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We are the water: Connected joy into classrooms The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2024-03-25 Diana Liu
CONFLICT OF INTEREST STATEMENT The author declares no conflicts of interest.
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Identity, positioning, and platforms: A case study of an older job seeker in a community technology center The 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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Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Young Adult and Middle-Grade Fiction The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-27 Karen Eppley, Jeffrey Wood, Shelley Stagg-Peterson
Sixty percent of Indigenous people in Canada live rurally and on reserve but are largely absent among young adult and middle-grade fiction. This critical content analysis examines representations of the land and rural places and Indigenous identities in Canadian award-winning fiction written by Indigenous authors for young adult and middle-grade readers. By positioning land, place, and rural Indigenous
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Resistance Literature: Representations of Land and Indigeneity in Indigenous-Authored, Canadian Award-Winning Rural Young Adult and Middle-Grade Fiction The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-11-27 Karen Eppley, Jeffrey Wood, Shelley Stagg-Peterson
Sixty percent of Indigenous people in Canada live rurally and on reserve but are largely absent among young adult and middle-grade fiction. This critical content analysis examines representations of the land and rural places and Indigenous identities in Canadian award-winning fiction written by Indigenous authors for young adult and middle-grade readers. By positioning land, place, and rural Indigenous
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“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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 The 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” The 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 The 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 The 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 The 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 The 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
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“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-02-14 Grace Cornell Gonzales, Emily Machado, Lauren Plitkins
Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped
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Creating a common discourse on practitioner inquiry as stance The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-02-09 Stephanie Buelow, Cassandra Koja, Matthew Tom, Heidi R. Bacon
Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate
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How can we confront climate denial? Critical literacy+, eco-civic practices, and inquiry The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-01-23 James Damico, Mark Baildon, Alexandra Panos
While scientific consensus about human-caused climate change has been clear for decades, denial of this science and denial about the need for timely, responsive action continue in the United States and around the world. The Climate Denial Inquiry Model can help educators grapple with the complex components of this denial with critical literacy+ and eco-civic practices of deliberation, reflexivity,
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Resisting subtractive language and literacy policies: Breaking the cycles of loss among bilingual preservice educators The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2023-01-15 Rosalyn Harvey-Torres, Claudia Cervantes-Soon, Carol Brochin
Literacy scholars have noted the importance of drawing upon all of one's linguistic resources and experiences to make sense of texts. However, literacy instruction is often shaped by restrictive and punitive policies that limit the learning experiences and opportunities offered to racialized bi/multilingual students from low-income communities. We illustrate this phenomenon through our experiences
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Adoptees relearning their heritage languages: A postcolonial reading of language and dialogue in transnational adoption The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-12-22 Hari Prasad Adhikari Sacré, Atamhi Cawayu, Chandra Kala Clemente-Martínez
This theoretical article reflects on a recent development in adult literacy studies: transnational adoptees relearning their heritage languages. Literacy and adoption scholars have studied the replacement of the heritage language with a second language and reported it as a permanent loss. Returning to the country of origin, return adoptees challenge such notion by relearning the heritage language as
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The intermingled meanings of PhoneMe: Exploring transmodal, place-based poetry in an online social network The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-12-05 Rachel Horst, Kedrick James, Esteban Morales, Yuya Takeda
This research paper explores how preservice teachers engaged with the transmodal place-based poetry on PhoneMe, an educational social media platform for sharing poetry and vocal performances about place. This work is situated in literature on digital place-based education and theoretical scholarship exploring transmodality and the shifting entanglement of meanings and modes. In this paper, we share
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Exploring the role of social media literacy in adolescents' experiences with personalization: A Norwegian qualitative study The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-11-24 Ashley Rebecca Bell, Merete Kolberg Tennfjord, Miroslava Tokovska, Ragnhild Eg
Social media platforms rely on algorithms to filter and select content, thereby personalizing every individual's social media experience. Many use social media without awareness of this personalization and its impact, pointing to a need to both understand and improve literacy among active social media users. This qualitative study addresses adolescents' social media literacy through an investigation
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Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers' feedback The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-11-21 Virginia Crisco, Anne Porterfield
Focusing on a large study of the implementation of secondary English Language Arts curriculum in California and Washington, we assess how teachers use learning goals to support students developing expert learning practices. Highlighting the value of goal setting to support students' agency in learning to write, we describe teachers' reasons for not teaching these strategies more than any other aspect
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Teaching about climate change: Possibilities and challenges in Australian adult literacy programs The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-11-04 Keiko Yasukawa
Australia's natural environment poses challenges for human inhabitants and will continue to pose novel challenges in an era of climate change. However, the resources that people can access to respond to climate change are diverse and unequally distributed. While this suggests a role for education, especially for those who are most socially and economically vulnerable, integrating climate change literacy
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Multiliterate lives: Childhood to adult, lessons learned The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-10-28 Jeffrey Wood, Emily Peters, Tristan Wood, Simon Wood
This retrospective is a group effort between my children and me to make sense of their literacies over the past 26 years. Sharing in the authoring of this retrospective, we take a look back at the ways those literacies unfolded across their childhood. Emily, Tristan, and Simon used different literacies to define who they were and to construct a literate ethos. They each engaged with literacies in powerful
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Ethnographic sibling research and language learning during the pandemic: Multimodal engagement in literacy and learning over Zoom The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-10-27 Ala Saleh Alghoraibi, Mohammed Saleh Alghoribi
Engaging in ethnographic sibling research, my brother and I intended to contribute to the knowledge of a multilingual learner's literacy practices via Zoom. We discuss agency and negotiated interaction between the ethnographer and sibling-participant. We examine data from field notes, interviews, and participant artifacts using a social semiotic multimodal framework to understand how an English as
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Toward equitable and inclusive school practices: Expanding approaches to “research with” young people The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-10-26 Alison Cook-Sather
This commentary links child-family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than on children and youth. It highlights how the articles
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Co-constructing meaning: Parents and children navigating digital literacies together The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-10-17 Kristen Hawley Turner, Elizabeth Years Stevens, Kathleen Paciga, W. Ian O'Byrne
This article documents a collaborative inquiry between four parent–child dyads. Adopting an approach of duoethnography, the collaborative explored the question, “What happens when parents and children co-construct meaning regarding the challenges and opportunities in using digital technologies?” By positioning youth as co-researchers, the teams disrupted traditional hierarchical power structures in
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Why alternative perspectives are important The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-10-05 Guy Merchant
Not all educational research focuses on the experience of learners, the children and young people who are arguably at the heart of the process—and nor should it. Yet, the emphasis on the learner that has blossomed over the last 50 years, propelled in particular by the socio-cultural paradigm, has made an important and indelible contribution to educational discourse and practice. Most of this research
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Family participatory research practices: A reflection The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-09-26 Serena Troiani
This column discusses the importance of family participatory research practices with particular regard for vulnerable populations and alternative learning opportunities and the need for an expanded approach to the use of multimodalities in the classroom. The author reflects upon her experience as she conducted her dissertation, a case study with her nephew, an adolescent diagnosed with autism, exploring
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“My literacies expand over two languages”: Language and literacy autobiographies as justice-oriented teacher education The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-08-30 Mary Neville, Susana Ibarra Johnson
In this study, the researchers explore how teacher candidates (TCs) across one content area literacies course and one bilingual education course engaged with their past linguistic experiences through two literacy autobiography assignments across the two separate classes. Borrowing from culturally sustaining, multiliteracies, and translanguaging pedagogies, the researchers examined students' associations
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Critical collaboration across three transnational literacy autobiographies The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-08-22 Stephie Minjung Kang, Suha Gangopadhyay, Lindsey Allene Hall
Historically, language and literacy education has overemphasized the ability to listen, speak, read, and write in one standard language (Campbell, 2005; Clark, 2013) without taking personal, historical, and contextual literacy experiences into account. Undertaking autobiography writing as a critical reflexive practice, this study analyzes three transnational literacy autobiographies or TLAs (Canagarajah
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“When People Don't Know Me, They Think…”: Fostering a Multimodal Translanguaging Space that Leverages Students' Voices The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-08-05 Ivana Espinet, Charene Chapman-Santiago
This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic repertoires to explore identity expression. The article provides
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Redesigning Reading in and for the Disciplines The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-08-01 Kathryn Glasswell, Christina L. Madda, Nicky Glasswell
Challenges associated with reading in the disciplines are well documented. In this article, we report on a small-scale study that was part of a larger school-university design-based research collaboration focused on improving literacy learning in Australian high schools. We discuss Paired Wide Reading (PWR), an instructional innovation designed to increase opportunities for adolescent learners to read
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Sharpening Students' Racial Literacies through Multimodal Subversion The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-07-31 Emily Howell, Jeanne Dyches
This case study shares the experiences of 24 students in an urban high school in the U.S. Midwest who spent 6 weeks learning about, and applying tenets of, critical race theory (CRT) to their analysis of the canonical The Adventures of Huckleberry Finn. Students created a visual essay reflecting their understanding of CRT in the novel and in their broader social milieu. Drawing from, and sharing possibilities
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Learning the Language of Oncology With Appa The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-07-23 Rosa Nam
Like many children of immigrants, I have provided English language support to my Korean parents for as long as I remember. Up until this summer, I had no trouble translating or providing English support for my dad. But when my dad was diagnosed with metastatic brain cancer in May 2021, it felt like learning a new language, the language of oncology. In this common discourse reflection, I discuss how
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Playful Multiliteracies: Fan-Based Literacies' Role in English Language Arts Pedagogy The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-07-21 Jayne C. Lammers, Alecia M. Magnifico, Anlun Wang
Standards and their corresponding assessments have continued to narrow English language arts (ELA) curricula, pushing more playful, creative composition to the margins or to out-of-school pursuits. Simultaneously, students enjoy writing creatively in many extracurricular spaces and activities, like fanfiction. Building from research showing that fan-based literacies align with ELA curriculum, this
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“Let Me Just Close My Eyes”: Challenged and Banned Books, Claimed Identities, and Comics The Journal of Adolescent & Adult Literacy (IF 1.188) Pub Date : 2022-07-18 Ashley K. Dallacqua
This column centers around the voices of two AP English students as a way to consider the current book challenging and banning occurring throughout the United States. The column reviews the 2021 year of book challenges in the news and media, students' own perceptions of these bans, with a focus on comics. Finally, there are suggestions and reviews of policies in support of diverse texts in schools