Pub Date : 2021-09-01DOI: 10.1177/1086296X211031771
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
{"title":"Global, International, and Transnational Perspectives on Literacy: A Special Issue","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296X211031771","DOIUrl":"https://doi.org/10.1177/1086296X211031771","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"291 - 293"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958774","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 : 2021-09-01DOI: 10.1177/1086296X211030474
Xiaocheng Wang, Yuanying Jin
This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.
{"title":"A Validation of the Chinese Motivation for Reading Questionnaire","authors":"Xiaocheng Wang, Yuanying Jin","doi":"10.1177/1086296X211030474","DOIUrl":"https://doi.org/10.1177/1086296X211030474","url":null,"abstract":"This study addressed the cross-cultural validation of the Chinese Motivation for Reading Questionnaire (CMRQ) in a sample of 522 seventh to ninth graders from two public schools in eastern China. Confirmatory factor analyses, item-total correlation analyses, and reliability analyses were conducted to assess the psychometric quality of the CMRQ. The results indicated that the three-factor model for the competence beliefs scale, the six-factor model for the goals for reading scale, and the two-factor model for the social motivation scale fit the data properly. All subscales showed good levels of internal consistency reliabilities, ranging from .71 to .86. The concurrent validity of the CMRQ was supported by significant correlations among subscales with reading attitudes. Students scored the highest on intrinsic motivation, followed by social motivation, competence beliefs, and then extrinsic motivation. The findings further confirmed the existence of several distinguishable dimensions of reading motivation. Finally, implications for literacy research and instruction were discussed.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"336 - 360"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962587","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 : 2021-09-01DOI: 10.1177/1086296X211030455
Hitomi Kambara, Yu-Cheng Lin
This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
{"title":"Differences in Reading Motivation Between American and Japanese Students","authors":"Hitomi Kambara, Yu-Cheng Lin","doi":"10.1177/1086296X211030455","DOIUrl":"https://doi.org/10.1177/1086296X211030455","url":null,"abstract":"This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"361 - 381"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920708","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 : 2021-09-01DOI: 10.1177/1086296X211030469
Nermin Vehabovic
This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.
{"title":"Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children From Refugee Backgrounds","authors":"Nermin Vehabovic","doi":"10.1177/1086296X211030469","DOIUrl":"https://doi.org/10.1177/1086296X211030469","url":null,"abstract":"This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?” Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field’s knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"1 2","pages":"382 - 405"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296350","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 : 2021-05-10DOI: 10.1177/1086296X211010888
M. Pacheco, Blaine E. Smith, Amber Deig, Natalie A. Amgott
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.
{"title":"Scaffolding Multimodal Composition With Emergent Bilingual Students","authors":"M. Pacheco, Blaine E. Smith, Amber Deig, Natalie A. Amgott","doi":"10.1177/1086296X211010888","DOIUrl":"https://doi.org/10.1177/1086296X211010888","url":null,"abstract":"Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"149 - 173"},"PeriodicalIF":2.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211010888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45122104","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 : 2021-05-10DOI: 10.1177/1086296X211009283
Hiller A. Spires, Marie Himes, C. Lee, Andrea Gambino
This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.
{"title":"“We Are the Future”: Critical Inquiry and Social Action in the Classroom","authors":"Hiller A. Spires, Marie Himes, C. Lee, Andrea Gambino","doi":"10.1177/1086296X211009283","DOIUrl":"https://doi.org/10.1177/1086296X211009283","url":null,"abstract":"This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"219 - 241"},"PeriodicalIF":2.6,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43700853","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 : 2021-04-27DOI: 10.1177/1086296X211009279
J. Larson, Eleni Duret, J. Rees, Jessica L. Anderson
This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes in understanding of literacy and of students’ needs. We weave a story of multiple layers of changed curriculum, scheduling, assessments, and pedagogy to argue that we need to rethink the continuum of autonomous and ideological literacy to focus more on what the intersections of literacy ideologies generate.
{"title":"Challenging the Autonomous Wall: Literacy Work in an Urban High School","authors":"J. Larson, Eleni Duret, J. Rees, Jessica L. Anderson","doi":"10.1177/1086296X211009279","DOIUrl":"https://doi.org/10.1177/1086296X211009279","url":null,"abstract":"This article explores how one urban high school under threat of state closure developed a multifaceted literacy program to transform the teaching and learning of literacy in a novel university/school partnership. Analyses of ethnographic and quantitative school data illustrate how the evolution of the literacy program could be understood as a consequence of generative frictions which produced changes in the program and some indication of changes in understanding of literacy and of students’ needs. We weave a story of multiple layers of changed curriculum, scheduling, assessments, and pedagogy to argue that we need to rethink the continuum of autonomous and ideological literacy to focus more on what the intersections of literacy ideologies generate.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"174 - 195"},"PeriodicalIF":2.6,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45910770","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 : 2021-04-24DOI: 10.1177/1086296X211009294
Francisco L. Torres, C. Medina
Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociopolitical perspectives within a Puerto Rican imaginary around Hurricane María, communal and historical agency, and emerging resistance as decolonial literary acts. We then provide a more in-depth analysis of two texts, exploring the themes of estamos bien, delinking, one story/one people, and acción social. Findings highlight the need to engage with ruptures created by texts within decolonial imaginative spaces to improve literacy instruction.
{"title":"Cuentos Combativos: Decolonialities in Puerto Rican Books About María","authors":"Francisco L. Torres, C. Medina","doi":"10.1177/1086296X211009294","DOIUrl":"https://doi.org/10.1177/1086296X211009294","url":null,"abstract":"Guided by theories of racialization and through a decolonial analysis, we share findings on the examination of four children’s books written in Puerto Rico in the aftermath of Hurricane María. In engaging with these books, we situate our work in communal and research activist practices that foreground Puerto Ricans’ hidden stories and knowledges. Our initial analysis focuses on mapping the complex and contradictory constructions of diverse sociopolitical perspectives within a Puerto Rican imaginary around Hurricane María, communal and historical agency, and emerging resistance as decolonial literary acts. We then provide a more in-depth analysis of two texts, exploring the themes of estamos bien, delinking, one story/one people, and acción social. Findings highlight the need to engage with ruptures created by texts within decolonial imaginative spaces to improve literacy instruction.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"242 - 264"},"PeriodicalIF":2.6,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43874967","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 : 2021-04-24DOI: 10.1177/1086296X211009288
Lenny Sánchez, Tami Ensor
Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on four practices—communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.
{"title":"Narrating Global Literacies: Crossing Borders of Exclusion During a Time of Crisis","authors":"Lenny Sánchez, Tami Ensor","doi":"10.1177/1086296X211009288","DOIUrl":"https://doi.org/10.1177/1086296X211009288","url":null,"abstract":"Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on four practices—communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"26 1-3","pages":"265 - 287"},"PeriodicalIF":2.6,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41299071","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：