在课后项目中考察识字与体育和健康融合的演变

IF 0.9 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Adolescent & Adult Literacy Pub Date : 2023-05-22 DOI:10.1002/jaal.1297
Kelly C. Johnston, Risto Marttinen
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引用次数: 0

摘要

在这篇文章中,作者分析了一项多年跨学科课后计划中识字融合的发展方式,该计划通过关注识字、体育活动和健康来支持年轻人。为了偏离围绕识字教育日益孤立的假设,并关注更跨学科、更综合的视角,作者从多个理论视角对识字进行了理论化研究 在三个不同的地点(纽约市、洛杉矶和巴拉圭)与文化和语言多样的青年(9-14岁)、项目负责人和研究人员进行了多年的项目实施。利用集合论来指导分析,作者试图确定在课后计划中聚合产生识字整合演变的多维(im)物质。通过分析数据,找出在整个项目年份产生不同青年识字参与度的因素,确定了三个新兴的组合,这些组合构成了研究结果:(1)善意的识字融合,但比预期的更复杂;(2)学校识字与社会文化出现的印记;(3)以社区和青年为中心的识字融合。作者最后对寻求将识字与跨学科目标相结合的教育工作者和课后领导者提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Examining evolutions of literacy integration with physical education and health in an after-school program

In this article, the authors analyze the ways literacy integration evolved in a multi-year interdisciplinary after-school program that supports youth through a focus on literacy, physical activity, and health. To deviate from the increasingly siloed assumptions around literacy education and attend to a more interdisciplinary, integrated perspective, the authors theorized literacy across multiple theoretical perspectives to examine 5 years of program implementation in three different sites (New York City, Los Angeles, and Paraguay) with culturally and linguistically diverse youth (ages 9–14), program leaders, and researchers. Drawing on assemblage theory to guide the analysis, the authors sought to identify the multidimensional (im)materialities that converged to produce evolutions of literacy integration in an after-school program. Analyzing data for assemblaging factors that produced youths' literacy engagement differently throughout program years led to identifying three emergent assemblages that frame the findings: (1) Well-intentioned literacy integration but more complex than expected, (2) Imprints of schooled literacy with sociocultural emergence, and (3) Community- and youth-centered literacy integration. The authors conclude with implications for educators and after-school leaders seeking to integrate literacy with interdisciplinary aims.

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来源期刊
Journal of Adolescent & Adult Literacy
Journal of Adolescent & Adult Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
11.10%
发文量
54
期刊介绍: The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research
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