Journal of Adolescent & Adult Literacy最新文献

This article provides a book review of Creativity in the English Curriculum: Historical Perspectives and Future Directions by Lorna Smith. Smith's work provides a robust chronology of how the concept of creativity has evolved across education policy documents since the inception of subject English in the late 19th century to its current state in England's National Curriculum. It also presents aspirational conceptions of child-centered and humanistic learning that both stem from the origins of subject English and can inform new generations of imaginative English education and research, for which educators and professionals within and adjacent to English education in England and in other national contexts can benefit.

This collaborative, single-case study explores the ways a social studies teacher candidate conceptualizes and applies disciplinary literacy (DL) teaching in practicum and student teaching experiences. Through qualitative inquiry of data collected at multiple points in the teacher education program, DL teaching was represented across six themes: skills-based theory of literacy; deep engagement with content; flow verses disruption; responsiveness; placement impact; pandemic influence. Findings affirm research that teacher candidates can be successful at implementing culturally responsive DL instruction, even in post-pandemic teaching contexts, with structured supervision. Implications for small programs of teacher education, secondary content area teacher preparation, and student teaching supervision are discussed.

Engaging college students in purposeful academic tasks designed to foster both reading and writing competencies requires calculated decision-making regarding the goals and benefits of the literacy tasks used in college courses. Consequently, we explore text reformulation as a literacy strategy that aims to enrich students' reading and writing competencies. Text reformulation, taking one text and recreating it in a new form, can be used to provide opportunities for students to develop reading and writing competencies like analyzing story details and sequencing, using mentor texts, and considering audience awareness. Drawing on recorded small group and whole class conversations, student work samples, and student reflections, this study considers how preservice teachers created meaning of an existing short story and applied it to new modalities. Implications for implementing text reformulation in middle, secondary, and college programs are highlighted, including orienting students to the task, teaching text structures, and guiding students through issues of purpose, audience, and tone.

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.