Journal of Adolescent & Adult Literacy最新文献

Land-based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more-than-human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning-making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land-based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro-analysis of participant-generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land-based literacies. We describe Land- walking, including forest- and creek-crossing practices, as literacies that require reading and meaning-making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land-based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land-based literacies for sustainable stewardship of the Land during times of drastic environmental change.

This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6-week school-based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry.

Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a “power with” relationship instead of a “power over” relationship of oppression and coloniality.

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns.

This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10-week, critical media-framed study examines how eight 16–18-year-old students, taught synchronously on Zoom, engaged in weekly podcast-based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per unit topic). Findings indicate that podcasts opened spaces for students to hear various voices, particularly marginalized narratives on controversial topics. Additionally, by engaging in critical media literacy practices, students' own voices were elevated, and students questioned the role of texts in their understanding of the world around them. These findings are of particular value to educators looking to understand the classroom implications of critical media literacy practices and who want to provide counter-hegemonic narratives in their classrooms.

This paper presents an analysis of the prescribed text list for senior school English (including English as an Additional Language or Dialect, EAL/D) in Queensland, Australia. Queer understandings about the normalization of cisgender and heterosexuality provide a framework to analyze prescribed texts for adolescent learners. Hetero-cisgender norms are perpetuated through overrepresentation in endorsed texts. Representations of queer subjectivities or themes in the most highly promoted texts, those appearing on the examination list, are infrequent and minor. Reflexive justice thinking acknowledges the critique of merely identifying “who is missing” in the literature and extends the discussion to consider the complexities of the social, cultural, and political contexts that influence who gets to decide.

This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.

A review of the 2023 book Teaching with Hip Hop in the 7–12 grade classroom: A guide to students' critical development through popular texts by Lauren Leigh Kelly.

Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research-practice partnership to reimagine writing instruction in a high school English course by incorporating human-centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the positive impact it had on students' attitudes toward writing. Through a transliteracies lens, we found that negotiating a (re)designed curriculum means working through tensions that can lead to new ways of thinking about writing. The (re)designed instruction centered 21st century composing practices that were inherently multimodal and resonated with students' out-of-school composing practices. This led to a positive shift in students' attitudes toward writing. The study suggests that incorporating “wicked problem” design challenges has the potential to reimagine how we teach writing in secondary education.

When a hard-working, justice-oriented group of pre-service English teachers (PSTs) identified themselves as non-readers, two professors and a program alumna at a flagship university in the Midwest were inspired to create a young adult (YA) literature book club. Through monthly meetings, PSTs (and later first-year teachers) gathered in a welcoming third space (Gutiérrez, 2008) to discuss YA books as readers and as teachers, considering both the experience of reading and the purpose for using these texts in their classrooms (Rosenblatt, 1994). Outcomes from Overbooked: An Educators' Book Club suggest that pre-service teachers can find reading joy when offered a supportive space and community to grow as readers and teachers.