Pub Date : 2022-09-01DOI: 10.1177/1086296X221117204
E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons
Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti fi c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.
{"title":"Centering Student Voice in Literacy Research","authors":"E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296X221117204","DOIUrl":"https://doi.org/10.1177/1086296X221117204","url":null,"abstract":"Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti fi c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"219 - 221"},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43677485","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 : 2022-08-05DOI: 10.1177/1086296X221116866
A. Olsen, Francis L. Huang
Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.
{"title":"Interaction of Socioeconomic Status and Class Relations on Reading","authors":"A. Olsen, Francis L. Huang","doi":"10.1177/1086296X221116866","DOIUrl":"https://doi.org/10.1177/1086296X221116866","url":null,"abstract":"Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"346 - 369"},"PeriodicalIF":2.6,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44760784","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 : 2022-08-02DOI: 10.1177/1086296X221116854
Lisa M. Domke
This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.
{"title":"Children Translating When Reading Dual-Language Books","authors":"Lisa M. Domke","doi":"10.1177/1086296X221116854","DOIUrl":"https://doi.org/10.1177/1086296X221116854","url":null,"abstract":"This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"247 - 271"},"PeriodicalIF":2.6,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400770","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 : 2022-08-02DOI: 10.1177/1086296X221116862
David E. Low, J. Pandya
The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.
{"title":"Centering Children's Voices and Purposes in Multimodality Research","authors":"David E. Low, J. Pandya","doi":"10.1177/1086296X221116862","DOIUrl":"https://doi.org/10.1177/1086296X221116862","url":null,"abstract":"The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"322 - 345"},"PeriodicalIF":2.6,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41888015","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 : 2022-08-01DOI: 10.1177/1086296X221116856
H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assault. The results of our critical content analysis of eight contemporary novels reveal several themes that offer insight and implications for English educators who want to use YAL to unpack misconceptions about sexual violence.
{"title":"Himpathy, Herasure, and Down Girl Moves: A Critical Content Analysis of Sexual Assault in Young Adult Literature","authors":"H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams","doi":"10.1177/1086296X221116856","DOIUrl":"https://doi.org/10.1177/1086296X221116856","url":null,"abstract":"Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assault. The results of our critical content analysis of eight contemporary novels reveal several themes that offer insight and implications for English educators who want to use YAL to unpack misconceptions about sexual violence.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"298 - 321"},"PeriodicalIF":2.6,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313420","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 : 2022-08-01DOI: 10.1177/1086296X221117188
Cori Salmerón
While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. Based on this fact, the first aim of this article is to highlight translanguaging as a model that challenges monoglossic language ideologies. The second aim is to present a systematic review of peer-reviewed studies (2000–2020, 47 studies) that highlight translanguaging as a pedagogy for elementary bi/multilingual students’ writing development. Due to the historical scholarly focus on reading over writing, especially at the elementary level, this study focuses on translanguaging pedagogy in the context of elementary writing. Findings showed four themes: (a) audience awareness and authentic products, (b) collaborative learning and composition, (c) multimodal composition, and (d) simultaneous literacy instruction. I argue for further engagement with students’ families, communities, and identities in the writing process and an exploration of the transformative potential of translanguaging writing pedagogy.
{"title":"Elementary Translanguaging Writing Pedagogy: A Literature Review","authors":"Cori Salmerón","doi":"10.1177/1086296X221117188","DOIUrl":"https://doi.org/10.1177/1086296X221117188","url":null,"abstract":"While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. Based on this fact, the first aim of this article is to highlight translanguaging as a model that challenges monoglossic language ideologies. The second aim is to present a systematic review of peer-reviewed studies (2000–2020, 47 studies) that highlight translanguaging as a pedagogy for elementary bi/multilingual students’ writing development. Due to the historical scholarly focus on reading over writing, especially at the elementary level, this study focuses on translanguaging pedagogy in the context of elementary writing. Findings showed four themes: (a) audience awareness and authentic products, (b) collaborative learning and composition, (c) multimodal composition, and (d) simultaneous literacy instruction. I argue for further engagement with students’ families, communities, and identities in the writing process and an exploration of the transformative potential of translanguaging writing pedagogy.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"222 - 246"},"PeriodicalIF":2.6,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47218845","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 : 2022-07-27DOI: 10.1177/1086296X221116860
George E. Newell, K. Misar
This study explores one teacher's instructional method for teaching life sciences using argumentation and argumentative writing rather than simple templates for writing claims and evidence. The microethnographic discourse analytic case study reported here included the teacher and 26 “advanced” eighth-grade students in a suburban middle school. Nine consecutive video-recorded lessons and related data were analyzed, focusing on how the teacher and students constructed the theory of evolution during instructional conversations about evidence and reasoning and about the content of students’ written arguments on the theory. The teacher created a context in which students developed arguments with teacher support to ensure that they were learning to use argumentation as a heuristic to understand concepts and to engage in argumentative practice central to doing science. The modes of participation of two case study students are contrasted to explore two different trajectories and to examine particular cases of writing a lab report.
{"title":"Argumentative Writing as an Epistemic Practice in Middle School Science","authors":"George E. Newell, K. Misar","doi":"10.1177/1086296X221116860","DOIUrl":"https://doi.org/10.1177/1086296X221116860","url":null,"abstract":"This study explores one teacher's instructional method for teaching life sciences using argumentation and argumentative writing rather than simple templates for writing claims and evidence. The microethnographic discourse analytic case study reported here included the teacher and 26 “advanced” eighth-grade students in a suburban middle school. Nine consecutive video-recorded lessons and related data were analyzed, focusing on how the teacher and students constructed the theory of evolution during instructional conversations about evidence and reasoning and about the content of students’ written arguments on the theory. The teacher created a context in which students developed arguments with teacher support to ensure that they were learning to use argumentation as a heuristic to understand concepts and to engage in argumentative practice central to doing science. The modes of participation of two case study students are contrasted to explore two different trajectories and to examine particular cases of writing a lab report.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"272 - 297"},"PeriodicalIF":2.6,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44134395","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 : 2022-06-01DOI: 10.1177/1086296X221096669
A. Lazar
Grounded by critical race and landscapes of practice perspectives, this study examined teacher candidates who were asked to use equity as a lens to describe students’ literacy learning opportunities in their practicum sites. Analysis of this writing revealed wide variation in candidates’ participation, including a group who regularly noticed equitable/inequitable literacy teaching practices and structures and discussed how they would resist/change those they considered inequitable and a group that primarily overlooked these reflective opportunities. Follow-up interviews with two candidates revealed their different equity stances. Study findings can be used to reconceptualize literacy practice to help candidates identify and challenge policies and ideas that sustain inequity.
{"title":"Apprenticing for Equity Literacy Teaching: A Needed Change in Teacher Education","authors":"A. Lazar","doi":"10.1177/1086296X221096669","DOIUrl":"https://doi.org/10.1177/1086296X221096669","url":null,"abstract":"Grounded by critical race and landscapes of practice perspectives, this study examined teacher candidates who were asked to use equity as a lens to describe students’ literacy learning opportunities in their practicum sites. Analysis of this writing revealed wide variation in candidates’ participation, including a group who regularly noticed equitable/inequitable literacy teaching practices and structures and discussed how they would resist/change those they considered inequitable and a group that primarily overlooked these reflective opportunities. Follow-up interviews with two candidates revealed their different equity stances. Study findings can be used to reconceptualize literacy practice to help candidates identify and challenge policies and ideas that sustain inequity.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"158 - 181"},"PeriodicalIF":2.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41480497","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 : 2022-05-20DOI: 10.1177/1086296X221098450
E. Bauer, Aria Razfar, A. Skerrett
One of the great challenges in literacy research has been moving away from autonomous, individualist, and decontextualized views of language, literacy, and learning toward more situated, social, and ideological approaches to literacy research. A common theme across all the studies presented in this volume is how reductive ideas about literacy still persist, impacting equity, and how they are challenged by teachers and students in a variety of national and international spaces. Overall, the studies presented in this volume are a reminder of how the social and political context of learners affects literacy education across the world. In this issue, we explore multiple contexts in which the autonomous boundaries between language, literacy, and learning remain dominant and resisted. First, Usree Bhattacharya in “‘I Am a Parrot’: Literacy Ideologies and Rote Learning” examines the dominance of rote learning practices in India. Drawing on longitudinal data from a study of language socialization in an orphanage in New Delhi, Bhattacharya shows how reductive literacy ideologies are discursively resisted in everyday practice. This study sheds light not only on how inequality is reproduced but also on how active learner subjectivities could be fostered in rural and suburban India. Another autonomous boundary, the line between public and private literacy practices, is challenged in Margaret Mackey’s study, “Private Readerly Experiences of Presence and Implications for Practices and Policies.” Drawing on Philip Barnard’s interactive model of theory and practice, this study examines the paradox of reading as simultaneously public and private, yet intensely individual and unique. It challenges narrow assumptions of what should count as reading, especially as it relates to what is easily measured. It further considers methodological, pedagogical, and policy implications for literacy education. Autonomous literacy ideologies can be seen at the national level in the growing popularity of Seals of Biliteracy. In “Biliteracy as Property: Promises and Perils of the Seal of Biliteracy,” Chris Chang-Bacon and Soria Colomer offer a critical analysis of this growing trend. They draw on policy and visual discourse analysis to show how the Seals of Biliteracy in 23 states have mimicked discourses of whiteness as property to commodify language and position biliteracy as property. This study is a cautionary tale of the perils of allowing state authority to assess, award, and authenticate biliteracy as a form of property. It is a reminder that literacy is inherently ideological, and the field of literacy research cannot afford to be silent on such a consequential issue. In “Apprenticing for Equity Literacy Teaching: A Needed Change in Teacher Education,” Althier Lazar draws on critical race theory and landscapes of practice Editorial
{"title":"Challenging Autonomous Boundaries in Literacy Education Across the World","authors":"E. Bauer, Aria Razfar, A. Skerrett","doi":"10.1177/1086296X221098450","DOIUrl":"https://doi.org/10.1177/1086296X221098450","url":null,"abstract":"One of the great challenges in literacy research has been moving away from autonomous, individualist, and decontextualized views of language, literacy, and learning toward more situated, social, and ideological approaches to literacy research. A common theme across all the studies presented in this volume is how reductive ideas about literacy still persist, impacting equity, and how they are challenged by teachers and students in a variety of national and international spaces. Overall, the studies presented in this volume are a reminder of how the social and political context of learners affects literacy education across the world. In this issue, we explore multiple contexts in which the autonomous boundaries between language, literacy, and learning remain dominant and resisted. First, Usree Bhattacharya in “‘I Am a Parrot’: Literacy Ideologies and Rote Learning” examines the dominance of rote learning practices in India. Drawing on longitudinal data from a study of language socialization in an orphanage in New Delhi, Bhattacharya shows how reductive literacy ideologies are discursively resisted in everyday practice. This study sheds light not only on how inequality is reproduced but also on how active learner subjectivities could be fostered in rural and suburban India. Another autonomous boundary, the line between public and private literacy practices, is challenged in Margaret Mackey’s study, “Private Readerly Experiences of Presence and Implications for Practices and Policies.” Drawing on Philip Barnard’s interactive model of theory and practice, this study examines the paradox of reading as simultaneously public and private, yet intensely individual and unique. It challenges narrow assumptions of what should count as reading, especially as it relates to what is easily measured. It further considers methodological, pedagogical, and policy implications for literacy education. Autonomous literacy ideologies can be seen at the national level in the growing popularity of Seals of Biliteracy. In “Biliteracy as Property: Promises and Perils of the Seal of Biliteracy,” Chris Chang-Bacon and Soria Colomer offer a critical analysis of this growing trend. They draw on policy and visual discourse analysis to show how the Seals of Biliteracy in 23 states have mimicked discourses of whiteness as property to commodify language and position biliteracy as property. This study is a cautionary tale of the perils of allowing state authority to assess, award, and authenticate biliteracy as a form of property. It is a reminder that literacy is inherently ideological, and the field of literacy research cannot afford to be silent on such a consequential issue. In “Apprenticing for Equity Literacy Teaching: A Needed Change in Teacher Education,” Althier Lazar draws on critical race theory and landscapes of practice Editorial","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"111 - 112"},"PeriodicalIF":2.6,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43414408","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 : 2022-05-09DOI: 10.1177/1086296X221098068
Margaret Mackey
This article draws on Philip Barnard's model of the interactions between theory and practice, between basic and applied research, to investigate the paradox of reading as an experience both private and public. It uses internal reader experience as a starting point for exploration, evoking the concept of a readerly sense of presence as a selection criterion. Investigating chapters in two novels for young readers, Northern Lights (The Golden Compass) by Philip Pullman and The Moffats by Eleanor Estes, and drawing on cognitive models of reading, it analyzes the textual constructs that set up a potential for the kind of enactive resonance that enables (though does not mandate) a sense of presence. It investigates the methodological implications of an enhanced sense of reading as a non-reproducible experience and considers the policy and pedagogical implications of not restricting public concepts of reading to what can be readily measured or repeated.
{"title":"Private Readerly Experiences of Presence: Why They Matter","authors":"Margaret Mackey","doi":"10.1177/1086296X221098068","DOIUrl":"https://doi.org/10.1177/1086296X221098068","url":null,"abstract":"This article draws on Philip Barnard's model of the interactions between theory and practice, between basic and applied research, to investigate the paradox of reading as an experience both private and public. It uses internal reader experience as a starting point for exploration, evoking the concept of a readerly sense of presence as a selection criterion. Investigating chapters in two novels for young readers, Northern Lights (The Golden Compass) by Philip Pullman and The Moffats by Eleanor Estes, and drawing on cognitive models of reading, it analyzes the textual constructs that set up a potential for the kind of enactive resonance that enables (though does not mandate) a sense of presence. It investigates the methodological implications of an enhanced sense of reading as a non-reproducible experience and considers the policy and pedagogical implications of not restricting public concepts of reading to what can be readily measured or repeated.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"137 - 157"},"PeriodicalIF":2.6,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46913231","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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