Journal of Adolescent & Adult Literacy最新文献

In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self-exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice.

This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and a sense-based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.

Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text-rich, phenomena-based science units of study. Following a description of project background and inquiry methods, findings delineate how teachers collaborated to select texts, delineate roles for the texts, and use scaffolds to support students' equitable access to these texts in investigations and engineering designing. Findings also explain how the pandemic and teachers' ongoing concerns for their students' equitable learning of science and literacy practices caused teachers to amend their plans. The article concludes with a discussion of implications for science educators and others who are interested in science-specific disciplinary literacies.

As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent and adult learners. In this article, we delve into the advantages of integrating AI into literacy education, emphasizing its capacity to enhance writing skills, provide assistance to students with disabilities, foster critical thinking and media literacy abilities, and also tackle challenges associated with biases, misinformation, and an overdependence on AI tools. This article offers examples and recommendations to assist literacy educators in guiding their adolescent and adult learners toward ethical and responsible usage of AI.

The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought together four well-established bodies of scholarly work and formed the four principles for teaching digital literacies: (1) authentic learning contexts, (2) problem-based learning, (2) strengths-based approaches, and (4) multidimensional practices. To unpack the framework for practical use, we then developed a guide, which reflected these principles and offered teaching ideas. This paper describes the conceptualization of the pedagogical framework and reports on a multiple case study which sought to gain insight from five English as an Additional Language (EAL) teachers on the efficacy of the framework and guide. The findings suggest that while there was a reasonable level of understanding of the framework and guide and many rich learning experiences were created , in practice some teachers experienced challenges in actuating some principles of the framework. The article concludes with implications for teachers' self-directed learning with the help of this resource and future research.

This article revisits the legacy of Ken Goodman, specifically his work on African American Language and reading. In this body of scholarship, Goodman and like-minded scholars entered a fray of competing interests, political agendas, and economic stakes, which continue to plague current debates about the teaching of reading. To make sense of Goodman's contribution, I briefly explore the context in which the research was conducted. I then discuss Goodman's attention to language variation and African American Language, including an illustrative study the compared the reading of elementary grade students from eight linguistic communities. I end by linking this historical body of research to current debates about the reaching of reading.

Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival inquiry of the written words of Ken Goodman, considered the founder of WL, and selected archival documents, I describe his influence on WL teachers' professionalism from mid-1970s through mid-1990s. Through his research, writings, and presentations, he positioned teachers as informed, empowered creators of curricular knowledge, instead of passive consumers and script-followers. Pantić's (2017) model of teacher agency for social justice frames this inquiry and further explicates how WL teachers became agentic. The study concludes with reminders of Goodman's influence today. His respect and subsequent actions to further teachers' agency provides guidance as we address contemporary teacher challenges.

Given the prevalence of digital tools and platforms as the primary pedagogical means through which to organize and deliver content in schools, this study examined how history teachers instructed students in digital literacies to develop their disciplinary knowledge through project-based learning. Although several studies addressing new literacies tout digital mediums as a way to ignite adolescents' imagination and bring together conceptual and social learning, this research revealed students struggled with navigating numerous digital literacy tasks in the context of learning to read, write, and think like historians, which hindered their ability to curate knowledge utilizing disciplinary literacies. Thus, this study raises questions about the methods needed to converge disciplinary knowledge and digital literacies as well as the extent to which Information Communication Technologies can transform rather than replace disciplinary practices. Implications for student engagement are discussed.