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Utility value of improving writing skills for adult basic education students Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-04-19 Jennifer Martinez, Daphne Greenberg, Cynthia Puranik, Jason Lawrence Braasch, Zoi A. Traga Philippakos, Charles A. MacArthur, Christine Miller
Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants
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Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-04-06 Mónica González Ybarra, Elenia Marroquin
The purpose of this study is to understand how Latinx preservice teachers (LPSTs) engage their multimodal and multilingual literacies to create comic strips about the knowledge and pedagogies found within their homes located within with U.S.-Mexico borderlands. Drawing on pedagogies of the home and Chicanx/Latinx multimodality, the findings illustrate how the LPSTs used comic creation to document teaching
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Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-04-10 Dayna Jean DeFeo, Rebeca Maseda García, Zeynep Kılıç
We present an audience reception study of participant reactions to gender‐based violence in Issa López' 2008 film, Casi Divas, chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms
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Students' reading in higher education: Challenges and ways forward Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-24 Lotta Bergman
This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences
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Correction to “Identity, positioning, and platforms: A case study of an older job seeker in a community technology center” Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-21
Kobrin, J. D. (2024). Identity, positioning, and platforms: A case study of an older job seeker in a community technology center. Journal of Adolescent & Adult Literacy, 67, 229–238. https://doi.org/10.1002/jaal.1321 Kindly note that the author biography should read as: Jennifer D'haem Kobrin is an Assistant Professor at The University of Tennessee, Knoxville, USA; email: jkobrin@utk.edu.
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Using culturally sustaining science fiction book clubs to address agency and academic and emotional literacies with Dutch neurodiverse youth Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-18 Jody N. Polleck
This study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in‐class youth‐led book clubs that centered science fiction. Over a 6‐month period, the researcher conducted pre‐ and post‐interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction
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“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-18 Dominique Skye McDaniel
This paper explores the social media literacies of Dakari, a 16‐year‐old Black teen reader, writer, and activist, within a broader 3‐month multi‐case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari
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“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-14 Emily Zoeller
A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to
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The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-13 Lauren Aimonette Liang, Raven Cromwell, Douglas J. Hacker
This large‐scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self‐reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken
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Cultivating critical race theory awareness with secondary pre‐service teachers through examination of Black Lives Matter‐themed literature Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-12 K. Dara Hill
This study documents secondary pre‐service teachers (PSTs) who examined Black Lives Matter (BLM)‐themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced
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Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID‐19 Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-08 Judy Kalman, María del Carmen Lorenzatti
The outbreak of the COVID‐19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led
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High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-05 Montserrat Cubillos, Rosario Rousseau
Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self‐concept over time. To address this challenge, this study
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Reflection and projection: Inclusive and diverse texts in the English Language Arts curriculum Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-04 Kimberly R. Stephens, Karyn A. Allee, Vicki L. Luther
Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non‐stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources
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Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-29 Rachelle S. Savitz, Vanessa Irvin, Rita Reinsel Soulen
Book banning and censorship in the U.S. prompts necessary conversations on how critical literacy, dialogue, and inquiry are used in various school and library settings. We share guiding questions alongside three examples of textual analyses centering on gender fluidity with three young adult novels. We believe that English language arts teachers will benefit from seeing examples of how we responded
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Using college readers' eye movements to discuss textbook reading strategies Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-28 Eric J. Paulson, Jodi Patrick Holschuh, Jodi P. Lampi
In order to better understand whether and how college students use certain textbook reading strategies, this project employed several important methods in concert, including a textbook reading strategy inventory that focused on frequency of strategy use, eye‐movement recordings of participants reading college textbook excerpts, and think‐aloud sessions in which participants viewed their own eye‐movement
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“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-17 Susan S. Fields, Christina L. Dobbs
This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing.
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Literary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-16 Diana Muela-Bermejo, Irene Mendoza-Cercadillo, Lucía Hernández-Heras
This study involves translating, cross-culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes
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A Corpus Study of English Language Exam Texts: Vocabulary Difficulty and the Impact on Students' Wider Reading (or Should Students be Reading More Texts by Dead White Men?) Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-15 Beverley Jennings, Daisy Powell, Sylvia Jaworska, Holly Joseph
Students in England sit an important gateway examination in English at age 16. Major changes were made to this exam in 2017 resulting in more emphasis on the comprehension of unseen literary texts. This paper uses corpus linguistic methods to identify the kind of vocabulary encountered in these exam texts and compares it to the kind of vocabulary encountered in other sources of written language (classic
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More being, different doing: Illuminating examples of culturally relevant literacy teaching Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-15 Ambyr Rios, Sharon D. Matthews, Sydney Zentell, Ashlynn Kogut
Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic-associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the
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Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-13 Margaret Osgood Opatz, Sarah Kocherhans
This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that
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Hermeneutical justice as the foundation of cosmopolitan literacy in a post-truth age Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-02-01 Suzanne S. Choo
Two concepts characterize the zeitgeist of the 21st century. The first is the Fourth Industrial Revolution, which provides a positivistic vision of societal transformation caused by the explosion and fusion of technologies. The second is post-truth, in which objective facts have become less influential than appeals to emotion or personal belief. The concurrent visibility of both concepts suggests their
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“Spilling tea”: A critical feminist reclamation of gossip in literature and media Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-01-29 Katherine Batchelor, Kelli Rushek, Julia Beaumont
In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or
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How Young Adult Literature Gets Taught: A review of a pedagogical manual for teacher educators, secondary teachers, and librarians Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-12-25 Jared McKee, Geoffrey Kellogg
How Young Adult Literature Gets Taught: Perspectives, Ideologies, and Pedagogical Approaches for Instruction and Assessment (Bickmore et al., 2022) seeks to provide guidelines for teacher educators and secondary English teachers on how to teach young adult literature (YAL). This 15-chapter manual includes chapters written by experts in YAL (including higher ed professionals, a high school English teacher
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Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-12-16 Megan Davis Roberts
Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3-year longitudinal study involving 24 early-career English teachers in Australia. Through interviews and a national survey
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Challenging the Status Quo in Secondary Literature Classrooms: A review of Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-designers Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-12-10 Jennifer A. Walsh
This paper reviews the book Challenging Traditional Classroom Spaces with YA Literature: Students in Community as Course Co-Designers by Ricki Ginsberg (2022). Published amid increasingly contentious censoring of teachers' autonomy and students' rights to read in many districts across the United States, this book is a timely call for educators to rethink traditional curriculum choices and pedagogical
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Identity, positioning, and platforms: A case study of an older job seeker in a community technology center Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-29 Jennifer D'haem Kobrin
Requests by education and workforce-related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety
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“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-22 Jialei Jiang
This study explores the implications of critical affective literacy through digital storytelling projects produced by first-year college writing students. The goal was to examine college students' affective and emotional responses to social justice issues, such as racial profiling, educational inequality, and animal protection, through the lens of digital storytelling. Pairing multimodal pedagogy with
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Fostering empathy and social justice through a culturally responsive approach to reading Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-20 Natalie Colosimo
The book Culturally Responsive Reading: Teaching Literature for Social Justice by Durthy A. Washington provides educators with an incisive approach to analyzing multicultural texts through the “four keys to culture”: Language, Identity, Space, and Time, or the LIST Paradigm. This framework offers students and teachers a guided approach to critically analyze literature and “bridge the gap between the
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Keeping creativity in English education: A review of Creativity in the English Curriculum: Historical Perspectives and Future Directions Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-16 Christina Rodriguez
This article provides a book review of Creativity in the English Curriculum: Historical Perspectives and Future Directions by Lorna Smith. Smith's work provides a robust chronology of how the concept of creativity has evolved across education policy documents since the inception of subject English in the late 19th century to its current state in England's National Curriculum. It also presents aspirational
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Developing responsive disciplinary literacies for student teaching in social studies Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-05 Lisa L. Ortmann, Sydney Stumme-Berg
This collaborative, single-case study explores the ways a social studies teacher candidate conceptualizes and applies disciplinary literacy (DL) teaching in practicum and student teaching experiences. Through qualitative inquiry of data collected at multiple points in the teacher education program, DL teaching was represented across six themes: skills-based theory of literacy; deep engagement with
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Dr. Seuss, police reports, and lamb recipes: Examining text reformulation as a literacy strategy Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-05 Michael DiCicco, Eileen Shanahan
Engaging college students in purposeful academic tasks designed to foster both reading and writing competencies requires calculated decision-making regarding the goals and benefits of the literacy tasks used in college courses. Consequently, we explore text reformulation as a literacy strategy that aims to enrich students' reading and writing competencies. Text reformulation, taking one text and recreating
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Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-10-21 Francisco L. Torres, Kristine E. Pytash
In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self-exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These
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“Reality Check Yourself”: A Review of Teaching Literacy in Troubled Times: Identity, Inquiry, and Social Action at the Heart of Instruction Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-10-19 Michelle Commeret
CONFLICT OF INTEREST STATEMENT The author reports there are no competing interests to disclose.
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Writing to grieve: Solidarity in times of loss in educational community spaces Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-10-13 Katie B. Peachey, Crystal Chen Lee
This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the
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Science teachers designing text use for equitable Next Generation Science instruction Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-10-11 Cynthia Greenleaf, Kathleen A. Hinchman, Willard Brown
Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text-rich, phenomena-based science units of study
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Rethinking reading engagement: A review of The Digital Reading Condition Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-10-03 Ashlynn Wittchow
CONFLICT OF INTEREST STATEMENT There are no conflicts of interest to disclose.
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ChatGPT in education: Transforming digital literacy practices Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-09-26 Katia Ciampa, Zora M. Wolfe, Briana Bronstein
As artificial intelligence (AI) technologies continue to advance, their integration into secondary and postsecondary education offers a multitude of opportunities for adolescent and adult learners. In this article, we delve into the advantages of integrating AI into literacy education, emphasizing its capacity to enhance writing skills, provide assistance to students with disabilities, foster critical
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Investigating the efficacy of the AMEP Digital Literacies Framework and Guide for adult EAL settings Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-09-19 Ekaterina Tour, Edwin Creely, Peter Waterhouse, Michael Henderson
The importance of digital literacies for adult language learners from migrant and refugee backgrounds has been widely recognized. However, there is relatively limited conceptual and practical guidance for practitioners. To address this concern, we developed a pedagogical framework and a practical guide for teachers in the Adult Migrant English Program in Australia. The conceptual framework brought
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Into the fray: Black English, reading politics, and the legacy of Dr. Ken Goodman Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-08-29 Catherine Compton-Lilly
This article revisits the legacy of Ken Goodman, specifically his work on African American Language and reading. In this body of scholarship, Goodman and like-minded scholars entered a fray of competing interests, political agendas, and economic stakes, which continue to plague current debates about the teaching of reading. To make sense of Goodman's contribution, I briefly explore the context in which
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Supporting teachers' professionalism: A legacy of Kenneth Goodman Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-08-29 Carol Gilles
Whole language (WL), emerging in the late 1970s, was a theory-in-practice, grass-roots teachers' movement that dramatically changed classrooms worldwide. With an emphasis on student-centered, meaning-focused, experiential, and interactive engagement with the curriculum, this movement offered more choices and possibilities for classroom teachers and students. Using a systematic historical and archival
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Exploring the connections between disciplinary and digital literacies in history Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-08-09 Mellinee Lesley, Elizabeth Stewart, Johanna Keene
Given the prevalence of digital tools and platforms as the primary pedagogical means through which to organize and deliver content in schools, this study examined how history teachers instructed students in digital literacies to develop their disciplinary knowledge through project-based learning. Although several studies addressing new literacies tout digital mediums as a way to ignite adolescents'
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Exploring young adult texts within the Historically Responsive Literacy Framework with preservice teachers Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-08-02 Heather Pule
While culturally responsive texts have become more common in teacher education, too often, preservice teachers (PTs) are not asked to examine how to use these books pedagogically. To address this issue, in a young adult (YA) literature course, the Framework for Culturally and Historically Responsive Literacy (HRL) (Muhammad, 2000) Cultivating genius: An equity framework for culturally and historically
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Reimagining the English Language Arts canon: A case for inclusive and empowering instruction Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-24 Tracy E. Hunt
This paper explores the possible negative implications of teacher selected whole-class reads rooted within the traditional canon of English Language Arts instruction and possible solutions for re-engaging the disengaged adolescent reader through choice reading and the implementation of more culturally relevant texts. Historically, English Language Arts educators assign required readings to the entire
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Adolescents' perspectives about their digital and connective literacies Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-24 Jocelyn Washburn, Suzanne Myers
As a term, “connective literacies” refers to the reading, writing, speaking, listening, viewing, and critical thinking skills necessary for students to engage and interact meaningfully, productively, and safely in a variety of digitally connected spaces. Using a critical literacies approach to honor the voices of adolescents as producers and consumers of online texts, in the present study, researchers
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“Changing the course of the stream”: A retrospective analysis of artful language learning opportunities Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-22 Teaira McMurtry
Historically, language instruction involving Black Language (BL) assumes a goal of eradication, particularly in school-sanctioned literacy practices. Language arts education for Black students must be liberatory, that is, antiracist and artful. The opportunities for English Language Arts (ELA) teachers to create, augment, and change the course of traditional ELA methods are abundant. In this article
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Teachers and students use of systems thinking about their participation in school environmental clubs Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-20 Richard Beach
This report describes a study of three English teachers' and three students' participation in two high school environment clubs. Teachers' and students' interview perceptions were analyzed based a critical inquiry systems thinking framework involving inferences of purposes, outcomes, norms, and beliefs/discourses constituting energy/transportation, agriculture/food production, and economic systems
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#BookTok's appeal on ninth-grade students: An inquiry into students' responses on a social media revelation Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-19 Jeroen Dera, Susanne Brouwer, Anna Welling
Over the last years, the hashtag #BookTok has been viewed more than 100 billion times on TikTok. Hence, both scholars and practitioners have plead for integrating #BookTok in the literacy classroom, expressing the hope that this digital subculture might flip adolescents' conceptions of reading and improve their reading motivation. This article presents the first empirical inquiry into students' evaluations
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Cultivating writerly virtues: Critical human elements of multimodal writing in the age of artificial intelligence Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-07-02 Shannon Daniel, Mark Pacheco, Blaine Smith, Sarah Burriss, Melanie Hundley
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that
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Examining evolutions of literacy integration with physical education and health in an after-school program Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-05-22 Kelly C. Johnston, Risto Marttinen
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
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Exploring teacher and student knowledge of sentence-level language features Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-05-14 Rachel Knecht, Lisa Larson, Dianna Townsend
Proficiency with sentence-level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline-specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence-level features. This qualitative case study explores how a sixth-grade social
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Roles of engagement: Analyzing adolescent students' talk during controversial discussions Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-05-10 Shireen Al-Adeimi, Jennie Baumann
Dialogic talk affords students opportunities to share ideas and co-construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh- and eighth-grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their
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The social drama of digital multimodal composing: A case study with emergent bi/multilingual newcomer students Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-05-04 Amir Michalovich
This multi-year, ethnographic, qualitative case study in English Language Learning classrooms contributes a unique analysis of nine adolescent newcomer students' investment in a digital multimodal composing (DMC) project as a social drama. Using reflexive thematic analysis, it explores the following possibilities afforded by in-school, dramaturgically structured DMC processes for the students' investment
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Accessibility in video gaming: An overview and implications for English language arts education Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-05-02 Sam von Gillern, Brady Nash
Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article
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“Every day do something that won't compute”: Student perceptions of daily poetry practice Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-04-28 Megan Davis
This article considers high school students' relationship to poetry through a small-scale qualitative study guided by the question: what happens to student perceptions of poetry when class begins each day with a poem? As a former teacher and current teacher educator, I conducted a series of interviews with a small group of my former students regarding their experiences with poetry throughout their
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Correction to “Educational progress-time and the proliferation of dual enrollment” Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-04-27
Nordquist, B, Lueck, A. Journal of Adolescent and Adult Literacy. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097 This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to
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Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-04-24 Erika L. Bass
Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student
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Indigenous literacies: A look at pedagogies and policy in the Southwest United States Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-03-29 Natalie Martinez
Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities
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“Because I have my phone with me all the time”: The role of device access in developing Singapore adolescents’ critical news literacy Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-03-15 Chin Ee Loh, Baoqi Sun, Csilla Weninger
Given constant online access to information, critical news literacy, or the ability to access and critically evaluate the news, is essential for adolescents to learn about the world and obtain civic knowledge to participate as national and global citizens. Although there has been much research focusing on how youths critically read and produce media, less attention has been paid to the issue of access
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Exploring heterosexism through participatory theater: An experiment Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-02-21 Toby Emert
Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self-selected through guided discussions about injustice. The plays were performed for