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AlgoRitmo Literacies In Gaming: Leveraging Chicanx Praxis To Reimagine AI Systems 游戏中的 AlgoRitmo 文学:利用墨西哥裔实践重新想象人工智能系统
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-28 DOI: 10.1002/rrq.539
Arturo Cortez, José Ramón Lizárraga, Edward Rivero
This article reports on findings from a social design‐based study conducted with an intergenerational group of youth, educators and researchers participating in the Learning to Transform (LiTT) Gaming Lab. We advance the notion of AlgoRitmo Literacies, to highlight the ingenuity of youth and educators as they used a tool called Character AI to author lore emerging within a virtual city called LiTT City. We conceptualize AlgoRitmo—a play on the word algorithm—as part inquiry and reflection (the algo or “something” of AI tools), and part action and future‐oriented (ritmo as in movement). Inspired by cosmogonies influenced by Coyolxauhqui, the fragmented Aztec moon goddess, this paper illustrates how young people reconfigure AI artifacts, reshape relationships with AI‐governed non‐playable characters, and repurpose AI tools to envision alternative futures and identities. In identifying AlgoRitmo Literacies, we provide examples of how ChicanX communities subvert ideologies embedded in AI through creative and ingenious interventions in video games and the construction of cyborg Chicanx subjectivities. This paper offers implications for how educators across content areas can leverage gaming, and AI tools, toward consequential literacy development.
本文报告了一项以社会设计为基础的研究结果,研究对象是参加 "学习变革(LiTT)游戏实验室 "的跨代青少年、教育工作者和研究人员。我们提出了 "AlgoRitmo 文学 "的概念,以突出青少年和教育工作者的聪明才智,因为他们使用了一种名为 "角色人工智能 "的工具,在一个名为 "LiTT 城市 "的虚拟城市中创作新的传说。我们将 "AlgoRitmo"--算法一词的谐音--概念化为探究和反思(人工智能工具中的 "go "或 "东西"),以及行动和面向未来("ritmo "是运动的意思)。受阿兹特克零散的月亮女神 Coyolxauhqui 所影响的宇宙论的启发,本文阐述了年轻人如何重新配置人工智能人工制品、重塑与人工智能管理的非游戏角色之间的关系,以及如何重新利用人工智能工具来设想另一种未来和身份。在确定 "AlgoRitmo 文学 "的过程中,我们举例说明了 ChicanX 社区是如何通过对视频游戏的创造性和巧妙干预,以及对电子人 Chicanx 主体性的构建,来颠覆人工智能中蕴含的意识形态的。本文对跨内容领域的教育工作者如何利用游戏和人工智能工具实现相应的扫盲发展具有启示意义。
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引用次数: 0
The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage 互联网不存在于空中:扫盲、人工智能和数字中间通道
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-05-10 DOI: 10.1002/rrq.537
Mia S. Shaw, S. R. Toliver, Tiera Tanksley
This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence against Black and Brown peoples. To engage in speculation, we employ Endarkened Storywork (Toliver, 2022) to present an empirically driven, futuristic, science fiction narrative from two perspectives: (1) a US, Black girl who is forced to participate in AI‐structured secondary schooling and (2) a Black girl in Haiti who is forced to live in a country polluted by technological byproduct. This narrative, which is grounded in academic research and news editorials, is accompanied by comic art and followed by a companion analysis detailing the theoretical backdrop of the story. By utilizing multiple methods of scholarly distribution, we provide multiple entry points for readers to engage with this work. We offer a means for readers to see—via story, art, and scholarship—the potential impacts of AI on Black people globally. Additionally, by situating this article in the creative and scholarly realms, we strategically deconstruct traditional forms and methods of knowledge production that have constrained academic research and rendered invisible alternative forms of data representation.
本文利用推测和视觉叙事,结合对人工智能(AI)和算法压迫的跨学科研究,就扫盲研究如何拒绝目前破坏人工智能在扫盲教育中的可能性的压迫逻辑进行了一次思想实验。由于教育领域的技术进步只会继续增加,而且社会尚未确定符合道德规范的人工智能系统的参数,因此分析过去和现在并思考潜在的未来,尤其是那些不会导致暴力侵害黑人和棕色人种的未来,是至关重要的。为了进行推测,我们采用了 Endarkened Storywork(托利弗,2022 年),从两个角度展示了一个由经验驱动的未来主义科幻小说叙事:(1)一个美国黑人女孩被迫参加人工智能结构化中学教育;(2)一个海地黑人女孩被迫生活在一个被技术副产品污染的国家。这一叙事以学术研究和新闻社论为基础,配以漫画艺术,并附有详细描述故事理论背景的分析。通过利用多种学术传播方式,我们为读者提供了多个接触这部作品的切入点。我们通过故事、艺术和学术研究,让读者看到人工智能对全球黑人的潜在影响。此外,通过将这篇文章置于创意和学术领域,我们战略性地解构了传统的知识生产形式和方法,这些形式和方法限制了学术研究,并使其他形式的数据表示变得不可见。
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引用次数: 0
Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices 寻求无语言性:打破常规做法的创客文学心态
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-11 DOI: 10.1002/rrq.533
Jennifer Rowsell, Anna Keune, Alison Buxton, Kylie Peppler
This article challenges an over‐reliance on language as the primary means to communicate knowledge by adopting a languagelessness approach to maker pedagogies and maker literacies. Having conducted makerspace and design‐based research for some time, we separately and together noticed a productive relationship between wordless relational makerspace and making moments focused on craft, tools, technologies, and materials, and ways that an absence of verbal and written communication opens possibilities within learning environments. After meetings and discussions, we co‐wrote the article to examine ways that language‐light, even language‐free pedagogical spaces allow for a different quality of design work that motivates and fosters innovation. There are three international research projects that serve as research vignettes to investigate the efficacy of languagelessness. The theory foregrounded to anchor and interpret the three vignettes draws from maker literacies research and sociomaterial orientations to knowledge development.
本文通过对创客教学法和创客文学采用无语言的方法,对过度依赖语言作为交流知识的主要手段提出了挑战。在进行了一段时间的创客空间和基于设计的研究后,我们分别并共同注意到,无语言关系的创客空间和制作时刻之间存在着一种富有成效的关系,这种关系侧重于手工艺、工具、技术和材料,以及缺乏语言和书面交流在学习环境中开辟可能性的方式。经过会议和讨论,我们共同撰写了这篇文章,以探讨轻语言、甚至无语言的教学空间是如何实现不同质量的设计工作,从而激发和促进创新的。有三个国际研究项目作为研究案例,来探讨无语言的功效。用来支撑和解释这三个小故事的理论来自创客文学研究和知识发展的社会物质取向。
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引用次数: 0
Speculative Capture: Literacy after Platformization 投机性捕获:平台化之后的扫盲
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-05 DOI: 10.1002/rrq.535
T. Philip Nichols, Alexandra Thrall, Julian Quiros, Ezekiel Dixon‐Román
This conceptual article examines the role of speculation in driving responses to generative AI platforms in literacy education and the implications for research, pedagogy, and practice. Our focus on “speculation” encompasses two meanings of the term – each of which has inspired lively lines of inquiry in literacy studies and transdisciplinary research on artificial intelligence, respectively. In the first sense, literacy scholars have recognized literacy education as a speculative project – one characterized by the cultivation of particular reading and writing practices in order to prefigure different imagined social futures. In the second sense, scholars of media and computational cultural studies have theorized a different kind of speculative logic that underwrites the design and functioning of AI platforms – one characterized by extrapolative prediction and algorithmic reasoning. Investigating the evolving relationship between these modes of speculation, we argue that the former has allowed literacy education to be uniquely susceptible to the influence of the latter; and likewise, that the latter exerts its influence in ways that remake the former in its image. We theorize this relation as a process of speculative capture, and we highlight its stakes for equitable literacy education. We then conclude by providing provocations for researchers and teachers that may be of use in preempting the collapse of these speculative formations into one another; and perhaps, in mobilizing a conception of the speculative that works productively toward alternative ethico‐political ends.
这篇概念性文章探讨了 "推测 "在推动扫盲教育中对生成式人工智能平台的反应中所起的作用,以及对研究、教学和实践的影响。我们对 "推测 "的关注包含了该词的两种含义--每种含义都分别激发了扫盲研究和人工智能跨学科研究的热烈探讨。在第一种意义上,扫盲学者已经认识到扫盲教育是一个投机项目--其特点是培养特定的阅读和写作实践,以预设不同的社会未来想象。在第二种意义上,媒体和计算文化研究的学者们已经将支撑人工智能平台设计和运作的另一种投机逻辑理论化--一种以推断预测和算法推理为特征的逻辑。在研究这些推测模式之间不断演变的关系时,我们认为前者使扫盲教育独特地易受后者的影响;同样,后者施加影响的方式也使前者按其形象重塑。我们将这种关系理论化为一种投机性的俘获过程,并强调其对公平扫盲教育的利害关系。最后,我们为研究人员和教师提出了一些建议,这些建议可能有助于防止这些投机形式相互瓦解;或许还有助于调动投机概念,使其有效地实现其他伦理政治目的。
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引用次数: 0
The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading 日本识字率的极限:超越平均阅读能力的界限
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-05 DOI: 10.1002/rrq.536
Shawn Hemelstrand, Tomohiro Inoue
The unique orthographic complexities of Japanese, which utilizes multiple types of scripts (morphographic kanji and syllabic hiragana and katakana) for the same spoken language, place unique demands on early learners. Much research has centered on the average ability of Japanese readers, but given the varying challenges of these scripts, attention may need to be oriented towards the outer bounds of ability, specifically those who both deeply struggle (including dyslexia) and excel at reading. In this article, we provide a review of past research on Japanese literacy along with a pre‐registered analysis using quantile generalized additive models that tested two theories in cross‐language literacy research, the orthographic depth and breadth hypotheses. Our results confirmed that the relationships between cognitive skills (phonological awareness and morphological awareness) and reading outcomes differed by script (hiragana vs. kanji). However, their relationships varied in curvilinearity and associations seemed to change based on reading ability. These findings provide supporting evidence for the general scope of the orthographic depth and breadth hypotheses, but may ultimately question the uniformity of these theories.
日语使用多种类型的脚本(形声汉字、音节平假名和片假名)来表达同一种口语,其独特的正字法复杂性对早期学习者提出了独特的要求。许多研究都集中在日语阅读者的平均能力上,但鉴于这些文字所面临的挑战各不相同,我们可能需要关注能力的外部界限,特别是那些在阅读方面深陷困境(包括阅读障碍)和表现出色的人。在本文中,我们回顾了过去有关日语读写能力的研究,并使用量化广义加法模型进行了预注册分析,检验了跨语言读写能力研究中的两个理论--正字法深度和广度假设。我们的结果证实,认知技能(语音意识和形态意识)与阅读结果之间的关系因文字(平假名与汉字)而异。然而,它们之间的曲线关系各不相同,而且关联似乎会根据阅读能力的不同而发生变化。这些发现为正字法深度和广度假设的一般范围提供了支持性证据,但最终可能会质疑这些理论的统一性。
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引用次数: 0
World-Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program 在 STEAM 中学课程中通过女权废奴主义视角打造世界
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-03 DOI: 10.1002/rrq.532
Melita Morales, Mya Franklin, Shirin Vossoughi, Sam Carroll, Onam Lansana, Megan Bang, Sahibzada Mayed
The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense-making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.
创客运动在整个教育领域传播,并承诺可以利用技术和设计素养来塑造公平的社会未来。然而,研究人员也强调了创客空间强化种族、性别和阶级等级的方式。本文以相关研究为基础,试图通过更广泛的社会政治和伦理承诺来支持女孩的创客活动。我们考虑了在创客空间中废除女权主义的日常教学法是什么样的,重点关注教育者如何在性别界限内和性别界限外应对新出现的社会需求。我们的数据来源(大量的现场笔记、录音录像、照片和学生访谈)来自 Hubspace,这是一个为期 6 周的暑期项目,服务对象是黑人、拉丁裔/性别和南亚裔的初中青年,以讲故事、编码、工程、音乐、写作和艺术等广泛形式为基础。通过仔细分析教育者的常规反思形式,以及他们所支持的设计决策、教学行动和学生的感性认识形式,我们发现,学生和教育者的社会政治学习是共同出现的,随着时间的推移,在空间文化中逐渐成为可能。在三个案例中,我们展示了这种教学法如何为实践恢复性和公正的社会关系提供生活模式和创造性语言。每个案例都讲述了不同时刻的故事,在这些时刻,性别对于参与者如何努力认识和重新定位已接受的思维方式,以及如何产生其他形式的思维、生活和关系,或创造新的故事和世界变得非常重要。
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引用次数: 0
Correction to ‘“I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage’ 更正 "我很受伤":在种族扫盲学习组合中将黑人女性身体作为文本进行(不)公正的解读
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-13 DOI: 10.1002/rrq.531

Ohito, E. O. (2022). “I'm very hurt”: (Un)justly reading the Black female body as text in a racial literacy learning assemblage. Reading Research Quarterly, 57(2), 609–627. https://doi.org/10.1002/rrq.430

Throughout the article, on pages 609, 612, 613, 614, 616, 617, 618, 619, 620, and 621, there are references made to a Black girl who was shown being abused by a police officer in a school setting. The girl is identified as Nyla Kenny. This is incorrect. The violated girl's name is Shakara. Additionally, the girl who witnessed and recorded the incident is named Niya Kenny.

We apologize for this error.

Ohito, E. O. (2022)."I'm very hurt": (Un)justly reading the Black female body as text in a racial literacy learning assemblage.阅读研究季刊》,57(2),609-627。https://doi.org/10.1002/rrq.430Throughout,文章第 609、612、613、614、616、617、618、619、620 和 621 页提到一名黑人女孩在学校环境中被一名警官虐待。该女孩被确认为 Nyla Kenny。这是不正确的。被侵犯的女孩名叫 Shakara。此外,目睹并记录这一事件的女孩名叫 Niya Kenny。
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引用次数: 0
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions 对话文学讨论中的性别二元对立的重构、迷失与恢复
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-31 DOI: 10.1002/rrq.528
Aviv Orner, Hadar Netz, Adam Lefstein
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well-suited for interrogating gender binaries and enhancing gender equity. Through micro-ethnographic discourse analysis of video-recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non-heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.
对话式教学法旨在将多种声音和观点引入对话,创造一个包容多种学生身份的课堂环境,并挑战霸权主义的知识方法。因此,对话式教学法似乎特别适合于质疑性别二元对立和促进性别平等。本研究通过对识字课录像进行微观人种学话语分析,探讨了在四个尝试对话教学法的以色列小学课堂上,传统的性别分类是如何在识字讨论中被重新整合和/或破坏的。我们发现,在课堂讨论中,学生和教师在提供的参与实例以及对故事 "飞吧,鹰,飞吧 "的诠释中,经常依赖于性别刻板印象。这个故事原本是一个关于转变和成长的寓言,却意外地为探讨性别、变性和变性等话题提供了一个途径。在讨论中,学生们不时出现颠覆传统二元性别建构的情况。这些稍纵即逝的失态时刻凸显了对话教学法挑战性别规范的能力。然而,学生和教师都将变性视为禁忌,对这一话题的明确讨论引发了焦虑,教师和部分学生试图压制非异性恋的声音。最终,教师加强了对恢复性别秩序的解释,当他们能够从性别问题中走出来时,似乎如释重负。这项研究凸显了对话教学法挑战异性恋矩阵和促进性别平等的潜力。不过,这项研究也表明,在发展对话教学法的过程中,必须更加关注性别问题。
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引用次数: 0
2023 International Literacy Association's Timothy and Cynthia Shanahan Outstanding Dissertation Award 2023 国际扫盲协会蒂莫西和辛西娅-沙纳汉杰出论文奖
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-28 DOI: 10.1002/rrq.529
Sharon Walpole, Lori Bruner
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引用次数: 0
Writing as a Path to the Alphabetic Principle: How Preschoolers Learn that their Own Writing Represents Speech 书写是通往字母原则的途径:学龄前儿童如何学习自己的书写代表语言
IF 4.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-02 DOI: 10.1002/rrq.526
Deborah Wells Rowe, Laura Piestrzynski, Alexandria Ree Hadd, John W. Reiter
This study explores how preschoolers develop understandings of the symbolic nature of print in the context of their own writing. Using qualitative methods and a cross-sectional design, this study documents the learning trajectory that begins with children's earliest experiences linking speech and print in writing events and continues as they learn that English print is glottographic and alphabetic. Children's changing approaches to speech-print linking provide evidence of their developing understanding of how print functions as a representational system. Participants were 134 English-speaking 2- to 5-year-olds attending childcare classrooms where preschoolers' writing was frequent and valued. Children completed an open-ended writing task where they wrote a photo caption and read it to an adult. Open and axial coding identified six core approaches to speech-print linking during writing: marks not read, conversational speech without pointing, conversational speech with pointing to the graphic array, segmented speech with pointing to the graphic array, segmented speech matched to specific marks, and phoneme-grapheme matching. A growth curve model provided statistical support for this ordering of the core approaches. Findings show that early writing experiences can be an important context for building foundational literacy skills such as the alphabetic principle. Adult practices that physically materialize speech-print relations in writing may be especially supportive of this learning. We conclude that young children should be offered frequent opportunities to compose their own texts, and to interact with adults around their writing.
本研究探讨了学龄前儿童如何通过自己的写作来理解印刷体的符号性质。本研究采用定性方法和横断面设计,记录了儿童在写作活动中将语音和印刷体联系起来的最初经验,以及他们学习英语印刷体是喉音和字母的过程中的学习轨迹。儿童不断变化的语音-印刷体连接方法证明了他们对印刷体作为表征系统的功能的理解正在不断发展。134 名 2 至 5 岁的英语儿童参加了学龄前儿童写作频繁且受到重视的托儿班。孩子们完成了一项开放式写作任务,即写一张照片的标题并读给成人听。通过开放式编码和轴向编码,确定了写作过程中语音-文字连接的六种核心方法:不读标记、无指向的会话语音、指向图形阵列的会话语音、指向图形阵列的分段语音、与特定标记匹配的分段语音以及音素-词素匹配。成长曲线模型为这种核心方法排序提供了统计支持。研究结果表明,早期书写经验是培养基础识字能力(如字母原则)的重要环境。成人在书写中将语言与文字的关系具体化的做法可能特别有助于这种学习。我们的结论是,应经常为幼儿提供机会,让他们创作自己的文章,并围绕他们的写作与成人互动。
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引用次数: 0
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Reading Research Quarterly
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