Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research has remained mostly nation‐bound. This paper extends prior scholarship in a comparative, cross‐national direction by exploring how, in a virtual transnational practitioner study, two urban migrant girls based in the United States and India—multiply marginalized youth from two of the world's largest and most unequal democracies—engaged in democratic meaning‐making. Tracing how youth took up learning invitations across two separate inquiry communities and one‐on‐one conversations with the teacher‐researcher, it foregrounds their civic place literacies: that is, their meaning‐making practices which reflected how their intersectional identities in their democratic communities shaped, too, their socio‐spatial navigations of those contexts. Tracing two themes related to girls' civic place literacies across India and the United States, the article concludes with implications for how future research and praxis can center urban migrant girls' civic place literacies, agency, and resistance across borders. (WC = 203).
{"title":"Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research","authors":"Ankhi G. Thakurta","doi":"10.1002/rrq.579","DOIUrl":"https://doi.org/10.1002/rrq.579","url":null,"abstract":"Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research has remained mostly nation‐bound. This paper extends prior scholarship in a comparative, cross‐national direction by exploring how, in a virtual transnational practitioner study, two urban migrant girls based in the United States and India<jats:italic>—</jats:italic>multiply marginalized youth from two of the world's largest and most unequal democracies<jats:italic>—</jats:italic>engaged in democratic meaning‐making. Tracing how youth took up learning invitations across two separate inquiry communities and one‐on‐one conversations with the teacher‐researcher, it foregrounds their <jats:italic>civic place literacies</jats:italic>: that is, their meaning‐making practices which reflected how their intersectional identities in their democratic communities shaped, too, their socio‐spatial navigations of those contexts. Tracing two themes related to girls' civic place literacies across India and the United States, the article concludes with implications for how future research and praxis can center urban migrant girls' civic place literacies, agency, and resistance across borders. (WC = 203).","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142251009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the transnational literacies that contribute to creating online social connections among migrant youth that may support their development and navigation of life across countries. We examine how social connectedness is semiotically constructed through time–space framing among two youth of Chinese descent who were participants of a larger study of the digital media practices of young people in an urban high school. We build on the concept of chronotope (Bakhtin, 1981) and scholarship of transnational literacies to understand the space–time dimensions of digital literacy practices, specifically how youth create the spatiotemporal context or frame of reference for their actions and positionings with others across geographical distances. Using a case study approach with data from interviews and observations, we analyzed how the youth depicted their transnational social relations within particular time–space frames. Qualitative and discourse analyses of the youths' narrative accounts show that they positioned themselves in proximity with their transnational peers within particular time–space contexts that supported their actions and emotions, and how they made sense of events, issues, practices, and their own identities as transnational individuals. The youths' ideas of schooling and education, and attunement to nationalistic ideologies, were developed through multiple chronotopes in their social connections across countries. This study offers implications for how an attention to the transnational spatiotemporal frame of youths' discourse and narrative may give us a more nuanced understanding of the subjectivity, knowledge, and perspective they derive from their experiences of movement and connection across borders.
{"title":"Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices","authors":"Wan Shun Eva Lam, Jue Wu","doi":"10.1002/rrq.577","DOIUrl":"https://doi.org/10.1002/rrq.577","url":null,"abstract":"This study explores the transnational literacies that contribute to creating online social connections among migrant youth that may support their development and navigation of life across countries. We examine how social connectedness is semiotically constructed through time–space framing among two youth of Chinese descent who were participants of a larger study of the digital media practices of young people in an urban high school. We build on the concept of chronotope (Bakhtin, 1981) and scholarship of transnational literacies to understand the space–time dimensions of digital literacy practices, specifically how youth create the spatiotemporal context or frame of reference for their actions and positionings with others across geographical distances. Using a case study approach with data from interviews and observations, we analyzed how the youth depicted their transnational social relations within particular time–space frames. Qualitative and discourse analyses of the youths' narrative accounts show that they positioned themselves in proximity with their transnational peers within particular time–space contexts that supported their actions and emotions, and how they made sense of events, issues, practices, and their own identities as transnational individuals. The youths' ideas of schooling and education, and attunement to nationalistic ideologies, were developed through multiple chronotopes in their social connections across countries. This study offers implications for how an attention to the transnational spatiotemporal frame of youths' discourse and narrative may give us a more nuanced understanding of the subjectivity, knowledge, and perspective they derive from their experiences of movement and connection across borders.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of reading conversations. We conducted a systematic review of studies using baseball as a proxy for knowledge necessary for reading comprehension. After a comprehensive literature search, we found 19 “baseball studies” dating from 1978 to 2018, and we note that 13 of the studies used the same two measures of baseball knowledge. When analyzing the measures of baseball knowledge, we find that their measures of knowledge focused heavily on vocabulary and baseball trivia, and we found that the most common baseball comprehension text was deceptively complex. Finally, we analyzed recent research citations of baseball studies and found that even the oldest baseball studies are commonly cited in high‐impact journals even in the last 5 years. Ultimately, we interrogate the role of baseball knowledge studies in the body of research on knowledge and comprehension. We also call for reliance on non‐baseball studies to create a knowledge–comprehension translational science likely to positively impact systematic curricular improvement, move the science of reading conversation forward, and improve all students' reading comprehension at scale.
{"title":"Fair or Foul? Interrogating the Role of Baseball Knowledge in Studies of Knowledge and Comprehension","authors":"Dan Reynolds, Courtney Hattan, Marissa Markham","doi":"10.1002/rrq.575","DOIUrl":"https://doi.org/10.1002/rrq.575","url":null,"abstract":"Although links between knowledge and reading comprehension have been widely documented for decades, recent translational science publications (e.g., teacher journals, books, and podcasts) have increasingly referred to studies using baseball (a sport popular in the USA) as a proxy for knowledge to explain those links, especially within science of reading conversations. We conducted a systematic review of studies using baseball as a proxy for knowledge necessary for reading comprehension. After a comprehensive literature search, we found 19 “baseball studies” dating from 1978 to 2018, and we note that 13 of the studies used the same two measures of baseball knowledge. When analyzing the measures of baseball knowledge, we find that their measures of knowledge focused heavily on vocabulary and baseball trivia, and we found that the most common baseball comprehension text was deceptively complex. Finally, we analyzed recent research citations of baseball studies and found that even the oldest baseball studies are commonly cited in high‐impact journals even in the last 5 years. Ultimately, we interrogate the role of baseball knowledge studies in the body of research on knowledge and comprehension. We also call for reliance on non‐baseball studies to create a knowledge–comprehension translational science likely to positively impact systematic curricular improvement, move the science of reading conversation forward, and improve all students' reading comprehension at scale.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how youth engage with literacy practices in the age of AI through the use of counter‐cartographies within the Nayah‐Irú curriculum. By critically examining digital platforms and the underlying algorithms, students embarked on a journey to understand and challenge the pervasive influence of artificial intelligence in their lives. The curriculum encouraged students to create alternative narratives (counter‐maps) that represent their unique experiences and perspectives, challenging the dominant discourses around technology and power. This process of counter‐mapping served as a powerful tool for fostering critical literacy and agency among the youth, enabling them to envision and advocate for transformative changes in their relationship with digital technologies. Educators played a key role in guiding these explorations, emphasizing the importance of a community‐centered approach to literacy that incorporates real‐world scenarios and addresses the socio‐cultural dynamics of AI. Through counter‐cartographies of AI literacy, students not only critiqued existing digital structures but also imagined new possibilities for engagement and resistance, highlighting the potential for youth to actively shape the discourse and practice of literacy practices in digital platforms.
{"title":"“It's Like They Are Using Our Data Against Us.” Counter‐Cartographies of AI Literacy","authors":"Ezequiel Aleman, Ricardo Martinez","doi":"10.1002/rrq.574","DOIUrl":"https://doi.org/10.1002/rrq.574","url":null,"abstract":"This study explores how youth engage with literacy practices in the age of AI through the use of counter‐cartographies within the Nayah‐Irú curriculum. By critically examining digital platforms and the underlying algorithms, students embarked on a journey to understand and challenge the pervasive influence of artificial intelligence in their lives. The curriculum encouraged students to create alternative narratives (counter‐maps) that represent their unique experiences and perspectives, challenging the dominant discourses around technology and power. This process of counter‐mapping served as a powerful tool for fostering critical literacy and agency among the youth, enabling them to envision and advocate for transformative changes in their relationship with digital technologies. Educators played a key role in guiding these explorations, emphasizing the importance of a community‐centered approach to literacy that incorporates real‐world scenarios and addresses the socio‐cultural dynamics of AI. Through counter‐cartographies of AI literacy, students not only critiqued existing digital structures but also imagined new possibilities for engagement and resistance, highlighting the potential for youth to actively shape the discourse and practice of literacy practices in digital platforms.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper critically explores the implications of generative artificial “intelligence” (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine‐aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6‐month period, which included a digital ethnography of ChatGPT and an extended semistructured “interview” with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon‐to‐be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.
本文通过作者使用 OpenAI 的 ChatGPT 的案例研究，批判性地探讨了生成式人工 "智能"（GAI）技术对扫盲理论和实践的影响。研究开篇概述了近期围绕使用 GAI 的教学意义的文献，重点关注种族正义问题，概述了一种废奴主义政治生态扫盲方法，该方法将中介关系理论扩展到机器辅助写作。该框架随后被应用于对 GAI 使用情况进行的为期 6 个月的认知自我民族志研究中，其中包括对 ChatGPT 的数字民族志研究和对 GAI 聊天机器人的扩展半结构化 "访谈"。研究发现了种族公正问题，尤其是语言偏见和其他偏见。因此，即将普及的人工智能（AI）技术需要对 GAI 所利用的读写能力的生产价值进行深刻的重新思考，这将不可避免地通过默许或从根本上打破技术创造者的乌托邦式愿景来实现。
{"title":"To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy","authors":"Roberto Santiago de Roock","doi":"10.1002/rrq.569","DOIUrl":"https://doi.org/10.1002/rrq.569","url":null,"abstract":"This paper critically explores the implications of generative artificial “intelligence” (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine‐aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6‐month period, which included a digital ethnography of ChatGPT and an extended semistructured “interview” with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon‐to‐be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sylviane Valdois, Ahmed Zaher, Svetlana Meyer, Julien Diard, Sonia Mandin, Marie Line Bosse
Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.
对主流儿童的纵向研究和对阅读障碍人群的训练研究表明，视觉注意力跨度（VAS）能力有助于阅读能力的习得。我们评估了对初学阅读者进行视觉注意力跨度（VAS）训练在多大程度上可以提高他们日后的读写能力。我们对一大批 453 名儿童进行了从一年级开始到结束的跟踪调查。第一组学生接受了专门设计的数字应用程序--EVASION--针对VAS能力的培训。另一组学生使用 GraphoGame 应用程序，第三组学生则 "一切照旧"。建议总培训时间为 10 小时；培训在正常上课期间进行，由教师单独监督。干预前和干预后的评估结果显示，EVASION 组的 VAS 值更高，阅读流畅性得到改善，干预后的拼写技能也更高。花更多时间玩 EVASION 的儿童在 VAS 和读写能力方面的进步更大。在整个人群中，VAS 的提高预示着阅读流畅性的提高和训练后拼写技能的提高，而与其他阅读相关技能和班级效应无关。总体研究结果表明，在课堂上进行 VAS 训练可以预防学习阅读和拼写方面的困难。有证据表明，VAS 训练对识字技能的纵向影响存在因果关系。在提高多字母并行处理能力的过程中，训练将转化为更好的正字法学习，从而提高阅读流畅性和拼写技能。
{"title":"Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms","authors":"Sylviane Valdois, Ahmed Zaher, Svetlana Meyer, Julien Diard, Sonia Mandin, Marie Line Bosse","doi":"10.1002/rrq.576","DOIUrl":"https://doi.org/10.1002/rrq.576","url":null,"abstract":"Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Juzwik, Rebecca Witte, Kevin Burke, Esther Prins
If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the locality of Ottawa County and surrounding areas of western Michigan, where Reformed [Calvinist] Christianity became the dominant ethnoreligious group after Dutch immigrants colonized the area in the 1800s. Grounded in this context, the essay describes the Christian nationalist movement, distinguishing it from the American evangelical movement and exploring the significance of biblical proof texting to it. We then discuss implications of our argument about biblical proof texting and White Christian nationalism, focusing around three questions: (a) What is the significance of naming, identifying, and situating the White Christian nationalist movement (as a type of ethnoreligious nationalism) for literacy stakeholders? (b) How, if at all, can the Bible and biblical interpretation be engaged in US public school literacy classrooms—and other commons concerned with literacy teaching and learning—without embracing “cultural uniformity through coercion”? and (c) How can Christian school literacy educators engage the Bible in ways that challenge White Christian nationalism appropriations of it? We engage these questions by sharing examples from our own teaching and from an elementary teacher whose literacy pedagogy in a Reformed Christian (Calvinist) school in western Michigan gently challenges the core assumptions of this movement and its orientation to biblical interpretation.
{"title":"White Christian Nationalism, Biblical Proof Texting, and Literacy Curriculum and Instruction","authors":"Mary Juzwik, Rebecca Witte, Kevin Burke, Esther Prins","doi":"10.1002/rrq.571","DOIUrl":"https://doi.org/10.1002/rrq.571","url":null,"abstract":"If the White Christian nationalist movement has significantly galvanized parent, community, and larger‐scale political groups whose guiding ethos challenges teacher professional roles in shaping literacy curriculum and instruction, then how can literacy teachers and teacher educators better understand this movement, its interpretive orientation to biblical proof texting, and implications for literacy scholarship and education? We focus on the locality of Ottawa County and surrounding areas of western Michigan, where Reformed [Calvinist] Christianity became the dominant ethnoreligious group after Dutch immigrants colonized the area in the 1800s. Grounded in this context, the essay describes the Christian nationalist movement, distinguishing it from the American evangelical movement and exploring the significance of biblical proof texting to it. We then discuss implications of our argument about biblical proof texting and White Christian nationalism, focusing around three questions: (a) What is the significance of naming, identifying, and situating the White Christian nationalist movement (as a type of ethnoreligious nationalism) for literacy stakeholders? (b) How, if at all, can the Bible and biblical interpretation be engaged in US public school literacy classrooms—and other commons concerned with literacy teaching and learning—without embracing “cultural uniformity through coercion”? and (c) How can Christian school literacy educators engage the Bible in ways that challenge White Christian nationalism appropriations of it? We engage these questions by sharing examples from our own teaching and from an elementary teacher whose literacy pedagogy in a Reformed Christian (Calvinist) school in western Michigan gently challenges the core assumptions of this movement and its orientation to biblical interpretation.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142175835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Questions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user‐facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra‐actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text‐based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.
{"title":"Taking Responsibility for Meaning and Mattering: An Agential Realist Approach to Generative AI and Literacy","authors":"Priya C. Kumar, Kelley Cotter, L. Y. Cabrera","doi":"10.1002/rrq.570","DOIUrl":"https://doi.org/10.1002/rrq.570","url":null,"abstract":"Questions and concerns about artificial intelligence (AI) technologies in education reached a fever pitch with the arrival of publicly accessible, user‐facing generative AI systems, especially ChatGPT. Many of these issues will require regulation and collective action to address. But when it comes to generative AI and literacy, we argue that posthuman perspectives can help literacy scholars and practitioners reframe some concerns into questions that open new areas of inquiry. Agential realism in particular offers a useful perspective for exploring how generative AI matters in literacy practices, not as a unilaterally destructive force, but as a set of phenomena that intra‐actively reconfigures literacy practices. As a sociocultural (and as we argue, sociotechnical) practice, literacy arises out of the entanglement of bodies, spaces, contexts, positions, histories, and technologies. Generative AI is another in a long line of technologies that reconfigures literacy practices. In this article, we briefly explain how generative AI systems work, focusing on text‐based systems called Large Language Models (LLMs), and suggest ways that generative AI may reconfigure the sociocultural practice of literacy. We then offer three provocations to shift discussions about generative AI and literacy (1) from concerns about intentionality to questions of responsibility, (2) from concerns about authenticity to questions of mattering, and (3) from concerns about imitation to questions of multifarious communication. We conclude by encouraging literacy scholars and practitioners to draw inspiration from critical literacy efforts to discover what matters when it comes to generative AI and literacy.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.
{"title":"Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1","authors":"Young‐Suk Grace Kim","doi":"10.1002/rrq.573","DOIUrl":"https://doi.org/10.1002/rrq.573","url":null,"abstract":"We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Parable of the Sower, Octavia Butler (1993) wrote: “Any Change may bear seeds of benefit. Seek them out. Any Change may bear seeds of harm. Beware” (p. 116). In this paper, we apply this command to a speculative examination of the consequences of text‐based generative AI (GAI) for adolescent writers, framing this examination within a socially situated “Writers‐in‐Community” model of writing (Graham, 2018), which considers writing as both an act of individual cognition and as situated within concentric circles representing nested social, material, and cultural contexts for writing. Through the lens of this model, we discuss representations of language‐related technologies in works by several well‐known authors of 20th‐century speculative fiction and contrast these speculative scenarios with examples from our recent research into student writers' use of ChatGPT and other GAI tools. Finally, we discuss (a) the limitations of these tools as lacking the ability to set goals and use these goals to compose a written work, which is a key component of an effective writing process and (b) what would be required to supporting students to write agentively in collaboration with these tools, despite these limitations. This discussion focuses on three principles: (1) centering human writers in collaborations with GAI; (2) setting writer goals to address historical, political, institutional, and social influences; and (3) critical agency in literacy with GAI.
奥克塔维亚-巴特勒（1993 年）在《撒种的寓言》中写道："任何变化都可能结出有益的种子。寻找它们。任何变革都可能蕴含着危害的种子。小心"（第 116 页）。在本文中，我们将这一命令应用于对基于文本的生成式人工智能（GAI）对青少年写作者的影响的推测性研究，并将这一研究置于 "写作者-社区 "的社会情景模式（Graham，2018）中，该模式认为写作既是一种个人认知行为，又处于代表写作的嵌套社会、物质和文化背景的同心圆中。通过这一模型的视角，我们讨论了 20 世纪几位著名推理小说作家作品中语言相关技术的表现形式，并将这些推理场景与我们最近对学生作家使用 ChatGPT 和其他 GAI 工具的研究实例进行了对比。最后，我们讨论了（a）这些工具的局限性，即缺乏设定目标并利用这些目标撰写书面作品的能力，而这正是有效写作过程的关键组成部分；（b）尽管存在这些局限性，但要支持学生与这些工具合作进行代理写作，需要哪些条件。讨论将集中在三个原则上：(1) 在与 GAI 的合作中以人类作家为中心；(2) 设定作家目标，以应对历史、政治、制度和社会影响；以及 (3) 在与 GAI 的合作中，以批判性机构进行扫盲。
{"title":"The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write","authors":"Sarah W. Beck, Sarah Levine","doi":"10.1002/rrq.567","DOIUrl":"https://doi.org/10.1002/rrq.567","url":null,"abstract":"In <jats:italic>Parable of the Sower</jats:italic>, Octavia Butler (1993) wrote: “Any Change may bear seeds of benefit. Seek them out. Any Change may bear seeds of harm. Beware” (p. 116). In this paper, we apply this command to a speculative examination of the consequences of text‐based generative AI (GAI) for adolescent writers, framing this examination within a socially situated “Writers‐in‐Community” model of writing (Graham, 2018), which considers writing as both an act of individual cognition and as situated within concentric circles representing nested social, material, and cultural contexts for writing. Through the lens of this model, we discuss representations of language‐related technologies in works by several well‐known authors of 20th‐century speculative fiction and contrast these speculative scenarios with examples from our recent research into student writers' use of ChatGPT and other GAI tools. Finally, we discuss (a) the limitations of these tools as lacking the ability to set goals and use these goals to compose a written work, which is a key component of an effective writing process and (b) what would be required to supporting students to write agentively in collaboration with these tools, despite these limitations. This discussion focuses on three principles: (1) centering human writers in collaborations with GAI; (2) setting writer goals to address historical, political, institutional, and social influences; and (3) critical agency in literacy with GAI.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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