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Social annotation and dialogic teaching and learning in English language arts 英语语言艺术中的社会标注和对话式教学
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-08 DOI: 10.1002/jaal.1382
Johnny B. Allred, Sean P. Connors, Christian Z. Goering
This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high‐level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open‐ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.
本研究探讨了社交注释在支持中学英语语言艺术对话式教学中的作用。本研究以巴赫金的对话主义为基础,以在线讨论研究为依托,描述了一位高中英语教师和她的学生如何使用数字注释工具来阅读和讨论文本。本研究根据与理解和高层次思维相关的话语特征对学生的注释进行分析,探讨社交注释对高质量对话的支持程度。研究结果强调了开放式提示和教师为在线讨论提供支架的必要性,作者建议,当学生不只是报告他人的想法,而是分享他们自己的想法、联系和对文本的疑问时,对话会增强对文本的理解。
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引用次数: 0
How teachers accommodate digital multimodal communication in pedagogy: A review of Designing Learning for Multimodal Literacy—Teaching Viewing and Representing 教师如何在教学法中适应数字多模态交流:多模态识字学习设计--观看和表现教学》评述
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-05 DOI: 10.1002/jaal.1383
Dan Liu
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引用次数: 0
Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse 揭开诗歌的面纱:多模式和审美反应作为诗歌教学和阅读的新方法
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-09-03 DOI: 10.1002/jaal.1381
Claire Ahn, Alexandra Minuk
In secondary English classrooms, poetry is often a text that is least liked because it is viewed as being “inaccessible,” reserved for the elite, and/or too abstract. Part of the reason for this also lies in the traditional, colonial structures of introducing poetry such as relying on canonical texts and close reading analysis. Yet, outside of the classroom poetry is used in more accessible and engaging manners. With the advancements of technology, there also includes multimodal ways in which to read and write poetry that could be much more interesting for both educators and youth. This paper opens a discussion to consider multimodal and aesthetic responses to including poetry such as using digital apps like PhoneMe, a free accessible platform that allows users to post their written poems, record themselves reciting poems, and pin their poems directly on to an interactive digital map. The uniqueness of PhoneMe—a layered multimodal approach—can provide a more engaging way to teach and learn poetry.
在中学英语课堂上,诗歌往往是最不受欢迎的课文,因为它被视为 "难以接近"、只属于精英阶层和/或过于抽象。造成这种情况的部分原因也在于介绍诗歌的传统殖民结构,如依赖经典文本和精读分析。然而,在课堂之外,诗歌的使用方式更加通俗易懂、引人入胜。随着技术的进步,多模态读诗和写诗的方式也越来越多,这对教育工作者和年轻人来说都会更有趣。本文将展开讨论,探讨如何以多模态和美学的方式处理诗歌,例如使用 PhoneMe 这样的数字应用程序,这是一个免费的可访问平台,允许用户发布自己写的诗歌、录制自己朗诵的诗歌,并将自己的诗歌直接钉在互动数字地图上。PhoneMe 的独特性--分层的多模态方法--为诗歌教学提供了一种更具吸引力的方式。
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引用次数: 0
Using positioning theory to investigate the participation of culturally and linguistically diverse adolescent students in classroom discussion 运用定位理论调查不同文化和语言的青少年学生参与课堂讨论的情况
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-28 DOI: 10.1002/jaal.1380
Karissa J. Sywulka
Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer‐reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real‐world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far‐reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist.
教师有一个重要的机会来决定如何定位文化和语言多样性(CLD)学生的跨国知识基金。定位理论研究如何在社会互动中应用自我和他人的观点。本范围性文献综述确定了九项研究,这些研究利用定位理论追踪了青少年文化和语言多元化学生参与课堂讨论的情况。综述仅限于在美国的学校和课后班级进行的同行评审研究。研究结果提供了学生和教师在现实世界中协商身份和把握参与机会的各种实例。针对研究结果所揭示的教师的深远影响,本文介绍了一个模型,说明教学风格的两个关键组成部分:教师信仰和跨国知识基金定位的交叉点。四种教师形象代表了四种立场:文化响应型教师、广撒网型教师、沉默者型教师和理想主义者型教师。
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引用次数: 0
Writing globally: South Korean adolescents' digital multimodal composing practices in a global online community 全球写作:韩国青少年在全球网络社区中的数字多模态创作实践
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-13 DOI: 10.1002/jaal.1378
Jin Kyeong Jung

This design-based study explored the digital and linguistic practices of South Korean adolescents from a rural area within the Write4Change global online community, emphasizing their use of image-driven tools. Framed within the cosmopolitan literacies perspective, these adolescents adeptly merge local and global dimensions, integrating their multilingual identities, and compelling visual narratives into their work. They navigate English, the dominant language of the online community, while incorporating multilingual elements to enrich community dialogues. These practices reflect their linguistic adaptability and digital literacies and underscore the significant role of cosmopolitan literacies in transforming literacy studies. The study highlights the impactful digital practices of South Korean adolescents, contributing to a broader understanding of inclusivity and diversity in global literacies.

这项以设计为基础的研究探讨了来自农村地区的韩国青少年在 Write4Change 全球在线社区中的数字和语言实践,强调了他们对图像驱动工具的使用。从世界性读写能力的角度来看,这些青少年善于将本地和全球维度融合在一起,将他们的多语言身份和引人注目的视觉叙事融入到他们的作品中。他们在驾驭网络社区的主流语言--英语的同时,还融入了多语言元素,丰富了社区对话。这些做法反映了他们的语言适应能力和数字素养,并强调了世界性素养在改变素养研究方面的重要作用。本研究强调了韩国青少年具有影响力的数字实践,有助于更广泛地理解全球扫盲的包容性和多样性。
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引用次数: 0
Dancing with BBoy: Transliteracies and critical imagination in superhero storytelling 与 BBoy 共舞:超级英雄故事中的译文和批判性想象力
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-05 DOI: 10.1002/jaal.1377
Beth Krone, Patricia Enciso
In this article, we describe a year‐long superhero storytelling project we facilitated with youth in a midwestern middle school. In this project, students read Miles Morales: The Ultimate Spiderman , designed superhero stories set in their community, and presented artistic representations of their stories to their families and peers. We present three episodes of mobile storytelling from this project, focusing on Aidan, one of eighteen youth participants. Using tools from theories of transliteracies and critical imagination, we illustrate how Aidan's embodied movement and play constituted critically literate acts. A transliteracies lens oriented toward critical imagination reveals how Aidan fluidly moved between fictional and real worlds to reimagine his experienced realities. These findings indicate a need to expand what counts as literate activity in schools.
在这篇文章中,我们介绍了我们与中西部一所中学的青少年合作开展的为期一年的超级英雄讲故事项目。在这个项目中,学生们阅读了《终极蜘蛛侠》中的迈尔斯-莫拉莱斯(Miles Morales:终极蜘蛛侠》,设计了以他们所在社区为背景的超级英雄故事,并将他们的故事以艺术形式呈现给家人和同伴。我们将以 18 名青少年参与者之一艾丹(Aidan)为中心,介绍该项目的三个移动故事集。我们利用译写理论和批判性想象力的工具,说明了艾丹的移动和游戏是如何构成批判性识字行为的。以批判性想象力为导向的翻译学视角揭示了艾丹如何在虚构世界和现实世界之间游刃有余地重新想象他所经历的现实。这些研究结果表明,有必要扩大学校扫盲活动的范围。
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引用次数: 0
“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages "我希望老师能以与我的文化相关的方式授课":非洲移民青年创作数字拼贴画
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 10.1002/jaal.1366
Sandra Boateng, Vaughn W. M. Watson, Joel Berends, Dominic Hateka

We share digital collages composed by youth in Lit Diaspora, a community-based after-school literacy initiative involving Black African immigrant youth and adult collaborators, as one contemporary example of rendering visible the contours of the educational lives of African immigrant youth, among the fastest growing immigrant communities in the U.S. We do so amid anti-Black, anti-immigrant discourse and policy in schools, workplaces, and society in the U.S. and globally. Thus, in framing our inquiry, we examine how educators and researchers, attending to the varied diaspora digital literacies and educational experiences of African immigrant youth: talk back to deficit narratives of their lived schooling experiences; navigate literacy learning across contexts of families and elders; demonstrate social and civic literacies that extend youth's identities; and affirm cultural and embodied knowledge, language, and practices.

我们分享由 "Lit Diaspora "中的青年创作的数字拼贴画,这是一项由非洲黑人移民青年和成人合作者参与的基于社区的课后扫盲活动,是展现非洲移民青年教育生活轮廓的当代范例之一,非洲移民青年是美国增长最快的移民群体之一。因此,在我们的探究框架中,我们将研究教育者和研究人员如何关注非洲移民青年的各种散居地数字扫盲和教育经历:与他们的学校教育经历的赤字叙事对话;在家庭和长辈的背景下引导扫盲学习;展示扩展青年身份的社会和公民扫盲;以及肯定文化和体现性知识、语言和实践。
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引用次数: 0
How do students use ChatGPT as a writing support? 学生如何使用 ChatGPT 作为写作辅助工具?
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-25 DOI: 10.1002/jaal.1373
Sarah Levine, Sarah W. Beck, Chris Mah, Lena Phalen, Jaylen PIttman
Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of “cheatbot” and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta‐level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing.
教育工作者和研究人员对 ChatGPT 和其他生成式人工智能工具如何超越 "作弊机器人 "的角色,成为学生写作资源网络的一部分很感兴趣。我们研究了高中生在撰写关于学校吉祥物等主题的论据时如何使用 ChatGPT 作为写作辅助工具。我们问学生促使 ChatGPT 做了什么?学生又是如何使用 ChatGPT 回应这些提示的?我们使用 Flower 和 Hayes 的写作模型,分析了学生在计划、起草和审阅论点时与 ChatGPT 以及学生之间互动的截屏。我们的数据显示,在计划和起草过程中,学生主要是向 ChatGPT 征求想法,然后在这些想法的基础上形成自己的论点。在审阅时,他们一般会像使用 Grammarly 或其他编辑工具一样使用 ChatGPT。学生们还会将自己的写作与 ChatGPT 的写作进行比较,从而发现自己独特的写作声音,并建立对修辞选择和效果的元层面理解。我们的研究表明,ChatGPT 可以成为社会化、分布式写作模式的一部分,学生可以使用 ChatGPT 作为写作资源,而无需回避计划、起草和审阅的过程。
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引用次数: 0
Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education 同伴辅导是增强中断正规教育的双语学生识字能力的做法
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-07 DOI: 10.1002/jaal.1372
Betty Thomason, Natalia A. Ward
Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.
随着人们对当今学校公平教育实践重要性的日益关注,发现越来越多的新兴双语学生没有接受过持续的正规教育,可能在整体读写能力方面存在困难。这些学生被称为 "中断正规教育的学生"(SIFE),他们需要新颖的教育方法来满足其特殊的学术和社会需求。这篇讨论文章的目的是建议将同伴辅导作为提高青少年双语 SIFE 的读写能力和整体归属感的工具。
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引用次数: 0
The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ+-themed literature class 高中 LGBTQ+ 主题文学课上的亲密关系、压迫和行动主义对性别权力关系的影响
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-04 DOI: 10.1002/jaal.1370
Allen B. Mallory, Mollie V. Blackburn, Ryan Schey

School-based supports, such as LGBTQ+-themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+-themed literature course at a grassroots public charter high school for the arts in a mid-sized Midwestern city. The larger study, from which this article is derived, is a hybrid of ethnography and practitioner inquiry. Therefore, this study draws on field notes, transcribed video recordings of class, transcribed audio recordings of interviews, and student assignments related to a young adult novel. Our analysis of gendered power relations suggests that oppression can hinder intimacy, intimacy can hinder activism, but intimacy can also foster activism. With the goal of leveraging opportunities to challenge gendered oppression, we argue that students and teachers must navigate intimacy and intersecting structures of oppression to enact activism.

校本支持,如以 LGBTQ+ 为主题的课程,为挑战性别压迫及其与其他身份(如性和种族)的交叉提供了机会。然而,对于扫盲教育者如何利用这些机会,还需要更多的了解。本文描述了在中西部一个中等城市的基层公立特许艺术高中中,亲密关系、压迫行为和行动主义如何在以 LGBTQ+ 为主题的文学课程中相互发挥作用。本文所依据的大型研究是人种学与实践者调查的混合体。因此,本研究借鉴了现场笔记、课堂录像转录、访谈录音转录以及与一部青少年小说相关的学生作业。我们对性别权力关系的分析表明,压迫会阻碍亲密关系,亲密关系会阻碍行动主义,但亲密关系也会促进行动主义。为了利用机会挑战性别压迫,我们认为,学生和教师必须驾驭亲密关系和相互交叉的压迫结构,以开展行动主义。
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引用次数: 0
期刊
Journal of Adolescent & Adult Literacy
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