Journal of Adolescent & Adult Literacy最新文献

This study explores how critical literacy in a 9th-grade high school English Language Arts (ELA) classroom supported youth in challenging justice issues they identified in their local communities. An interdisciplinary theoretical framework informed by literacy as a social practice, critical literacy, and power was used to interpret the data, including student-created infographics and written reflections over 4 years. Findings indicate that integrating critical literacy with a liberatory lens into the school curriculum helped students develop their understanding of justice in ways that supported them in taking action. We recommend that integrating critical literacy into ELA curricula can better support learners to lead, reflect, and advocate for justice within and beyond the classroom.

Find and underline the author's main idea. Such instructional directives have long been a staple of postsecondary literacy instruction, at least as gauged by their prevalence in developmental reading (and integrated reading and writing, IRW) course textbooks. We question whether this discrete skill should continue to be taught, given its misalignment with the rigorous and complex interpretive literacy demands of college-level reading. Drawing from a critical content analysis of current IRW textbooks, we identify how “main idea” instruction remains rooted in decontextualized, surface-level assumptions that limit reader agency and meaning-making. We highlight our theoretical dissonance in relation to contemporary literacy theory and offer shifts away from what we see as a reductive and outdated pedagogical practice. We conclude by calling for theory-aligned alternatives that foster deeper interpretive engagement and prepare students for authentic academic literacy tasks.

This article examines teens' recreational reading activities as they move between books and digital media. It uses the model of connected reading to understand connections between teen reading practices and digital pastimes. Using focus group data, we draw on participants' experiences with books, fan texts, video games, and social media and video content to explore recreational reading alongside engagement with digital media. The article suggests that rather than digital practices being in opposition to reading, they are integral and enhance reading for pleasure.

Globalization and technological advances have fundamentally expanded the concept of literacy, moving it beyond traditional unimodal, page-bound meaning-making toward the integration of multiple communication modes. Through the combined lens of multiliteracies and culturally relevant pedagogies, this article examines literacy leadership and literacy community design as a means of translating theory into collaborative practices that drive systemic secondary literacy reform. By advocating for the formation of literacy leadership teams that strategically include instructional leaders, literacy coaches, district and building leaders, this article argues that collaborative inquiry and design are an effective approach to support diverse meaning-making and resolve the misalignment that currently exists between students' in-school and out-of-school literacy practices. Initial practical strategies that support leaders in meeting the culturally mediated literacy needs of all learners within an increasingly multimodal society are proposed in this article. Six literacy leadership actions which include assessing cultural models, investigating student identity, designing critical learning opportunities, honoring adult learners, strategically investing in assets, and reflecting on community vision are suggested. Ultimately collaborative literacy leadership, consisting of self-reflection, collective efficacy maintenance, and multimodal professional learning design, is suggested as a path toward cultivating a school literacy community that authentically honors the dynamic literacy needs and amplifies the literacy assets of educators, students, caregivers, leaders, and community members.

This article emerges from a cross-racial, cross-cultural partnership between a Black male teacher educator who specializes in Hip Hop ELA pedagogies and a White female ELA teacher committed to anti-racist teaching. Our discussion centers on the question: What if we assumed an “inquiry stance” to discover how Hip Hop-based approaches to the teaching and learning of ELA can advance the academic and the anti-racist skills of Asian and White students in a suburban middle school? The study advances research at the intersections of Culturally Relevant Pedagogy, Hip Hop Pedagogy, and anti-racist teaching by sharing victory narratives and cautionary tales related to the cultural-political and pedagogical dilemmas associated with a White teacher's engagement of Black pedagogies with non-Black students. We offer these stories so that dreamers keep dreaming about “good teaching” and avoid the traps that befall the fantasizers and sleepwalkers amidst the current political nightmare.

Disciplinary literacies have offered portraits of both professors' and youths' rich experiences with academic disciplines but have yet to center descriptions of how knowledge-constructing communities might sustain play, joy, and humor. This study traces humorous discourse in an online literary community doing literary analysis and producing interpretive knowledge of the novel Dracula. Drawing on theories of the aesthetics of humor in social life, researchers qualitatively analyzed social media posts, likes, reblogs, and replies. Findings describe how this literary community employed playful disciplinary practices through verisimilitude shenanigans, literary form shenanigans, and recontextualization shenanigans to create humor and joy. This study expands understandings of disciplinary literacies in English language arts by seeing online literary spaces as knowledge-creating communities and showing how these spaces can center play and joy.

The new administration's executive order can have a dire impact on the ways we teach (bi)literacy and bilingualism. In this era of executive (dis)orders surrounding immigration and English as the national language, what does it mean to teach bilingual education? As bilingual educators, the current context calls for us to revisit and recommit ourselves to serving bilingual and multilingual students using a bilingual and biliteracy lens. In this practitioner piece, four bilingual, Latine educators write personal narratives, testimonios, in order to center our work of service and resilience. Testimonios provide a way for us to analyze, process, collaborate, and resist through writing. Through the use of testimonios, our voices become louder, bringing visibility to communities and experiences that have long been ignored and marginalized. We hope to engage in continued dialogue and community, voicing our collective dreams of having bilingual/multilingual education that focuses on students and ourselves, cultivating connections and comunidad.