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}
Pub Date : 2021-04-24DOI: 10.1177/1086296X211009296
Carita Kiili, Blaine E. Smith, Eija Räikkönen, Miika Marttunen
The present study investigated students’ (N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulness of vaccines varied in terms of quality of reasoning, which was associated with students’ topic knowledge. Notably, many students’ interpretations of the use of modes were incomplete, or they did not even mention certain modes in their response. The results suggest that students should be explicitly taught how to interpret different modes and their uses for argumentative purposes.
{"title":"Students’ Interpretations of a Persuasive Multimodal Video About Vaccines","authors":"Carita Kiili, Blaine E. Smith, Eija Räikkönen, Miika Marttunen","doi":"10.1177/1086296X211009296","DOIUrl":"https://doi.org/10.1177/1086296X211009296","url":null,"abstract":"The present study investigated students’ (N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulness of vaccines varied in terms of quality of reasoning, which was associated with students’ topic knowledge. Notably, many students’ interpretations of the use of modes were incomplete, or they did not even mention certain modes in their response. The results suggest that students should be explicitly taught how to interpret different modes and their uses for argumentative purposes.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"196 - 218"},"PeriodicalIF":2.6,"publicationDate":"2021-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X211009296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48330970","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 : 2021-03-01DOI: 10.1177/1086296X20986598
Ann M. Lawrence, Michael B. Sherry
Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.
{"title":"How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action","authors":"Ann M. Lawrence, Michael B. Sherry","doi":"10.1177/1086296X20986598","DOIUrl":"https://doi.org/10.1177/1086296X20986598","url":null,"abstract":"Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"29 - 52"},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49505630","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 : 2021-03-01DOI: 10.1177/1086296X20986602
L. Kelly, W. Wakefield, Jaclyn Caires-Hurley, L. W. Kganetso, Lindsey Moses, Evelyn C. Baca
This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018. We documented terms researchers use, theorists cited, methods, student outcomes, and student populations. We also analyzed how researchers talked about achievement gaps, addressed their own positionality, and determined that specific literacy instructional practices were culturally informed. We found that researchers most commonly claim to document culturally relevant or responsive instruction, in some cases conflating the terms and related theorists. Most studies were qualitative, occurred with traditionally marginalized students (usually Black or Latinx) in the United States, and involved students reading a text that researchers deem culturally informed. We make recommendations for teachers and researchers to move the field of culturally informed literacy forward.
{"title":"What Is Culturally Informed Literacy Instruction? A Review of Research in P–5 Contexts","authors":"L. Kelly, W. Wakefield, Jaclyn Caires-Hurley, L. W. Kganetso, Lindsey Moses, Evelyn C. Baca","doi":"10.1177/1086296X20986602","DOIUrl":"https://doi.org/10.1177/1086296X20986602","url":null,"abstract":"This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018. We documented terms researchers use, theorists cited, methods, student outcomes, and student populations. We also analyzed how researchers talked about achievement gaps, addressed their own positionality, and determined that specific literacy instructional practices were culturally informed. We found that researchers most commonly claim to document culturally relevant or responsive instruction, in some cases conflating the terms and related theorists. Most studies were qualitative, occurred with traditionally marginalized students (usually Black or Latinx) in the United States, and involved students reading a text that researchers deem culturally informed. We make recommendations for teachers and researchers to move the field of culturally informed literacy forward.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"75 - 99"},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42265113","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 : 2021-03-01DOI: 10.1177/1086296X20986905
Patricia Paugh, Kristen B. Wendell
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing. The study illustrates how a flexible set of disciplinary language choices functioned to support students’ evolving reasoning as part of the engineering design process. These findings provide insights into synergy between language and reasoning as a habit of design. These findings also inform calls to align science, technology, engineering, and mathematics (STEM) literacy and core disciplinary practices within both Common Core State Standards for (English language arts) ELA and Next Generation Science Standards.
{"title":"Disciplinary Literacy in STEM: A Functional Approach","authors":"Patricia Paugh, Kristen B. Wendell","doi":"10.1177/1086296X20986905","DOIUrl":"https://doi.org/10.1177/1086296X20986905","url":null,"abstract":"This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A multidisciplinary team of university literacy and engineering educators and classroom teachers served as the research team for this case study. A social semiotic language theory (systemic functional linguistics) and a framework of mechanistic reasoning informed the instruction and analysis of classroom discourse and student writing. The study illustrates how a flexible set of disciplinary language choices functioned to support students’ evolving reasoning as part of the engineering design process. These findings provide insights into synergy between language and reasoning as a habit of design. These findings also inform calls to align science, technology, engineering, and mathematics (STEM) literacy and core disciplinary practices within both Common Core State Standards for (English language arts) ELA and Next Generation Science Standards.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"122 - 144"},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986905","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946090","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 : 2021-03-01DOI: 10.1177/1086296X20986910
Amy Pickard
Federal accountability policies requiring rapid, measurable outcomes have increasingly shaped the nature and type of public literacy services available to adults. However, little empirical research has explored the impact of accountability policies on program practice in adult basic education, and almost no research has focused on the effect on services for adults who have difficulty reading. This ethnographically grounded research article explores one publicly funded adult basic education program’s efforts to comply with federal accountability policy and the impact these efforts had on services for adults with difficulty reading. Findings suggest that efforts to comply with accountability policies resulted in instructional practices that limited students’ opportunities for substantive engagement with reading and in program policies that excluded students who did not produce outcomes from participation. The findings also suggest that in the context of accountability pressures, student marginalization became normalized as an ordinary part of practice.
{"title":"Accountability in Adult Basic Education: The Marginalization of Adults with Difficulty Reading","authors":"Amy Pickard","doi":"10.1177/1086296X20986910","DOIUrl":"https://doi.org/10.1177/1086296X20986910","url":null,"abstract":"Federal accountability policies requiring rapid, measurable outcomes have increasingly shaped the nature and type of public literacy services available to adults. However, little empirical research has explored the impact of accountability policies on program practice in adult basic education, and almost no research has focused on the effect on services for adults who have difficulty reading. This ethnographically grounded research article explores one publicly funded adult basic education program’s efforts to comply with federal accountability policy and the impact these efforts had on services for adults with difficulty reading. Findings suggest that efforts to comply with accountability policies resulted in instructional practices that limited students’ opportunities for substantive engagement with reading and in program policies that excluded students who did not produce outcomes from participation. The findings also suggest that in the context of accountability pressures, student marginalization became normalized as an ordinary part of practice.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"53 - 74"},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49199306","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 : 2021-03-01DOI: 10.1177/1086296X20986921
J. Worthy, Anne Daly-Lesch, Susan Tily, V. Godfrey, Cori Salmerón
The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.
{"title":"A Critical Evaluation of Dyslexia Information on the Internet","authors":"J. Worthy, Anne Daly-Lesch, Susan Tily, V. Godfrey, Cori Salmerón","doi":"10.1177/1086296X20986921","DOIUrl":"https://doi.org/10.1177/1086296X20986921","url":null,"abstract":"The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"5 - 28"},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65943150","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}
This volume of the Journal of Literacy Research draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. We are living in a time when public health and science related to climate change are routinely challenged and ignored. False claims are also prevalent in literacy education, where policy and practice decisions are often affected by politics and privilege, rather than by research findings. Each article presented in this volume raises important perspectives on what it means for students, practitioners, and scholars to make and support claims about educational practice and the world.
{"title":"Editorial Introduction","authors":"Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296x20986949","DOIUrl":"https://doi.org/10.1177/1086296x20986949","url":null,"abstract":"This volume of the <i>Journal of Literacy Research</i> draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. We are living in a time when public health and science related to climate change are routinely challenged and ignored. False claims are also prevalent in literacy education, where policy and practice decisions are often affected by politics and privilege, rather than by research findings. Each article presented in this volume raises important perspectives on what it means for students, practitioners, and scholars to make and support claims about educational practice and the world.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528043","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 : 2021-01-25DOI: 10.1177/1086296X20986594
Mónica González Ybarra, Cinthya M. Saavedra
In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.
{"title":"Excavating Embodied Literacies Through a Chicana/Latina Feminist Framework","authors":"Mónica González Ybarra, Cinthya M. Saavedra","doi":"10.1177/1086296X20986594","DOIUrl":"https://doi.org/10.1177/1086296X20986594","url":null,"abstract":"In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"100 - 121"},"PeriodicalIF":2.6,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433288","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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