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Students' reading in higher education: Challenges and ways forward 高等教育中的学生阅读:挑战与前进之路
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-24 DOI: 10.1002/jaal.1346
Lotta Bergman

This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences in the academy. The findings show that students experience considerable anxiety and stress regarding finding enough time for reading tasks and comprehending what they read. They soon discover that extensive reading is a prerequisite for writing, questioning, and active participation in lectures and seminars. Despite experiences of lack of support from their teachers, most students identify new approaches and strategies to develop their reading, moving from passive to active engagement with texts. The findings implicate that continuous support from disciplinary experts is crucial for students' reading and writing development. Such support includes inviting students to participate in disciplinary practices, its tools, concepts, ways of thinking, genres used, approaches to reading, and what it means to reason, analyze, and argue in a discipline.

本文论述了阅读对高等教育学生的重大挑战。研究旨在了解学生在大学前三个学期的阅读经历以及他们如何应对这些挑战。本研究是一项定性案例研究,通过对九名准备成为小学教师的学生进行深入访谈,并记录他们在大学期间的阅读经历。研究结果表明,学生们在寻找足够的时间完成阅读任务和理解所读内容方面经历了巨大的焦虑和压力。他们很快发现,大量阅读是写作、提问以及积极参与讲座和研讨会的先决条件。尽管缺乏教师的支持,但大多数学生还是找到了新的阅读方法和策略,从被动阅读转向主动阅读。研究结果表明,学科专家的持续支持对学生的阅读和写作发展至关重要。这种支持包括邀请学生参与学科实践、学科工具、概念、思维方式、使用的体裁、阅读方法,以及学科推理、分析和论证的意义。
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引用次数: 0
Correction to “Identity, positioning, and platforms: A case study of an older job seeker in a community technology center” 更正 "身份、定位和平台:社区技术中心老年求职者案例研究"
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-21 DOI: 10.1002/jaal.1345

Kobrin, J. D. (2024). Identity, positioning, and platforms: A case study of an older job seeker in a community technology center. Journal of Adolescent & Adult Literacy, 67, 229–238. https://doi.org/10.1002/jaal.1321

Kindly note that the author biography should read as:

Jennifer D'haem Kobrin is an Assistant Professor at The University of Tennessee, Knoxville, USA; email: [email protected].

Kobrin, J. D. (2024).身份、定位和平台:社区技术中心老年求职者案例研究》。Journal of Adolescent & Adult Literacy, 67, 229-238. https://doi.org/10.1002/jaal.1321Kindly 注意,作者简介应为:Jennifer D'haem Kobrin 是美国田纳西大学诺克斯维尔分校的助理教授;电子邮件:jkobrin@utk.edu。
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引用次数: 0
Using culturally sustaining science fiction book clubs to address agency and academic and emotional literacies with Dutch neurodiverse youth 利用具有文化持续性的科幻小说读书会,解决荷兰神经多样性青少年的代理、学术和情感素养问题
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-17 DOI: 10.1002/jaal.1342
Jody N. Polleck

This study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in-class youth-led book clubs that centered science fiction. Over a 6-month period, the researcher conducted pre- and post-interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction and healing-centered facilitative practices, provide opportunities to address students' academic and emotional literacies as well as their sense of agency.

本研究考察了荷兰阿姆斯特丹 10 名神经多元化学生的经历,他们都参加了以科幻小说为中心的青年主导的课内读书俱乐部。在为期 6 个月的时间里,研究人员进行了事前和事后访谈,并分析了这些访谈和 24 节读书会课程的记录数据。研究结果表明,读书会利用具有文化持续性的科幻小说和以治疗为中心的促进性实践,为学生的学术和情感素养以及他们的代入感提供了机会。
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引用次数: 0
“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online "他们真大胆,以为我想等长大了再做自己喜欢的事"一个青少年在网上的行动主义和公民参与
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-17 DOI: 10.1002/jaal.1343
Dominique Skye McDaniel

This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.

本文在为期 3 个月的多元化青少年网络文学多案例研究中,探讨了 16 岁的黑人青少年读者、作家和活动家 Dakari 的社交媒体文学素养。研究重点是 Dakari 与社会正义活动和公民参与相关的多模态读写实践。这项研究强调了社交媒体平台如何增强青少年的能力,像 Dakari 这样的青少年就是利用这些平台影响文化、实践批判性读写能力和建立公民身份的典范。通过对 Dakari 案例的研究,我们发现了三个关键主题:(1) 解决系统性种族主义问题;(2) 作为内容创作者推动变革;(3) 挑战 "必须等到成年才能有所作为 "的观念。这项研究强调了有色人种青少年社交媒体素养的变革潜力,建议重新认识教育者的角色,承认并尊重青少年的网络素养,同时促进青少年的身份认同和政治参与。当务之急是在数字时代重塑促进正义和社会变革的教学方法。这包括支持学生的读写能力发展,承认青少年在社交媒体语境中的及时语言和读写能力。
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引用次数: 0
“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents "你必须从他们所知道的开始:"与多语言青少年一起培养天才和快乐
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-13 DOI: 10.1002/jaal.1340
Emily Zoeller

A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to explore the cases of six teachers and how they cultivate genius with their multilingual students. I analyze participant narratives and teaching examples from their bilingual settings, focusing on pedagogies of translanguaging and Transliteracy. Findings show how teachers centered students' strengths in language and literacy and this supported the development of skills and identity. Cultivating genius in students amplified joy for students and teachers. For equitable literacy instruction of multilinguals, teacher development must support pedagogy that builds on multilinguals' assets and engages multiple literary pursuits.

顺应历史的识字法(HRL)(Muhammad, 2020a, 2020b)培养学习者的文学追求,使他们能够超越技能发展,用识字来塑造一个更加公正和富有同情心的世界。尽管 HRL 具有变革潜力,但人们对其在多语言学习者中的应用,尤其是在中学扫盲环境中的应用,了解得还不够。本研究使用 HRL 框架来探讨六位教师的案例,以及他们如何与多语言学生一起培养天才。我分析了参与者的叙述和他们双语环境中的教学案例,重点关注译语教学法和译文教学法。研究结果表明,教师如何以学生在语言和读写能力方面的优势为中心,从而支持学生技能和身份的发展。培养学生的天才为学生和教师带来了快乐。为了对多语言学生进行公平的识字教学,教师发展必须支持以多语言学生的优势为基础、吸引多种文学追求的教学法。
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引用次数: 0
The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom 儿童文学和青少年文学课程对教师在课堂上选择全球和多元文化文本的影响
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-12 DOI: 10.1002/jaal.1341
Lauren Aimonette Liang, Raven Cromwell, Douglas J. Hacker

This large-scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self-reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.

这项大规模的调查研究考察了教师如何在课堂上选择和整合全球及文化多元的儿童和青少年文学作品。调查结果反映了教师在选择过程中的自我报告,说明了教师是否以及如何选择和整合这些文学作品,并反映了教师准备课程中儿童文学和青少年文学课程可能产生的影响。调查发现,选修一般的儿童文学和青少年文学课程,以及有关多样化文学和全球文学的具体课程,与教师对以选择、评价和整合全球和文化多样化文学为中心的问题的回答有关。这些课程对于将全球和多元文化的儿童文学和青少年文学融入中学和小学课堂教学至关重要。
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引用次数: 0
Cultivating critical race theory awareness with secondary pre-service teachers through examination of Black Lives Matter-themed literature 通过研读以 "黑人的生命 "为主题的文学作品,培养中学职前教师的批判性种族理论意识
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-11 DOI: 10.1002/jaal.1337
K. Dara Hill

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

本研究记录了中学职前教师(PSTs)在中学教师资格认证所需的在线 YAL 课程中,作为课程作业的一部分,研究了嵌入当代写实小说和漫画小说中的以黑人生命重要(BLM)为主题的青年成人文学(YAL)。对教师指导、在线讨论、文学作品评价和访谈的分析表明,在许多学区严格的课程要求和禁止种族批判理论(CRT)对话的政策背景下,实施以 BLM 为主题的文学作品的必要性意识得到了增强。此外,PST 将这些文本作为指导 CRT 的源泉,以提高对系统性种族主义的历史和持久性及其对当代社会影响的认识,并实施与文化相关的文学。
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引用次数: 0
Across four nations: Comparing the discourses of adolescents' digital literacy 跨越四个国家:比较青少年数字扫盲的论述
IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-11 DOI: 10.1002/jaal.1338
Dingxin Rao, Changhee Lee, Youssef Fdilat, Abdelmajid Bouziane, Mark Dressman

In this study, we investigated media reports and literacy research in four nations—China, Morocco, the Republic of (South) Korea, and the United States—about the relationship between adolescents' literacy and use of digital media, or digital literacy. We present short “snapshots” of adolescents' digital literacy in each country and then compare these to findings in a report about adolescent literacy and uses of digital media published by the Program for International Student Assessment (PISA). Our analysis indicates significant variation across countries in both literate traditions and adolescents' access to digital media, and notes that these interact to create unique conditions for adolescents' digital literacy in each country, even as, across the four nations, adolescents' capacity to innovate and solve problems with digital access seems constant. In conclusion, we are cautious about making global claims about the state of adolescents' literacy worldwide but point to important findings about how the use of the internet in schools seems to have a positive impact on reading performance and offer some implications for classroom practice.

在本研究中,我们调查了中国、摩洛哥、大韩民国和美国这四个国家关于青少年读写能力与使用数字媒体或数字素养之间关系的媒体报道和扫盲研究。我们简要介绍了各国青少年的数字素养,然后将其与国际学生评估项目(PISA)发布的关于青少年素养和数字媒体使用的报告中的结论进行比较。我们的分析表明,各国在扫盲传统和青少年使用数字媒体方面都存在很大差异,并指出这些差异相互作用,为各国青少年的数字素养创造了独特的条件,尽管在四个国家中,青少年的创新能力和利用数字媒体解决问题的能力似乎是不变的。总之,我们对在全球范围内宣称青少年的读写能力状况持谨慎态度,但也指出了一些重要发现,即学校使用互联网似乎对阅读成绩有积极影响,并为课堂实践提供了一些启示。
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引用次数: 0
Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID-19 日常参与中的团结、代理和学习:在 COVID-19 的背景下审视成人教育计划
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-07 DOI: 10.1002/jaal.1334
Judy Kalman, María del Carmen Lorenzatti

The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

COVID-19 大流行病在世界舞台上的爆发影响了我们生活的多个方面,影响了我们如何互动、组织公共事务和开展日常活动。本论文探讨了在 2020-2022 年大流行期间,阿根廷 Villa María 正在进行的成人教育项目的学生如何在限制性公共卫生政策的背景下继续他们的学习,这些限制性公共卫生政策导致面授课程和协作会议暂停,转而采用数字媒介形式。本报告的中心内容是成人学习者面对 COVID-19 紧急情况的经历,以及他们通过团结关系和代理机构做出的反应。我们发现,学生们积极重组和重新设计了他们的学术实践,通过团结行动,将他们因大流行病而产生的紧急需求与他们继续参与课程的需求联系起来。最后,我们分享了关于成人学习环境中团结的思考和未来方向。
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引用次数: 0
High-interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile 高兴趣书籍、选择和独立阅读:在智利男性青少年中试行阅读计划
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2024-03-04 DOI: 10.1002/jaal.1339
Montserrat Cubillos, Rosario Rousseau

Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

阅读与许多积极的结果有关,包括学习成绩、减轻压力和延长寿命。然而,相当一部分智利青少年的阅读量有限。值得注意的是,与女生相比,男生往往表现出较低的阅读积极性,随着时间的推移,他们的阅读自我概念也在下降。为了应对这一挑战,本研究以自我决定理论为指导,并根据阿特维尔的阅读工作坊进行改编,探讨了一项为期 9 个月的试点阅读计划的影响,该计划旨在提高智利南部一所农村男校学生的阅读动力和阅读量(N = 120)。该计划包括四大支柱:获取高兴趣的印刷书籍、每周 90 分钟的课内自主选择以及围绕阅读的同伴互动。t 检验表明,学生的阅读量有显著提高,但阅读动机却没有提高。然而,多元回归分析表明,在控制了学生计划前的阅读动机、成绩和阅读量的情况下,计划后的阅读动机和分配给自主阅读的时间与计划期间的阅读页数有明显的关联。本文讨论了对实践的启示和未来的研究方向。
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引用次数: 0
期刊
Journal of Adolescent & Adult Literacy
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