers’ Emergent Literacy Data Practices” opens the volume. It explores data practices among teachers who work in early childhood education. The interrogation of teachers’ gathering and use of data in literacy teaching reveals both positive and negative outcomes for young children’s emergent literacy skills. At the same time, teachers’ own learning—in the form of what they gained from the data knowledge they gathered—is layered onto the literacy outcomes for preschoolers in this study so that readers get a nuanced look at both educators and those they educate. In “Teacher Reports of Secondary Writing Instruction with Deaf Students,” Wolbers, Dosta, and Holcomb take as their starting point the finding that quality of instruction directly correlates to students’ writing skills, then delve into the emergence of writing skills for DHH writers in secondary settings while also exploring the writing instruction they receive. The preparedness of teachers to work with DHH students as compared to hearing students was found to affect both writing instruction (for teachers) and writing outcomes (for students). They found that the greatest unmet need reported by teachers is for bilingual ASL/English instruction. In “Small Moves: New Teachers’ Perceptions of Authoritative Discourse,” Lambert, Myers, Howard, and Adams-Budde shift the focus away from student outcomes and literacy education within that context in order to research novice teachers’ own emergent literacy instruction. Novice teachers must always balance navigating the demands of authorities in the school context with the practical demands they encounter in the classroom. These authors find that novice teachers are well aware of the role of the authority conveyed via structures in place, such as curricula, assessments, and administrators in literacy education. Those same teachers also express a willin","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"3 - 4"},"PeriodicalIF":2.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45819852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/1086296X231163127
Sarah Gallo, Melissa Adams Corral
Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families’ complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families’ literacies, movements, and educational supports across borders and national schooling systems.
{"title":"Transborder Literacies of (In)Visibility","authors":"Sarah Gallo, Melissa Adams Corral","doi":"10.1177/1086296X231163127","DOIUrl":"https://doi.org/10.1177/1086296X231163127","url":null,"abstract":"Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families’ complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families’ literacies, movements, and educational supports across borders and national schooling systems.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"55 1","pages":"101 - 123"},"PeriodicalIF":2.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47277209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/1086296X221140292
E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons
analyze one
分析一个
{"title":"Reimagining Literacy Learning from the Literacies and Lived Experiences of People of Color","authors":"E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296X221140292","DOIUrl":"https://doi.org/10.1177/1086296X221140292","url":null,"abstract":"analyze one","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"375 - 378"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41938754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/1086296X221140863
Emily Phillips Galloway, Heather M. Meston
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility—or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students’—rather than teachers’—goals for language learning and by recognizing learners’ past, present, and future selves.
{"title":"Pedagogy of Possibility: Proleptic Teaching and Language Learning","authors":"Emily Phillips Galloway, Heather M. Meston","doi":"10.1177/1086296X221140863","DOIUrl":"https://doi.org/10.1177/1086296X221140863","url":null,"abstract":"We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility—or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students’—rather than teachers’—goals for language learning and by recognizing learners’ past, present, and future selves.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"402 - 433"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46839836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/1086296X221140862
Addie Shrodes
Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and write for social change. In the reaction videos, vloggers circulate funny, emotional reactions to anti-LGBTQ+ media undergirded by oppressive ideologies and norms. To guide the analysis, I draw on queer and Black feminist theories to conceptualize political feeling as cultural formations of emotions that shape how a community feels toward injustice and open or foreclose possibilities for movement toward social change. By constructing and analyzing composing events situated in a virtual ethnography, I find reaction videos construct and circulate the political feeling of radical joy, or willful and resistant happiness in the face of oppression. Radical joy, then, mediates the satirical critiques of interlocking structures of power and the development of belonging in struggles for liberation in the comment section.
{"title":"“SAME GURL”: Political Feeling in LGBTQ+ Digital Composing","authors":"Addie Shrodes","doi":"10.1177/1086296X221140862","DOIUrl":"https://doi.org/10.1177/1086296X221140862","url":null,"abstract":"Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and write for social change. In the reaction videos, vloggers circulate funny, emotional reactions to anti-LGBTQ+ media undergirded by oppressive ideologies and norms. To guide the analysis, I draw on queer and Black feminist theories to conceptualize political feeling as cultural formations of emotions that shape how a community feels toward injustice and open or foreclose possibilities for movement toward social change. By constructing and analyzing composing events situated in a virtual ethnography, I find reaction videos construct and circulate the political feeling of radical joy, or willful and resistant happiness in the face of oppression. Radical joy, then, mediates the satirical critiques of interlocking structures of power and the development of belonging in struggles for liberation in the comment section.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"434 - 457"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/1086296X221140859
Iman Bakhoda, Tanya Christ, M. Chiu, Hyonsuk Cho, Yu Liu
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.
{"title":"Teacher and Emergent Bilingual Student Read-Aloud Mediations","authors":"Iman Bakhoda, Tanya Christ, M. Chiu, Hyonsuk Cho, Yu Liu","doi":"10.1177/1086296X221140859","DOIUrl":"https://doi.org/10.1177/1086296X221140859","url":null,"abstract":"We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"509 - 541"},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221141391
A. Daly
The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students’ racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call “anchoring,” that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students’ racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students’ racial literacy development.
{"title":"Race Talk Moves for Racial Literacy in the Elementary Classroom","authors":"A. Daly","doi":"10.1177/1086296X221141391","DOIUrl":"https://doi.org/10.1177/1086296X221141391","url":null,"abstract":"The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students’ racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call “anchoring,” that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students’ racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students’ racial literacy development.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"480 - 508"},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221140852
Grace D. Player
Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.
{"title":"Girls of Color Embodied and Experiential Dreams for Education","authors":"Grace D. Player","doi":"10.1177/1086296X221140852","DOIUrl":"https://doi.org/10.1177/1086296X221140852","url":null,"abstract":"Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"379 - 401"},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221141393
Karis Jones, Scott Storm
Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.
{"title":"Sustaining Textual Passions: Teaching With Texts Youth Love","authors":"Karis Jones, Scott Storm","doi":"10.1177/1086296X221141393","DOIUrl":"https://doi.org/10.1177/1086296X221141393","url":null,"abstract":"Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"458 - 479"},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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