Journal of Adolescent & Adult Literacy最新文献

This study involves translating, cross-culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

Students in England sit an important gateway examination in English at age 16. Major changes were made to this exam in 2017 resulting in more emphasis on the comprehension of unseen literary texts. This paper uses corpus linguistic methods to identify the kind of vocabulary encountered in these exam texts and compares it to the kind of vocabulary encountered in other sources of written language (classic literary fiction, biographies, poetry, etc.). Results showed vocabulary in the exam texts was typically low in frequency and that older literary fiction texts contained similar types of vocabulary. This suggests that students and teachers should rely more on older literary fiction to best prepare for the exam. However, this raises ethical questions about whether an exam should dictate students' reading experience, especially when older literary fiction is likely to be less diverse and dominated by dead White men.

Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic-associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in-service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in-service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student-centered.

This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.

Two concepts characterize the zeitgeist of the 21st century. The first is the Fourth Industrial Revolution, which provides a positivistic vision of societal transformation caused by the explosion and fusion of technologies. The second is post-truth, in which objective facts have become less influential than appeals to emotion or personal belief. The concurrent visibility of both concepts suggests their interconnection. Indeed, digital porosity, exacerbated by technological advancements, is a catalyst for post-truth. Given this climate, cosmopolitan literacies are fundamental to promoting ethical ways of living and relating to diverse others. In this paper, I argue that what is foundational to cosmopolitan literacies is hermeneutical justice. Without hermeneutical justice, all communicative practices are liable to post-truths and misinformed acts of justice. I begin by explaining the concept of hermeneutical justice and proceed to discuss its implications for cosmopolitan literacy practices.

In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege—such as race, ethnicity, religion, and sexuality—intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called “Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms.” Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.

How Young Adult Literature Gets Taught: Perspectives, Ideologies, and Pedagogical Approaches for Instruction and Assessment (Bickmore et al., 2022) seeks to provide guidelines for teacher educators and secondary English teachers on how to teach young adult literature (YAL). This 15-chapter manual includes chapters written by experts in YAL (including higher ed professionals, a high school English teacher, and a librarian), which offer resources for teaching YAL based around various theoretical frameworks and include detailed reading lists, guided discussion questions, and more.

Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3-year longitudinal study involving 24 early-career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought-provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.

This paper reviews the book Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-Designers by Ricki Ginsberg (2022). Published amid increasingly contentious censoring of teachers' autonomy and students' rights to read in many districts across the United States, this book is a timely call for educators to rethink traditional curriculum choices and pedagogical approaches in the secondary literature classroom. Ginsberg makes a strong case for privileging engaging and relevant texts utilizing YA literature and centering students and their voices in communities of practice in the classroom. She offers a wide range of approaches to make this book relevant for teachers across the spectrum of autonomy, including impactful additions to existing curriculum for those in more constrained environments and a blueprint for a stand-alone YA literature course for those with more flexibility. Geared toward an audience of secondary literature teachers with many practical pedagogical considerations and suggestions, the solid theoretical base makes this book a useful read for literacy researchers and administrators interested in promoting student-centered pedagogical methods, leveraging meaningful communities of practice in classroom settings, and reaping the benefits of YA literature with secondary students.

Requests by education and workforce-related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technology platforms in her job search. Drawing from data gathered over a 5-month period with this job seeker as part of a larger ethnographic case study, this article shows the centrality of identity production in navigating and making sense of technologies, which entails negotiating one's sense of self across both front-end user interfaces and back-end infrastructures. Practical implications include creating space for students' critical agency of platforms, which can lead to meaningful change in policies related to data collection.