Sylvia M. Savvidou, Irene‐Anna Diakidoy, Lucia Mason
The present study examined how argument type (science based vs. personal case based), belief consistency (belief consistent vs. inconsistent) and reading goals (read to evaluate vs. read to learn) influence comprehension and trustworthiness evaluations for claim‐conflicting multiple texts. Undergraduates read four conflicting texts about the effects of vegan nutrition and completed four corresponding single‐text comprehension and trustworthiness tasks before completing a multiple‐text comprehension task. The results indicated better memory for personal case‐based texts that capitalized on everyday life experiences and emotions than science‐based texts in the multiple‐text comprehension task. Reading to evaluate benefitted memory only for the belief‐inconsistent personal text and contributed to lower trustworthiness ratings for all texts in comparison to reading to learn. The present study's findings highlight the importance of factors pertaining to argument quality, namely argument type, in comprehension and trustworthiness judgments.
{"title":"Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type","authors":"Sylvia M. Savvidou, Irene‐Anna Diakidoy, Lucia Mason","doi":"10.1002/rrq.568","DOIUrl":"https://doi.org/10.1002/rrq.568","url":null,"abstract":"The present study examined how argument type (science based vs. personal case based), belief consistency (belief consistent vs. inconsistent) and reading goals (read to evaluate vs. read to learn) influence comprehension and trustworthiness evaluations for claim‐conflicting multiple texts. Undergraduates read four conflicting texts about the effects of vegan nutrition and completed four corresponding single‐text comprehension and trustworthiness tasks before completing a multiple‐text comprehension task. The results indicated better memory for personal case‐based texts that capitalized on everyday life experiences and emotions than science‐based texts in the multiple‐text comprehension task. Reading to evaluate benefitted memory only for the belief‐inconsistent personal text and contributed to lower trustworthiness ratings for all texts in comparison to reading to learn. The present study's findings highlight the importance of factors pertaining to argument quality, namely argument type, in comprehension and trustworthiness judgments.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936842","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}
Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg
The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.
{"title":"The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount","authors":"Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg","doi":"10.1002/rrq.561","DOIUrl":"https://doi.org/10.1002/rrq.561","url":null,"abstract":"The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882801","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}
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.
{"title":"Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence","authors":"Sarah K. Burriss, Kevin Leander","doi":"10.1002/rrq.565","DOIUrl":"https://doi.org/10.1002/rrq.565","url":null,"abstract":"Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770905","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}
Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.
{"title":"Hebrew–Russian Bilingual Children's Early Literacy Skills: The Roles of the Home Literacy Environment and Mothers' Writing Support","authors":"Miriam Minkov, Dorit Aram","doi":"10.1002/rrq.564","DOIUrl":"https://doi.org/10.1002/rrq.564","url":null,"abstract":"Today, many children worldwide grow up in bilingual or multilingual families. This study explores early literacy development in Russian–Hebrew bilingual families in Israel. It studies the contribution of the home literacy environment (HLE), the language of communication, and the nature of the maternal writing support in Hebrew and Russian, to children's early literacy skills in the two languages. Participants were 61 Israeli children (4–6 years old) and their mothers. The mothers completed questionnaires about home literacy activities in both languages and were videotaped while supporting their child in writing a list of eight words in Hebrew and Russian. Children's early literacy skills (phonological awareness, letter knowledge, and word recognition) were assessed in both languages. Results showed that mothers adjusted their writing support not only to the child's skills but also to the particular orthography. The HLE and aspects of mothers' writing support predicted their children's early literacy skills, not only within each language but also in cross‐language models. The literacy activities provided at home and the nature of mothers' support seem to link to the children's literacy outcomes. The results stress the importance of parents' explicit efforts to support children's early literacy skills in both heritage and societal languages.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770906","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}
Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (N > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.
{"title":"Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences","authors":"Felix Bittmann","doi":"10.1002/rrq.566","DOIUrl":"https://doi.org/10.1002/rrq.566","url":null,"abstract":"Do children with better reading competence read more, or do avid readers increase their reading competence? This highly relevant question has been discussed for many years, yet conclusive results are rare. Previous studies suffer from small sample sizes or omitted variable bias, rendering their findings questionable. We provide new insight using large‐scale German panel data (<jats:italic>N</jats:italic> > 5100). By surveying secondary school students (initial age = 11.1 years, SD = .50 years) in grades 5, 7, and 9, we can trace their reading competence and exposure over time. We estimate random intercept cross‐lagged panel models (RI‐CLPMs) to analyze time‐dependent within‐student changes and dynamic feedback loops. We include relevant control variables to account for potential confounding and conduct robustness checks using a classical CLPM. Our findings show no evidence that reading more results in better reading competence. However, higher reading competence may lead to increased reading exposure. Testing for gender differences reveals that these conclusions hold for both boys and girls and that no interactions with gender are detectable, despite girls tending to read more and having a higher reading competence on average.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770909","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}
When he returned to Amsterdam in spring 1945, Otto Frank discovered that not one but two versions of his daughter's diary had survived the Holocaust: the three notebooks of so‐called version A and the revision of that diary on loose sheets of paper, called version B. Other texts also survived, including a notebook Anne titled “Tales and Events from the Secret Annex,” where she collected more than three dozen short pieces of prose. Best known for its “tales,” the book is, in fact, mostly nonfiction, including numerous sketches of annex life. More self‐contained and literary than her diary entries, they show Anne experimenting as a writer. They also show her writing vigorously in the summer of 1943, a period unrepresented in version A since none of that year's diary notebooks survived. Yet, as Anne later wrote, it was “the second half of 1943” when her life changed: when she began “to think, to write.” My goal here is to better fit the “Tales” notebook into the story of Anne's life and work, a project made easier by the recent publication of Anne Frank: The Collected Works, which includes, for the first time in English, all of the author's writing, in one volume, in separate, continuous texts. To read those texts in the order in which she wrote them is to see Anne Frank not just growing as a writer but becoming a writer. The results are of interest not only to scholars of Anne's life and work but to teachers of young readers and writers, for whom Anne Frank has long been a model, if an imperfectly understood one.
1945 年春，当奥托-弗兰克回到阿姆斯特丹时，他发现女儿的日记在大屠杀中幸存下来的版本不是一个，而是两个：所谓 A 版的三个笔记本和用散页纸修改的 B 版日记。这本书以 "故事 "而闻名，但实际上大部分是非虚构的，包括许多关于附件生活的素描。与她的日记相比，这些素描更自成一体，更具文学性，显示了安妮作为作家的尝试。这些作品还展现了她在 1943 年夏天的写作活力，而 A 版中没有体现这一时期，因为当年的日记笔记本都没有保存下来。然而，正如安妮后来所写，"1943 年下半年 "是她的生活发生改变的时候：她开始 "思考，开始写作"。最近出版的《安妮-弗兰克：作品集》首次以英文形式将作者的所有作品以独立、连续的文本形式收录在一本书中，这使得这项工作变得更加容易。按照安妮-弗兰克写作的顺序阅读这些文字，就能看到她不仅在成长为一名作家，而且正在成为一名作家。这些成果不仅对研究安妮生平和作品的学者有意义，而且对年轻读者和作家的教师也有意义，因为安妮-弗兰克一直是他们的楷模，尽管对她的理解并不完美。
{"title":"How Anne Frank Became a Writer: Revelations from the “Tales and Events” Notebook","authors":"David Fleming","doi":"10.1002/rrq.563","DOIUrl":"https://doi.org/10.1002/rrq.563","url":null,"abstract":"When he returned to Amsterdam in spring 1945, Otto Frank discovered that not one but two versions of his daughter's diary had survived the Holocaust: the three notebooks of so‐called version A and the revision of that diary on loose sheets of paper, called version B. Other texts also survived, including a notebook Anne titled “Tales and Events from the Secret Annex,” where she collected more than three dozen short pieces of prose. Best known for its “tales,” the book is, in fact, mostly nonfiction, including numerous sketches of annex life. More self‐contained and literary than her diary entries, they show Anne experimenting as a writer. They also show her writing vigorously in the summer of 1943, a period unrepresented in version A since none of that year's diary notebooks survived. Yet, as Anne later wrote, it was “the second half of 1943” when her life changed: when she began “to think, to write.” My goal here is to better fit the “Tales” notebook into the story of Anne's life and work, a project made easier by the recent publication of <jats:italic>Anne Frank: The Collected Works</jats:italic>, which includes, for the first time in English, all of the author's writing, in one volume, in separate, continuous texts. To read those texts in the order in which she wrote them is to see Anne Frank not just <jats:italic>growing</jats:italic> as a writer but <jats:italic>becoming</jats:italic> a writer. The results are of interest not only to scholars of Anne's life and work but to teachers of young readers and writers, for whom Anne Frank has long been a model, if an imperfectly understood one.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745033","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}
As university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's Macbeth in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.
{"title":"Literary reading as a socially responsive practice: Implications for literature pedagogy at higher education","authors":"Naomi Nkealah, Maria Prozesky","doi":"10.1002/rrq.562","DOIUrl":"https://doi.org/10.1002/rrq.562","url":null,"abstract":"As university teachers of literature, we tend to accept the rhetoric that students lack the capacity to interpret texts meaningfully, without questioning our own biases about the kinds of meaning we expect them to elicit from texts. Often, these are meanings that have little relevance to students' own social or professional lives. In this article, we report on a research project on literary reading at a South African university in which we set out to find out how our second‐year English literature student teachers were reading or making sense of Shakespearean plays and how in turn their readings inform new thinking about literary reading. We found that our students were interpreting Shakespeare's <jats:italic>Macbeth</jats:italic> in ways that both explicate social problems in present‐day South Africa and offer possible solutions to remedying these problems. Therefore, our knowledge contribution in this article is the proposition of socially responsive literary reading as a relevant, empowering and viable approach to literary reading that has potential to decolonise literature education in African universities.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744905","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}
The growing presence and impact of predominantly female online influencers suggests the proliferation of a cultural phenomenon that characterizes the social aspects of our digital lives. Working with the notion of gender and maker literacies, this paper shines light on newer forms of making practices by looking at influencer cultures of five popular online social media platforms. Situating the research in a Caribbean context, this paper examines the “influencer culture” by looking at the platformized literacy practices of four Caribbean female influencers and using the concepts of literacy sponsorship and creolization as lenses through which to view the interrelationships and accompanying practices between the influencers and their local and global followers. The paper argues that social media platforms are strategically curated digital‐maker spaces that influencers use to shift and change literacy practices and perspectives related to gender, language, and culture. Findings from this qualitative study suggest that these influencers' sponsorship of creolized literacies is reflected in their power to enact social change and transformation through advocacy, consciousness, and community‐building. The paper concludes by considering the potential for such social actors and their digital‐making practices to influence our contemporary global sociocultural and educational landscapes.
{"title":"Making an Influence: Sponsorship and Creolization on Social Media","authors":"Cheryl A. McLean","doi":"10.1002/rrq.559","DOIUrl":"https://doi.org/10.1002/rrq.559","url":null,"abstract":"The growing presence and impact of predominantly female online influencers suggests the proliferation of a cultural phenomenon that characterizes the social aspects of our digital lives. Working with the notion of gender and maker literacies, this paper shines light on newer forms of making practices by looking at influencer cultures of five popular online social media platforms. Situating the research in a Caribbean context, this paper examines the “influencer culture” by looking at the platformized literacy practices of four Caribbean female influencers and using the concepts of literacy sponsorship and creolization as lenses through which to view the interrelationships and accompanying practices between the influencers and their local and global followers. The paper argues that social media platforms are strategically curated digital‐maker spaces that influencers use to shift and change literacy practices and perspectives related to gender, language, and culture. Findings from this qualitative study suggest that these influencers' sponsorship of creolized literacies is reflected in their power to enact social change and transformation through advocacy, consciousness, and community‐building. The paper concludes by considering the potential for such social actors and their digital‐making practices to influence our contemporary global sociocultural and educational landscapes.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650589","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}
Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of nepantla. In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of testimonio and nepantla into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient identidades nepantleras; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.
{"title":"“Nepantla is a Place Just Like the Ocean”: Bilingual Teachers Explore their Identities through Multimodal and Artifactual Testimonio","authors":"Cristina Sofía Barriot, Grace Cornell Gonzales","doi":"10.1002/rrq.557","DOIUrl":"https://doi.org/10.1002/rrq.557","url":null,"abstract":"Bilingual teachers of Color navigate many in‐between spaces as they forge hybrid teacher identities; Chicana feminist scholars have referred to these crossroads between cultural ideologies, values, and beliefs as spaces of <jats:italic>nepantla.</jats:italic> In this qualitative case study, we analyzed the work of 31 teachers from two cohorts of multilingual educators who participated in a summer bilingual endorsement course and subsequent bilingual teacher induction meetings. These teachers identified as Latine, Asian/Asian American, Native American, or multiracial, and taught in Spanish, Vietnamese, Mandarin, Japanese, and English‐medium settings. As course instructors and induction facilitators, we engaged participants in a series of multimodal and artifactual testimonio sessions and collected data in the form of multimodal and artifactual testimonios, coursework, interviews, and video recordings of testimonio sessions. Framed by bringing Chicana feminist conceptualizations of <jats:italic>testimonio</jats:italic> and <jats:italic>nepantla</jats:italic> into conversation with theories of multimodal and artifactual literacies, we analyzed participants' testimonios and found they used images, voice, video, and artifacts to unearth their histories; to forge resilient <jats:italic>identidades nepantleras</jats:italic>; and to express connection and solidarity with students that informed their present and future pedagogical practices. This study suggests the potential for researchers and teacher educators to leverage hybrid literacy practices, like multimodal and artifactual testimonio, while creating spaces that facilitate identity exploration and development for multilingual teachers of Color. Significantly, this multilingual teacher identity development allows for articulation of connection and solidarity with multilingual students, which teachers perceive as consequential in shaping their pedagogical and advocacy commitments.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552759","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}
{"title":"Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets","authors":"Cheryl A. McLean, Jennifer Rowsell","doi":"10.1002/rrq.560","DOIUrl":"https://doi.org/10.1002/rrq.560","url":null,"abstract":"","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504839","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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