Journal of Adolescent & Adult Literacy最新文献

Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year 2022–2023. Adopting microethnographic discourse methods to study key events, our findings demonstrate that the teacher used “dialogic opportunities” to provide contextualized support for her students' understandings of essay assignments, relevant topical knowledge, acquisition of argumentative genres, and strategic practices for composing. Our year-long collaboration with the teacher and her students suggests that while English language arts teachers need to have a deep understanding of how to teach dialogic argumentative writing, they also need to reconsider the larger curricular contexts for such writing and how instructional choices shape these contexts.

This study explores Multimodal Community Journals (MCJs) as a collaborative visual storytelling, research, and community tool that empowers Black and Latina girls while fostering their engagement with Science, Technology, Engineering, Arts, and Mathematics (STEAM). Analyzing the multimodal texts created by the Dig-A-Girls and their community—integrating writing, drawing, and photography—this research examines how they express their identities, experiences, and perspectives in relation to STEAM. The MCJ served as a platform for participants to construct meaningful narratives, assert agency, challenge dominant narratives, and advocate for social justice. By centering multimodal pedagogies in STEAM education, this study highlights the importance of prioritizing the voices and lived experiences of underrepresented students. Ultimately, MCJs cultivate authentic self-expression, collaboration, and critical engagement, offering a transformative approach to STEAM learning.

Survey research is regularly undertaken across the fields that comprise literacy education and provide historical perspectives of topics of interest at the time. The field of college reading and study skills pedagogy and research has a rich history of surveys being undertaken since the Great Depression. This article focuses on the major and secondary topics of interest as indicated through inclusion in published survey reports from 1928 until 1949, or what we identify as the Pre-G.I. Bill era. The purpose of this content analysis was to identify the origins and developments of reading and study skills programming at the college level in the United States. In doing so, macro categories of Program, Instruction, Curriculum, and Students and corresponding micro categories emerged inductively to provide a more complex and complete picture of the conditions and practices of programs during this formative period. The trends identified across surveys highlighted the transitional nature of how supportive instruction was provided and the topics of interest associated with such an endeavor. Further, this research methodology—a Survey of Surveys—captures the evolution of a field.

This study explores how a team of university and youth co-researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community-centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative writing, as we grappled with how to share our research with educators. We suggest how practitioners might draw on community-centered composing to meaningfully involve youth writers as partners and reimagine academic writing in school as a relational, affective, and action-oriented process.

This piece uses Alice Walker's In Search of Our Mothers' Gardens as a conceptual framework to highlight the unique ways Girls and Femmes of Color (GFOC) create beauty and life amidst a backdrop of devastating oppression. In doing so, we emphasize the brilliance and beauty of GFOC and their multiliterate practices while also challenging the notion of “art for art's sake.” This work will narrate our material and metaphorical relationship to their mothers' gardens, highlight literature and theory exemplifying GFOC multiliterate “gardening,” and provides vignettes from our research collaboratives with GFOC to highlight their creative and transformative praxis born of their raced-gendered epistemologies.

This discussion introduces a heuristic to guide writing instruction with adolescents and young adults. Our framework, called “Open World Writing,” consists of six writing territories (vision, material, design, voice, flow, polish) that provide focus and clarity for writing and educators working across academic and creative writing projects. We describe the “how” and “what” of Open World Writing, including anecdotes from our writing space affiliated with a site of the National Writing Project that illustrate the three tenets of Open World Writing (openness, connection, and person-centeredness).