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But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning Literacy (IF 1.778) Pub Date : 2024-03-26 Vander Tavares, Artëm Ingmar Benediktsson
This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes
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‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science Literacy (IF 1.778) Pub Date : 2024-03-15 Rebecca Woodard, Amanda R. Diaz, Nathan C. Phillips, Maria Varelas, Rachelle Tsachor, Rebecca Kotler, Ronan Rock, Miguel Melchor
A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth‐grade classroom when instruction was done remotely due to Covid‐19. Children in the class were asked to compose videos of themselves acting out
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What a multi‐institutional collective case study of social annotation data reveals about graduate students' metacognitive reading practices Literacy (IF 1.778) Pub Date : 2024-02-26 Nance S. Wilson, Tess Dussling, Brittany Adams, Elizabeth Stevens, Jennie Baumann, Shuling Yang, Linda Smetana, Jane Bean‐Folkes, Ann Van Wig
This article presents the results of a multi‐site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The findings of this study provide insight into the general
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Critical literacies in algorithmic cultures Literacy (IF 1.778) Pub Date : 2024-02-26 Christian Ehret
A shift in primacy from online participatory cultures to algorithmic cultures invites new questions about literacies in digital contexts. This article contributes to the conceptualisation of literacies in algorithmic cultures through sociomaterial and affect theories. It develops a sociomaterial perspective that proposes felt, observable moments of user–algorithmic co‐productions of culture as a needed
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Issue Information Literacy (IF 1.778) Pub Date : 2024-02-01
No abstract is available for this article.
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Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study Literacy (IF 1.778) Pub Date : 2023-12-30 Jennifer Farrar, Alyson Simpson
Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers'
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Adolescents' perspectives on the barriers to reading for pleasure Literacy (IF 1.778) Pub Date : 2023-12-13 Charlotte Webber, Katherine Wilkinson, Lynne G. Duncan, Sarah McGeown
Adolescence is often positioned as a particularly vulnerable period for reading motivation and engagement, both for academic reading and reading for pleasure. However, closer scrutiny of the literature reveals a much more nuanced pattern of changing interest, attitude, and motivation for reading during adolescence. Despite this, there is a distinct lack of research that explores the barriers adolescents'
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Incorporating digital animation in a school play: multimodal literacies, structure of feeling and resources of hope Literacy (IF 1.778) Pub Date : 2023-11-13 Michelle Cannon, Theo Bryer, Sara Hawley
In this study, we reflect on our work with 10- and 11-year-olds in an inner London primary school developing a multimodal school play that integrated digital animation into a more conventionally structured Year 6 production. We are media literacy, drama and cultural studies researchers and teachers, arguing for more inclusive, holistic and multimodal schooled literacy practices. We explore roles and
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Promoting high-quality interactions among early childhood education minority students: a case study of dialogic literary gatherings Literacy (IF 1.778) Pub Date : 2023-10-24 Sandra Girbés-Peco, Itxaso Tellado, Garazi López de Aguileta, Lena de Botton Fernández
Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This article focuses on dialogic literary gatherings (DLGs), a
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‘I'm rewriting the law’ when children bring literacy into nursery school Literacy (IF 1.778) Pub Date : 2023-10-15 Lars Holm, Helle Pia Laursen, Annegrethe Ahrenkiel
Based on an analysis of three literacy events in nursery schools, this article focuses on how literacy forms part of children's social practices and co-creates the language environment in the nursery and how place, affect and materiality play a key role in children's multimodal and embodied meaning-making around literacy. The analysis is based on ethnographic fieldwork in two nursery schools, in which
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Issue Information Literacy (IF 1.778) Pub Date : 2023-09-27
No abstract is available for this article.
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‘Booktuber: promoting reading and literacy in the classroom among Spanish pre-service teachers through a video review’ Literacy (IF 1.778) Pub Date : 2023-08-28 Betlem Soler Pardo
Developments in technology have led to a rethinking of teaching delivery: instructors have found in digital devices an important way to attract students' attention. One of the many applications this technology could potentially have would be to encourage young learners to read through new multimedia products such as Web 2.0. In this article, I provide an account of teaching carried out at the University
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Using Interactive Fiction to Stimulate Metalinguistic Talk in the English Classroom Literacy (IF 1.778) Pub Date : 2023-08-14 Sam Holdstock
Interactive Fiction (IF)—a digital form of non-linear narrative writing—requires readers to respond, to make choices that shape their reading experience. I argue that such choices can be put to use in the classroom, helping teachers to facilitate metalinguistic talk. In this article, I offer a clear conceptualisation of metalinguistic talk, drawing upon existing research to create a useful framework
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Elementary students' engagement in transduction and creative and critical thinking Literacy (IF 1.778) Pub Date : 2023-08-10 Sylvia Pantaleo
Student engagement in the process of transduction concomitantly affords them with opportunities to develop and express their critical and creative thinking competences. Reconfiguring or remaking knowledge or meaning in modes other than those of the original sources of information requires affective, imaginative and cognitive activity by sign-makers. In this article, I present examples of elementary
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Reading to Dogs as a form of animal-assisted education: are positive outcomes supported by quality research? Literacy (IF 1.778) Pub Date : 2023-08-09 Jill Steel
Reading to Dogs (RTD) in schools, a form of animal-assisted education (AAE), is growing in popularity and prevalence. RTD involves children reading to a registered dog with benefits to well-being and reading outcomes thought to arise because of the unconditional positive regard and non-critical listening bestowed on the child by the dog. Yet RTD research is underdeveloped, and the practice lacks a
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‘Credible, but not really reliable’: teachers' responses to children's literature on energy production and the environment Literacy (IF 1.778) Pub Date : 2023-08-07 Catherine Lammert
Incorporating climate change into literacy curriculum is an important goal globally, but one that has gone unmet in typical elementary classrooms. One reason may be a lack of preparation of teachers to select texts on this topic. This research involved preservice elementary literacy teachers in a children's literature course evaluating children's picture books on the environmental topic of energy production
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Another Fever Year? Making sense of pandemics with a historical graphic novel Literacy (IF 1.778) Pub Date : 2023-08-07 Robin Griffith, Jennifer M. Smith
This qualitative study highlights how children's literature can serve as a springboard for discussing current events while making connections with a similar historical event. Undergraduate students enrolled in children's literature courses read the graphic novel Fever Year: The Killer Flu of 1918 and discussed the parallels between the book and the COVID-19 pandemic. Findings indicate strong text-to-self
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Enacting anti-racist writing workshop pedagogies in an online, drop-in writing club for youth Literacy (IF 1.778) Pub Date : 2023-06-12 Bethany Silva, Aleigha Raymond, Mia Brikiatis, Alecia Magnifico
This article documents the authors' modification and implementation of anti-racist writing workshop (ARWW) practices in the context of an online, drop-in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white-normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and
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Oracy and cultural capital: the transformative potential of spoken language Literacy (IF 1.778) Pub Date : 2023-06-06 Rupert Knight
The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long-established and has recently become more prominent under the title of oracy, often conceptualised as learning both to and through talk. Part of the renewed interest in oracy is due to its potential for driving social mobility and its role in developing cultural capital.
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The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted Literacy (IF 1.778) Pub Date : 2023-06-01 Rachel Heydon, Roz Stooke
Much is known about the literacies of early life, adolescence and some aspects of adulthood such as workplace literacies, but there has been a dearth of attention to the literacies of late life. The invisibility of these literacies has the potential to skew how curricula, pedagogy and policy developers understand and plan for literacies that can sustain people across the life course. It also can play
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Student teachers as writers: using an ‘immersive’ approach in ITE to build positive writers Literacy (IF 1.778) Pub Date : 2023-05-24 Paul Gardner, Sonja Kuzich
The preparation of student teachers to be effective teachers of writing requires attention to both their writing skills and their personal confidence. When teachers have confidence in themselves as writers and strong writer identities, they are likely to better placed to develop strong writer identities in their own students. It is suggested confidence and secure writer identity contribute to high
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Issue Information Literacy (IF 1.778) Pub Date : 2023-05-23
No abstract is available for this article.
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Critical multimodal literacy practices in student-created comics Literacy (IF 1.778) Pub Date : 2023-05-21 Suriati Abas
In the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID-19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality
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Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach Literacy (IF 1.778) Pub Date : 2023-05-21 Esther Tapia, Iliana Reyes, Judith Kalman
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class
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Attuning to In-the-Red Frequencies with/in Readers Workshop Literacy (IF 1.778) Pub Date : 2023-05-18 Bessie P. Dernikos, Jaye Johnson Thiel, Bianca Nightengale-Lee, Kimberly Lenters, Erin Bailey
In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling
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Native American youth finding self through digital story telling Literacy (IF 1.778) Pub Date : 2023-05-17 Melissa Wicker, Jiening Ruan
This holistic single-case study aimed to understand the impact of digital story telling (DST) on the identity expressions of Native American youth. The question that guided the study asks, ‘How do Native American adolescents in a rural, tribal-run after-school programme for Indigenous youth explore and express who they are through digital story telling?’ Five Indigenous youth enrolled in a tribal-run
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Embodied meaning-making: using literacy-as-event to explore a young child's small world play Literacy (IF 1.778) Pub Date : 2023-05-16 Samantha Jayne Hulston
This article uses the concept of literacy-as-event to explore the embodied meaning-making of a young child during small world play. Recent developments in literacy research, influenced by relational thinking, have led to a reconsideration of how meaning-making unfolds in home and school settings. The concept of literacy-as-event suggests that meaning-making is unpredictable and dynamic, responding
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Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry Literacy (IF 1.778) Pub Date : 2023-05-12 Jia Rong Yap, Laura Gurney
Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via
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Doing the ‘write’ thing: handwriting and typing support in secondary schools in England Literacy (IF 1.778) Pub Date : 2023-05-11 Emma Sumner, Ruth Nightingale, Karen Gurney, Mellissa Prunty, Anna L. Barnett
Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about current practice of supporting secondary students with
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Writing instruction for social justice: an investigation into the components of a teacher preparation course Literacy (IF 1.778) Pub Date : 2023-05-11 Émilie Lavoie, Martine Cavanagh
Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing
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An interview with Professor Barbara Comber Literacy (IF 1.778) Pub Date : 2023-05-04 Barbara Comber
As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators
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Working towards more socially just futures: five areas for transdisciplinary literacies research Literacy (IF 1.778) Pub Date : 2023-05-02 Amélie Lemieux, Lisa Boyle, Emiyah Simmonds, Jrene Rahm
Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation
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Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning Literacy (IF 1.778) Pub Date : 2023-05-01 Brittney Jones, Jacqueline Lynch
It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature
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Critical literacy: an approach to child rights education in Uganda and Canada Literacy (IF 1.778) Pub Date : 2023-04-30 Shelley Jones, Kathleen Manion
For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge
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The doctorate unbound: relationality in doctoral literacy research Literacy (IF 1.778) Pub Date : 2023-04-26 Karen Gravett, Marion Heron, Adeeba Ahmad
What do literacy events look and feel like for doctoral students, and how do these events overlap intertextually, materially and relationally? The last three decades have seen a rapid diversification in doctoral education where new opportunities for study, combined with an increasingly competitive landscape, have disrupted what it means to undertake a doctorate, as well as reshaping the literacy practices
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Empowering English as an Additional Language students through digital multimodal composing Literacy (IF 1.778) Pub Date : 2023-04-23 Melissa Barnes, Ekaterina Tour
While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged
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‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies Literacy (IF 1.778) Pub Date : 2023-04-17 Chris Bailey
The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially-constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy
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Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship Literacy (IF 1.778) Pub Date : 2023-03-16 Lauran Doak
Digital technologies such as iPads are now ubiquitous in classrooms and family homes, enabling new possibilities for all learners but particularly for those with disabilities. Existing literature explores how children with learning disabilities create and benefit from personalised digital stories but does not unpack theoretical understandings of their ‘authorship’. This paper addresses this gap by
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The roots of reading for pleasure: Recollections of reading and current habits Literacy (IF 1.778) Pub Date : 2023-02-27 Manzar Zare, Stephanie Kozak, Monyka L. Rodrigues, Sandra Martin-Chang
Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories
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Writing for wellness: storytelling, care, and reflection in teacher education Literacy (IF 1.778) Pub Date : 2023-02-23 Kinga Varga-Dobai
In the face of the traumas of a global pandemic, it became pertinent for teacher training programmes and educators like me to be intentional about practices that foreground a pedagogy of care with a focus on wellness and healing, courageous conversations and what Price-Dennis and Sealey-Ruiz (2021) has described as critical love. What does it mean to be a justice-oriented educator? How can we learn
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Issue Information Literacy (IF 1.778) Pub Date : 2023-01-13
No abstract is available for this article.
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Using Dialogic Writing Assessment to Support the Development of Historical Literacy Literacy (IF 1.778) Pub Date : 2022-10-17 Sarah W. Beck, Andrew O. del Calvo
Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that
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Literacy and literary learning on BookTube through the lenses of Latina BookTubers Literacy (IF 1.778) Pub Date : 2022-10-12 Lenin Paladines, Cristina Aliagas
In this study, we examine various aspects of BookTubers' literacy practices, regarding the personal and social factors that lead readers to devote themselves to the BookTube community, the elements that BookTubers consider as they create and publish video book reviews and the sort of literary learning this digital literacy practice entails. For this purpose, narrative interviews were conducted with
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Student teachers as creative writers: does an understanding of creative pedagogies matter? Literacy (IF 1.778) Pub Date : 2022-10-12 Kerry Assemakis
Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with
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Flexible phonics: a complementary ‘next generation’ approach for teaching early reading Literacy (IF 1.778) Pub Date : 2022-10-04 Greta Boldrini, Amy C. Fox, Robert S. Savage
We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called ‘Flexible Phonics’. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential
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“We felt that electricity”: writing-as-becoming in a high school writing class Literacy (IF 1.778) Pub Date : 2022-09-13 Jessica Cira Rubin
Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate
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Issue Information Literacy (IF 1.778) Pub Date : 2022-09-05
No abstract is available for this article.
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Multimodality, learning and decision-making: children's metacognitive reflections on their engagement with video games as interactive texts Literacy (IF 1.778) Pub Date : 2022-09-06 Sam von Gillern, Carolyn Stufft
This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay. Students produced 124 reflections in total, which were
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Rhetoric, oracy and citizenship: curricular innovations from Scotland, Slovenia and Norway Literacy (IF 1.778) Pub Date : 2022-08-19 Arlene Holmes-Henderson, Janja Žmavc, Anne-Grete Kaldahl
This article positions rhetoric as a bridge between oracy and citizenship education. The first comparative curricular study of Scotland, Slovenia and Norway, it demonstrates shared policy aims and practical challenges in the delivery of oracy and citizenship education in these three nations. We argue that the study of rhetoric equips young learners with the skills to think critically, listen actively
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Honouring student repertoires: connecting oracy to “ways of being” Literacy (IF 1.778) Pub Date : 2022-08-16 Jessica M. Gannaway
This paper employs autoethnography in a multilingual indigenous community in the north of Australia to examine the in-practice challenges of both oracy and dialogue in a classroom in which shared language and culture are minimal. Through narrative, this paper examines some dilemmas of dialogue, particularly in regard to the ontological responsiveness needed to create a classroom in which all members
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‘Addressing’ language deficit: valuing children's variational repertories Literacy (IF 1.778) Pub Date : 2022-08-12 David Hyatt, Hugh Escott, Robin Bone
There is growing evidence that student contributions via classroom talk (oracy) are subject to social judgements premised on cultural evaluation of accent and dialect, with particular varieties often viewed in deficit terms and pathologised, both within and beyond the classroom. We reflect on a university–community project involving researchers working to support Greythorpe Junior School (‘pseudonymised’)
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Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom Literacy (IF 1.778) Pub Date : 2022-08-12 Stavroula Kontovourki
This paper complicates oracy by attending to moments of vibrancy and stillness in a public school classroom, where children were expected to follow particular rules that governed their bodily movement and language use. I argue that children's talk in classrooms cannot be separated from the making of meaning at the intersection of human bodies, materials and immaterial forces, including discourses of
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Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia Literacy (IF 1.778) Pub Date : 2022-08-10 Liz Chamberlain, Lucy Rodriguez-Leon, Clare Woodward
Education policy in the Global South often focuses on two areas: learner-centred education (LCE) and language of instruction (LoI). For over a decade, LCE has been promoted throughout sub-Saharan Africa and has been referred to as a ‘policy panacea’. The basic premise of LCE is that it offers learners substantial control over what and how they learn through active engagement. Pair and group work involving
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Beyond transparency: more-than-human insights into the emergence of young children's language Literacy (IF 1.778) Pub Date : 2022-08-10 Abigail Hackett
This paper draws on 3 years of ethnographic research with young children and their families in a northern English town, employing a more-than-human lens to pay attention to what, beyond humans, might be involved in the emergence of children's literacies. The paper focuses on the role of the body and place in the emergence of young children's vocalisations and talk. In particular, the paper rethinks
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“A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English Literacy (IF 1.778) Pub Date : 2022-08-09 Julia Snell, Ian Cushing
International studies of talk-intensive (or ‘dialogic’) pedagogies have demonstrated that children who experience academically challenging classroom discussion (‘dialogue’) make greater progress than their peers who have not had this experience. In England, gains in achievement have been greatest for pupils from less privileged socio-economic backgrounds, thus underlining the importance of dialogue
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Joyful noise and abatement: idle chatter and the undercommons of oracy education Literacy (IF 1.778) Pub Date : 2022-08-08 Lea Rackley, Tishawn Bradford
This paper imagines oracy education as a reaching-out for connection with the irreducible socialities of black study. In the wake of imperialist functions of literacy, classroom talk has been left to defend its value against traditionalist views which rebuke, as one UK education minister put it, “idle chatter in class.” We argue that oracy education risks doubling down on the value system outlined
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Developing multimodal communicative competence: adolescent English learners' multimodal composition in an after-school programme Literacy (IF 1.778) Pub Date : 2022-06-06 Joohoon Kang
This qualitative study aimed to investigate adolescent English learners' multimodal communicative competence. Grounded upon a social semiotic approach with the concepts of affordances and transmediation, this research was carried out in an after-school programme at a secondary school in Korea. Three high school students participated in the multimodal composition project and produced narrative and argumentative
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Issue Information Literacy (IF 1.778) Pub Date : 2022-05-19
No abstract is available for this article.
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Image, text and design: students' semiotic choices in nonfiction compositions Literacy (IF 1.778) Pub Date : 2022-05-13 Lindsey Moses, Frank Serafini
This study investigates the ways in which first graders utilised a variety of semiotic resources when authoring nonfiction compositions during a nonfiction genre writing unit of study. Grounded in social semiotics and multimodality theories, the study uses a case study approach to explore the text, image and design resources used in students' multimodal compositions as a group followed by an in-depth
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Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity Literacy (IF 1.778) Pub Date : 2022-05-06 Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas, Annabel Watson
This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11–14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young