刊讯｜SSCI 期刊 Literacy 2022年1-4期

Literacy

Volume 56, Issue 1-4, 2022

Literacy（SSCI二区，2021 IF：1.778）2022年第1-4期共刊文34篇。其中，2022年第1期共发文8篇，研究论文涉跨文化交际、数位叙事、数位素养、身份认同等。2022年第2期共发文8篇，研究论文7篇，书评1篇，涉及语言意识形态、多模态、批评素养、L2写作等。2022年第3期共发文8篇，研究论文涉及口语教育、黑人研究、语言缺陷、语言多样性、学校话语、学校识字、超越人类、修辞、母语等。2022年第4期共发文10篇，研究论文9篇，书评1篇，涉及文本复杂性、阅读理解、特殊性别歧视、教学策略、多模态、符号学资源、非小说类写作、信息写作等。欢迎转发扩散！

目录

Issue 1

Special Issue Articles

■Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point, by Cristina Sylla, Maitê Gil, Íris Susana Pires Pereira, Pages: 3-17.

■ Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying, by Jenny Byman, Kristiina Kumpulainen, Chin-Chin Wong, Jenny Renlund, Pages: 18-28.

■ Storytelling through block play: imagining identities and creative citizenship, by Jonathan Ferreira, Maureen Kendrick, Sam Panangamu, Pages: 29-39.

■ Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival, by Helen Hanna, Pages: 40-49.

■ A bridge across our fears: understanding spoken word poetry in troubled times, by Jen Scott Curwood, Katelyn Jones, Pages: 50-58.

■ Dreams of time and space: exploring digital literacies through playful transmedia storying in school, by Angela Colvert, Pages: 59-72.

■ Weaving critical hope: story making with artists and children through troubled times, by Lisa Stephenson, Alastair Daniel, Vicky Storey, Pages: 73-85.

■ Embracing the unpredictable effect of one person: an interview with Professor Keri Facer, by Keri Facer, Becky Parry, Lucy Taylor, Jessica Bradley, Sabine Little, Pages 86-92.

Announcement

■ The UKLA/Wiley Research in Literacy Education Award, Pages: 93.

Issue 2

Original Articles

■ Social justice for young readers: advocating for access, choice and time to read,by Margaret Mackey, Pages 97-105.

■ Using young adultfiction to interrogateraciolinguistic ideologies in schools,by Ian Cushing, Anthony Carter, Pages 106-119.

■ A reflective account of using child-ledinterviews as a means to promotediscussions about reading, by Charlotte Webber, Katherine Wilkinson, Valentina Andries, Sarah McGeown, Pages 120-129.

■ An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity,by Margaret Mackey, Pages 130-149.

■ Re-animation: multimodal discourse around text, by Theodora Bryer, Jane Coles, Pages: 150-159.

■ Positioning self and other: building equity literacy in collaboration, by Julie Rust, Christy Wessel-Powell, Pages 160-173.

■Exploring academic literacy practices of graduate students in English language teacher education programmes at English-medium universities in Turkey, by Nur Yigitoglu Aptoula, Pages 174-183.

Book Review

■The Dark Fantastic: Race and the Imagination from Harry Potter to the Hunger Games by Ebony Elizabeth Thomas, 2020. New York University Press , by Laura Ovenden, Pages 184-185.

Issue 3

Special Issue Articles

■Joyful noise and abatement: idle chatter and the undercommons of oracy education , by Lea Rackley, Tishawn Bradford, Pages 191-198.

■“A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English, by Julia Snell, Ian Cushing, Pages 199-211.

■‘Addressing’ language deficit: valuing children's variational repertories, by David Hyatt, Hugh Escott,  Ian Cushing, Robin Bone, Pages 212-224.

■‘Honouring student repertoires: connecting oracy to “ways of being”, by Jessica M. Gannaway, Pages 225-233.

■‘Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom, by Stavroula Kontovourki, Pages 234-243.

■Beyond transparency: more-than-human insights into the emergence of young children's language, by Abigail Hackett, Pages 244-252.

■Rhetoric, oracy and citizenship: curricular innovations from Scotland, Slovenia and Norway, by Arlene Holmes-Henderson, Janja Žmavc, Anne-Grete Kaldahl, Pages 253-263.

■Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia, by Liz Chamberlain, Lucy Rodriguez-Leon, Clare Woodward, Pages 264-274.

Issue 4

Original Articles

■What happens when adolescents meet complex texts? Describing moments of scaffolding textual encounters, by Dan Reynolds, Whitney Fisher, Pages 277-287.

■Exploring children's embodied story experiences: a toolkit for research and practice, by Dan Reynolds, Whitney Fisher, Pages 288-298.

■Comprehension across disciplines: A practical framework for reading research, by Jennifer Frean, Pages 299-310.

■Beyond levels and labels: applying self-determination theory to support readers, by Natalie Sue Svrcek, Marium Abugasea Heidt, Pages 311-326.

■The impact of technology use on adolescents' leisure reading preferences, by Chin Ee Loh, Baoqi Sun, Pages 327-339.

■Image, text and design: students' semiotic choices in nonfiction compositions, by Lindsey Moses, Frank Serafini, Pages 340-354.

■Developing multimodal communicative competence: adolescent English learners' multimodal composition in an after-school programme, by Joohoon Kang, Pages 355-370.

■Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity, by Judith Kneen, Susan Chapman, Joan Foley, Lucy Kelly, Lorna Smith, Helena Thomas, Annabel Watson, Pages 371-385.

■How does research reach teachers? An agenda for investigating research mobilities in primary literacy education, by Cathy Burnett, Julia Gillen, Ian Guest, Bronwen Maxwell, Terrie Lynn Thompson, Pages 386-399.

Bookreview

■Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement, by Natalia Kucirkova and Teresa Cremin, Pages 400-401.

摘要

Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point

Cristina Sylla, Maitê Gil, Research Centre on Child Studies, University of Minho, Braga, Portugal

Íris Susana Pires Pereira, Research Centre on Child Studies, University of Minho, Braga, Portugal

Abstract In this paper, we present a descriptive case study of the Mobeybou materials, a kit of tangible and digital tools aimed at offering young children opportunities to read, create and share intercultural stories. The tools comprise a set of story apps that present interactive, multimodal and intercultural stories for children to make meanings with, a digital manipulative (DM) and a storyMaker (a digital replication of the DM) that offer the possibility for embodied, collaborative and creative construction of stories by the children themselves. After presenting the materials, we describe how they evolved as an interface of convergence of several complementary theories. By doing this, our major intention is to contribute to the understanding that the design of tools and technologies aimed at creating meaningful and inclusive opportunities for digital story telling in troubled times is a complex, demanding endeavour, but can also be a powerful tool to address the complexities of the troubled times we are living in.

Key words story  telling,  digital  manipulatives, multimodality, interculturality, early childhood

Children's emotional experiences in and about nature across temporal–spatial entanglements during digital storying

Jenny Byman, University of Helsinki, Helsinki, Finland

Kristiina Kumpulainen, University of Helsinki, Helsinki, Finland

Chin-Chin Wong, University of Helsinki, Helsinki, Finland

Jenny Renlund, University of Helsinki, Helsinki, Finland

Abstract In this study, we investigate how digital storying creates opportunities for children to attend to their emotional experiences in and about nature. Following relational ontology and socio-cultural theorising, we focus our analysis on the temporal–spatial entanglements of children's emotional experiences. Our inquiry draws on a case study of two children at a Finnish primary school. Liam and Vera engaged in digital storying in their local forest using an augmented storycrafting app, MyAR Julle. The data were collected during two storying workshops by means of observational field notes, video recordings, interviews with the children and digital artefacts. The results illustrate how engaging in the narrative plot of a fictitious augmented character invited the children to create necessary open-endedness in the activity which further stimulated their storying. The children's experiences were imbued with emotions and distributed across human and non-human actors. The children's digital storying not only communicated their personal emotional experiences in local surroundings, but was also grounded in broader societal narratives, such as climate change and forest conservation, with considerations of the future of the planet. The results suggest how digital storying offers a pedagogical method for early environmental education that builds on children's emotional experiences.

Key words children,  nature,  case  study,  digitalstorying,  emotional  experience,  temporal–spatialentanglements, ecological narrative inquiry

Storytelling through block play: imagining identities and creative citizenship

Jonathan Ferreira, The University of British Columbia, Vancouver, Canada

Maureen Kendrick, The University of British Columbia, Vancouver, Canada

Sam Panangamu, The University of British Columbia, Vancouver, Canada

Abstract In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8- to 10-year-old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story-telling, identity, creative citizenship and play-based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play-based storytelling to address out-of-school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.

Key words creative  citizenship,  identity,  migrant-background and refugee-background children, play, storytelling

Recognising silence and absence as part of multivocal storytelling in and through picturebooks: migrant learners in South Africa engaging with The Arrival

Helen Hanna, Department of Curriculum and Instruction, Education University of Hong Kong, Hong Kong

Abstract This article presents research with migrant primary school learners in South Africa using the wordless picturebook The Arrival (by Shaun Tan) as a research tool. Bringing together the disciplines of literacies and childhood studies, it considers representation, storytelling, absence and silence as part of children's ‘voice’ in order to shed light on communication during fieldwork with Black migrant learners in South Africa. It examines both the absences and/or silences in The Arrival itself and instances where silence was used by participants, potentially as a way of avoiding topics such as children's ‘voice’ and ‘race’. It offers possible explanations for such silence and absence, including that such topics were banal to the learners, too sensitive or controversial and made them feel uncomfortable discussing with a White researcher in a school where the majority of teachers were White, or that the characters were not representative of their racial identities. Ultimately, I argue that the concepts of silence and absence should be considered more carefully when using literature as a tool in research and teaching, as a step towards enabling children to engage with storytelling in a way that is more reflective of their own multivocal stories.

Key words Picturebook, multivocality, silence, absence representation, migrant, primary education

A bridge across our fears: understanding spoken word poetry in troubled times

Jen Scott Curwood, Sydney School of Education and Social Work, The University of Sydney, Sydney, Australia

Katelyn Jones, Elizabeth Macarthur High School, Sydney, Australia 

Abstract Spoken word poetry encourages youth to engage in identity construction, resist oppression and construct counternarratives. Through participating in community-based slams, school workshops and online events, young people can take part in visible activism through exploring their own identity, power and agency and seeing themselves as change agents. In this article, we share longitudinal case studies of two youth poets based in Sydney, Australia. As young women of colour coming of age in troubled times, we consider how poetry offers them a way to engage in story telling and to create counternarratives. We also explore how spoken word allows them to explore their cultural identities, offer testimony about their lived experiences and participate in activism. We situate our research within the COVID-19 pandemic and critically reflect on how the shift online has offered new opportunities whilst also presenting unexpected challenges for youth poets.

Key words case  study, creativity, critical literacy, identity, poetry, story telling, youth culture

Dreams of time and space: exploring digital literacies through playful transmedia storying in school

Angela Colvert, School of Education, Froebel College, University of Roehampton, Roehampton Lane, London, UK

Abstract To support digital literacies in schools, fundamental reorientation and rethinking is required to develop ‘appropriate’ pedagogical practices which are aligned with (and extend) the current curriculum. To achieve this, new flexible frameworks and tools are needed to support educators to work creatively and productively within the current constraints and challenge dominant discourses. Addressing this necessity, I present the findings from a 2-year research project, funded by the British Academy, entitled Playful Pedagogies: Developing New Literacies in the Classroom through the Design and Play of Alternate Reality Games which set out to investigate how engaging teachers in the co-design of an alternate reality game might develop their understanding of digital literacies (their own and those of the children in their classes). The game, ‘Join the DOTS (Dreams of Time and Space)’, provides a fictional context and pedagogical framework for exploring the potential of ‘transmedia storying’ in schools. The associated planning tool and observation frame support teachers to reflect on the skills, critical questions and cultural connections shaped during play and foreground the value of noticing literacy processes as they emerge ‘in the moment’. These have significant implications educators and policy makers and those developing transmedia narratives with and for young people.

Key words ransmedia storytelling, Pedagogies, Digital literacies, Gaming, Primary curriculum

Weaving critical hope: story making with artists and children through troubled times

Lisa Stephenson, School of Education & Childhood, Carnegie School of Education, Leeds Beckett University, UK

Alastair Daniel, Roehampton University, UK

Vicky Storey, Chol Theatre, UK

Abstract Re-imagining Home was a collective immersive story response for children ages 7–12 years during Covid curated by artists from The Story Makers Company. This experience focused on connecting children in new ways through the processes of drama and storying. This paper explores the nuanced responses that children and artists negotiated online/offline story spaces as they lived through these experiences. ARTography (Irwin, 2013) is used as a form of practitioner inquiry from three of the eight artists perspectives, to critically examine the tensions of embedding our affective offline practices online. This includes exploring the rhizomatic ways in which children engaged both online/offline through the artefacts that they shared. The ways in which these hybrid story spaces reflected our affective experiences are explored as the ‘richness of the meanwhile’ (Bogost in Facer 2019, p. 7), described as ‘the dense network of activity going on at any one time’. These shared ‘fragmentary’ stories are explored as a critical pedagogy of hope, considering how the Story Weave offered new possibilities for reimagining future educator practices in troubled times.

Key words affect, children, creativity, critical literacy,drama,  multimodality, new literacies, primaryeducation, posthuman approaches, storytelling

Embracing the unpredictable effect of one person: an interview with Professor Keri Facer

Keri Facer, School of Education, University of Bristol, Bristol, UK

Becky Parry, School of Education, University of Sheffield, Sheffield, UK

Lucy Taylor, University of Leeds, Leeds, UK 

Jessica Bradley, School of Education, University of Sheffield, Sheffield, UK

Sabine Little, School of Education, University of Sheffield, Sheffield, UK

Abstract It was a keynote presentation by Professor Keri Facer at the United Kingdom Literacy Association (UKLA) international conference and subsequent article in Literacy that sparked the discussions which inspired the focus of this special issue. In July 2021, with a mix of end of term exhaustion and intellectual exhilaration, we gathered online to interview Keri and do that important activity we rarely manage to achieve in our performative academic culture, that is, to talk and think together. We wanted to share this process with you, and so we present our questions and Keri's responses with minimal editing and with the ‘epistemic hope’1 we felt in that moment and want to share.

Key words storytelling, storying, children, digitalliteracies, climate change, hope

Social justice for young readers: advocating for access, choice and time to read

Margaret Mackey, School of Library and Information Studies, University of Alberta, Canada.

Abstract In a socially just world, everyone would have an equal chance to become an enthusiastic reader. This article presents a detailed ‘asset map’ of a successful reading life and investigates three necessary components for creating readers: access, choice and time to read. Access to books, the chance and the requisite knowledge to choose reading materials of genuine interest, and time to read and thus to develop reading stamina are all vital to reading success. Although they sound simple enough to supply, access, choice and time to read are all currently under attack. The provision of public and school libraries is threatened in many countries; in the absence of easy access to libraries, young people consequently have much less opportunity to practice book selection in a low-stakes environment; and many classroom activities ironically limit reading time in favour of exercises and seatwork. Those working for socially just literacy options and affordances must decide on the most productive use of energy and resources to pursue a more level playing field; access, choice and time to read are necessary conditions of reading success.

Key words access, choice, reading  development, social justice, time 

Using young adultfiction to interrogateraciolinguistic ideologies in schools

Ian Cushing, Brunel University London, London, UK

Anthony Carter, Bushey Meads School, Bushey, UK

Abstract  This article reports on an UKLA funded study which isworking with young readers to explore the use offic-tional texts to interrogate raciolinguistic ideologies inschools. We draw on data generated from workshopswhere young students read and responded toFrontDesk, a 2018 novel by the Chinese writer Kelly Yang,which centres around a young immigrant girl who isthe target of systemic language discrimination. We de-scribe how literary texts might serve as an entry pointinto examining the pervasive, intersectional, institu-tional and systemic nature of language discrimination,focusing on how schools can be hostile spaces forspeakers deemed to not conform with‘standard’lan-guage  practices  amidst  raciolinguistic  ideologieswhich construct racialised speakers as inferior, defi-cient and unwelcome. We show how students usedFront Deskand the workshops as a space for (a) de-scribing the surveillance, stigmatisation and erasureof  their  own  language  practices  through  tracingraciolinguistic contours betweenfictional and realworlds; (b) interrogating the raciolinguistic ideologiesand punitive listening practices of white authoritativesubjects; and (c) conceptualising language discrimina-tion as intersectional and in

Key words Languageideologies, Languagediscrimination,  Raciolinguistics, Young adultfiction, Standard English

A reflective account of using child-ledinterviews as a means to promotediscussions about reading

Charlotte Webber, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Katherine Wilkinson, earch and Evaluation, Scottish Book Trust, Edinburgh, UK

Valentina Andries, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Sarah McGeown, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UK

Abstract This article provides a reflective account of the partici-patory methodology employed in the Growing up aReader research study. The aim of the Growing up aReader study was to explore children’s (age 9–11) per-ceptions of a‘reader’and their reasons for reading dif-ferent text types. This involved training 12 primaryschool children as student interviewers. Students wereinterviewed by the adult research team and theninterviewed peers themselves (n= 21). For the purposeof this reflection, a data-driven inductive thematicanalysis of the interviews was conducted and compar-isons were drawn between those led by children andthose led by adults. Child-led interviews were morelikely to lead to natural discussions about reading asstudents engaged in the co-creation of knowledge sur-rounding their shared reading experiences. Child-ledinterviews also featured creative communication stylesand reflexive use of language to understand eachother’s   reading   experiences.   Reflections   uponchild-led interviews as a tool for deepening under-standing of children’s literary experiences are madein order to provide methodological insights relevantfor both researchers and practitioners seeking to useparticipatory methods to collaborate with children.Limitations regarding training and support, and ethi-cal and epistemological considerations regarding adultinput are also discussed.

Key words participatory, reading, children, qualitative, interview

An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

Umar Kabir, Bayero University Kano, Kano, Nigeria

Ana H. Marty， Learning Systems Institute, Florida State University, Tallahassee, Florida, USA

Bodunrin Akinrinmade, Learning Systems Institute, Florida State University, Tallahassee, Florida, USA

Stephanie S. Zuilkowski, Learning Systems Institute, Florida State University, Tallahassee, Florida, USA

Abstract High quality teaching and learning materials (TLM)are essential for early literacy learning. The purposeof this study was to determine if the TLM used inschools in Kano State, Nigeria, were culturally appro-priate, gender balanced and relevant to the NigeriaUniversal Basic Education Curriculum, with particularemphasis   on   primary   reading.   Using   aresearcher-adapted  rubric,  lesson  plans,  textbooksand reading books from 10 private and public schoolslocated in urban and rural areas in Kano were evalu-ated. The TLM were rated as moderately relevant tothe Primary 3 English studies curriculum, which fo-cuses on literacy development. However, the materialswere generally not culturally responsive to this regionand displayed only emergent gender balance. We con-clude with recommendations for policy and practice,including the greater involvement of stakeholdersfrom this region in materials development to supportearly literacy teaching and learning.

Key words instructional materials, literacy, primaryeducation, Nigeria

Re-animation: multimodal discourse around text

Theodora Bryer, Institute of Education, UCL, Room 617a, 20 Bedford Way, London, WC1H 0AL UK

Jane Coles, Institute of Education, UCL, Room 617a, 20 Bedford Way, London, WC1H 0AL UK

Abstract This article offers a multimodal analysis of spontaneous, improvisatory interactions between pre-service teachers as they engage with a range of material resources connected to, or generated by, a literary text (in this case, the Old English poem Beowulf). We draw on an understanding of role as a form of frame, offering students a particular perspective on the material that they engage with and a heightened awareness of the signs that they make, and we consider the function of role in supporting learning. Using video evidence collected across a 2-day workshop, we select two key episodes for close analysis to illustrate the complex ways in which learners' spoken words, gestures and bodies combine in the processes of shared meaning-making, aspects of learning that tend to be ignored in official accounts of classroom literacy. In particular, we identify fleeting yet generative moments of role play that learners adopt while engaged in collaborative activities around images and a touchscreen, a form of embodied response we term ‘re-animation’.

Key words drama,frame,multimodality,re-animation, role

Re-animation: multimodal discourse around text

Theodora Bryer, Institute of Education, UCL, Room 617a, 20 Bedford Way, London, WC1H 0AL UK

Jane Coles, Institute of Education, UCL, Room 617a, 20 Bedford Way, London, WC1H 0AL UK

Abstract This article offers a multimodal analysis of spontaneous, improvisatory interactions between pre-service teachers as they engage with a range of material resources connected to, or generated by, a literary text (in this case, the Old English poem Beowulf). We draw on an understanding of role as a form of frame, offering students a particular perspective on the material that they engage with and a heightened awareness of the signs that they make, and we consider the function of role in supporting learning. Using video evidence collected across a 2-day workshop, we select two key episodes for close analysis to illustrate the complex ways in which learners' spoken words, gestures and bodies combine in the processes of shared meaning-making, aspects of learning that tend to be ignored in official accounts of classroom literacy. In particular, we identify fleeting yet generative moments of role play that learners adopt while engaged in collaborative activities around images and a touchscreen, a form of embodied response we term ‘re-animation’.

Key words drama,frame,multimodality,re-animation, role

Positioning self and other: building equity literacy in collaboration

Julie Rust, St. Andrew's Episcopal School, Jackson, MS, USA

Christy Wessel-Powell, College of Education, Purdue University, Beering Hall of Liberal Arts and Education, 100 N University Street, West Lafayette, IN, 47907-2098 USA

Abstract Collaborative meaning-making across difference is often undertaken in pursuit of equity, but too often socially constructed power differentials between collaborators on the basis of social class, race, gender, ability, age or other markers are reified. This article examines the ripples produced by one literacy collaboration that took place across public, private and charter schools, nested within urban, suburban and rural districts, traversing cultural, racial and class boundaries. Specifically, we examine retrospective interview data from youth and teachers reflecting on a collaborative project that asked youth to work together with young people from other schools to compose dramatic performances together. Our findings reveal limitations to equitable outcomes across disparate groups working together, particularly around identity markers like race or neurological difference. After juxtaposing a range of positionalities that youth took up when describing the experience of this field trip after the fact, we suggest a set of equity literacy tools for teachers and researchers interested in facilitating more equitable collaborations.

Key words collaboration,    equity,    positionality,critical literacy

Exploring academic literacy practices of graduate students in English language teacher education programmes at English-medium universities in Turkey

Nur Yigitoglu Aptoula, Bogazici University, Faculty of Education, Istanbul, 34342 Turkey

Abstract While previous research has documented the challenges international students face during their graduate level study in U.S. universities (Casanave and Li, 2008), less is known about the graduate students at English-medium universities, which are common in non-English dominant (EFL) contexts. To address this gap in the literature, this exploratory research study investigates second language (L2) graduate students' academic literacy practices at English-medium universities in Turkey. During one academic year, Turkish graduate students in English language education programmes at seven English-medium universities were invited to participate in a survey regarding their academic literacy practices in English and Turkish. One hundred ten participants responded on the survey. In addition, a subset of participants was asked to participate in semi-structured interviews. Graduate students stated that studying through the medium of English made it almost impossible to write in their L1 (i.e. Turkish). They, however, were asked to make parallel use of English and Turkish in some genres such as academic papers and conference abstracts. Based on the results, the study highlights the importance promoting academic biliteracy along with full-bilingualism at graduate programmes in English-medium universities.

Key words academic  writing,  academic  literacy,graduate students, L2 writing, academic biliteracy

Joyful noise and abatement: idle chatter and the undercommons of oracy education

Lea Rackley, McGill University, Montreal, Quebec, Canada

Tishawn Bradford, University of Memphis, Memphis, Tennessee, USA

Abstract 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 by this rebuke – and the white settler-colonial onto/auto-epistemology mobilised therein – if it measures the value of talk within this purview. We follow the undercommons of black study and the poetics of relation toward revaluations of idle chatter and noise as modes of thought. We explore the abundant participations of noise beyond the colonial errand of abatement, and we elaborate the relational stakes that idle chatter may invent. We reorient the stakes of the learning conversation with its single guiding lesson into the vibrant jazz riff of a learning cacophony that leaves the continuous echo of possible lessons behind it, proposing new ways of valuing oracy education and new possibilities for participation. Our chatty inquiry practices this ethics, overlapping our shared classroom experiences with discussions of theory and our discussions of theory with yet new possible experiences.

Key words oracy education, black studies, poetics,relation, literacy

“A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English

Julia Snell, School of English, University of Leeds, Woodhouse Lane, Leeds, LS2 9JT UK

Ian Cushing, Edge Hill University, Saint Helens Road, Ormskirk, L39 4QP UK

Abstract 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 to social mobility. However, policy prescriptions on ‘standard English’ run counter to the principles of dialogic teaching by privileging ‘correct’ forms of expression over emerging ideas. In this article, we argue that schools can be coerced by macro-level policy into creating meso-level policies which police nonstandardised forms in the classroom with the assumption that this will improve literacy rates. We draw upon a corpus of Ofsted reports as well as data collected in primary schools – pupil writing and focus groups, video-recorded literacy lessons and teacher interviews – to demonstrate that features of spoken dialect grammar occur infrequently in pupil writing, yet the narrative that spoken dialect is a ‘problem’ within education is driving policy/practice that is detrimental to classroom talk and pupil learning. We argue that this must be addressed urgently if we are to exploit the full potential of talk for learning and for addressing educational inequities.

Key words dialect, dialogue, spoken language, pupilwriting, language ideologies, standard English

‘Addressing’ language deficit: valuing children's variational repertories

David Hyatt, School of Education, University of Sheffield, Sheffield, UK

Hugh Escott, Department of Humanities, Sheffield Hallam University, Sheffield, UK

Robin Bone, Education & Social Research Institute, Manchester Metropolitan University, Manchester, UK

Abstract 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’) to address the linguistic deficit position that a school inspection report had taken in relation to the use of local varieties of English in Greythorpe. The researchers used socio-linguistic frames (repertoire, accommodation and discourse attuning) to develop productive strategies for students and the school to take ownership of how to negotiate perspectives that diminish non-standard accents and dialects. We provide illustrations of the workshop conversations with children and teachers to highlight the sophisticated, lived, metalinguistic understandings of children and teachers in the school, through which this perception of language deficit was ultimately renegotiated. In illustrating this case, we draw into focus the ways in which academic, institutional, socio-linguistic knowledge is (by its descriptive nature) divorced from context and so is only of use if it can be owned by those who are facing linguistic inequalities.

Key words dialect, dialogue, spoken language, pupilwriting, language ideologies, standard English

Honouring student repertoires: connecting oracy to “ways of being”

Jessica M. Gannaway, Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester St, Level 2, Carlton, Melbourne, Victoria, 3010 Australia

Abstract 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 are able to participate dialogically. In seeking to crack open the culturally situated nature of oracy and dialogue, doing so through examinations of other “ways of oracy” that occur in the local indigenous context, this paper proposes that the dilemmas around dialogue for CALD students are not just issues of linguistic and cultural access but also an ontological third space. The nature of this challenge requires teachers to first engage with reflective ontological and pedagogical ‘moves’ as a precursor to dialogic possibilities in the classroom. Drawing on intercultural communication, third space theory and the cultural interface, this paper illustrates some possibilities for teacher reflection to ensure greater recognition of all students' repertoires and increased dialogic possibility.

Key words literacy,   oracy,   indigenous,   CALD, linguistic diversity

Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom

Stavroula Kontovourki, University of Cyprus

Abstract 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 schooling and schooled literacy. To do so, I utilise teacher interviews and video-recorded observations from a second grade classroom in the Republic of Cyprus, and analyse those drawing on an understanding of talk as embodied: as occurring through bodies, as part of and in conjunction with bodily movement, regulated and regulating, and yet not fully determining what being a child-learner in a classroom means. I present findings from this analysis in three interrelated moves as I connect talk and silence to local classroom rules, to discourses of literacy and schooling that discipline the (talking) body, and to the contingency of embodied talk in a particular classroom event. Τhis multilayered reading provides insights into the ways in which oracy is part of an assemblage that, among others, brings together and pulls apart teachers' and children's talk, institutional discourses, and always already vibrant bodies.

Key words embodiment,  classroom  talk,  schooldiscourse,  schooled  literacy,  primary  education,performance

Beyond transparency: more-than-human insights into the emergence of young children's language

Abigail Hackett, Manchester Metropolitan University

Abstract 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 the dominant assumption that children's language is primarily for the purpose of transparently conveying meaning. It does this by drawing on posthuman and decolonial scholarship on childhood and language, and particularly on the work of Glissant on opacity and difference, in order to interrogate the relationship between expression, understanding and power. Thus, the paper outlines how an understanding of the relationship between body, place and talk might inform pedagogy by highlighting the need for space to embrace divergent, complicated, irrational, playful and non-functional language practices in early childhood, rather than looking for rapid, straight line development.

Key words Talk,   language,   movement,   earlychildhood, more-than-human, body, place

Rhetoric, oracy and citizenship: curricular innovations from Scotland, Slovenia and Norway

Arlene Holmes-Henderson, University of Oxford, Oxford, UK

Janja Žmavc, Educational Research Institute, Ljubljana, Slovenia

Anne-Grete Kaldahl, OsloMet University, Oslo, Norway

Abstract 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 and speak strategically. But rhetoric goes further than existing policy ambitions for oracy; it includes civic training, and cultivates skills for democratic deliberation and participation in society. Rhetoric empowers young people with the knowledge and skills to construct compelling arguments, and deconstruct the arguments of others, thereby cultivating eloquent and critical citizens. We explore the motivations for the teaching of rhetoric (to learners aged 7–16) in each national educational system, which range from significant coverage (Slovenia) to scant reference (Scotland), with Norway representing the middle ground, and we assess the importance of ancient teachings of rhetoric in contemporary classrooms. We outline the policy and curricular challenges associated with training teachers to teach rhetoric and share testimonies from both staff and students regarding their learning experiences with something which is ‘new’ to many, yet ‘ancient’ to some.

Key words oracy,  rhetoric,  citizenship,  Scotland,Slovenia, Norway

Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia

Liz Chamberlain, The Open University, Milton Keynes, UK

Lucy Rodriguez-Leon, The Open University, Milton Keynes, UK

Clare Woodward, The Open University, Milton Keynes, UK

Abstract  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 talk are key aspects of LCE; however, in contexts where teachers and students are not proficient in the official LoI, the efficacy of this pedagogic approach is brought into question. Drawing on vignettes based on observational data of early years and primary classroom practice in South Africa and Zambia, this paper offers a discursive exploration of how valuing oracy and legitimising multilingualism alter classroom dynamics and interactions between teachers and children. Encouraging translanguaging as a pedagogical approach enables more effective meaning-making through talk and supports pedagogic shifts to more learner-centred classrooms. Exploring the potential of professional development to inspire change, we critically draw out some of the observable shifts in practice, alongside the challenges, for practitioners moving to a more multilingual classroom whilst simultaneously operating within the LoI policy.

Key words multilingualism, home language, learner-centred pedagogy, language of instruction, oracy,translanguaing

What happens when adolescents meet complex texts? Describing moments of scaffolding textual encounters

Dan Reynolds, Assistant Professor of Literacy Education, John Carroll University, University Heights, OH, USA

Whitney Fisher, Graduate Student in School Psychology, John Carroll University, University Heights, OH, USA

Abstract  Adolescents face complex texts rich in academic language. Existing research has documented how teachers can design curriculum to scaffold students' comprehension of complex texts, but little work has documented the moments of adolescents' encounters with complex texts, and how teachers can scaffold these encounters on a moment-to-moment basis to advance their students' comprehension. We present data from an intervention in which six tutors were trained in an interactional scaffolding framework aligned with text complexity read complex texts with small groups of Year 12 students (age 16–17) in a US high school. Tutors used identical texts and lesson plans across groups, but each tutor scaffolded contingently to each group's needs. Findings revealed missed opportunities for deeper scaffolding when tutors failed to recognise the complexity of the text and failed to contextualise their scaffolds within the context of the passage under study. We also found examples of tutors taking different routes to scaffolding success contingent on the students' attempts. We present a menu of scaffolds to support teachers' practice and examples of the scaffolding for teachers and researchers to see how these scaffolds can help navigate complex texts.

Key words scaffolding,  text  complexity,  readingcomprehension, secondary language arts, plannedscaffolding, interactional scaffolding

Exploring children's embodied story experiences: a toolkit for research and practice

Anežka Kuzmičová, Institute of Czech Language and Theory of Communication, Faculty of Arts, Charles University, Prague, Czech Republic

Markéta Supa, Institute of Communication Studies and Journalism, Faculty of Social Sciences, Charles University, Prague, Czech Republic

Jana Segi Lukavská, Institute of Czech Language and Theory of Communication, Faculty of Arts, Charles University, Prague, Czech Republic

Filip Novák, Institute of Czech Language and Theory of Communication, Faculty of Arts, Charles University, Prague, Czech Republic

Abstract  Literacy research and practice are invigorated by evidence that stories enhance empathy and concentration. Both benefits are associated with attending to inner sensory states afforded by stories. Yet children are rarely asked about how stories, steeped as they are in characters' bodily actions, affect them in bodily terms. We have conducted a qualitative study inviting 9- to 12-year-olds (N = 19) to share their embodied story experiences. To this end, we developed a toolkit of story excerpts and activities supported with bespoke props that can be adopted in research but also in classrooms and other practice. The toolkit was tested in school-based focus groups (accompanied by in-class observations) and home-based individual interviews. We introduce the toolkit and discuss some of the key prerequisites of its use. Further, we present three main types of embodiment statements provided by our participants: what-statements about the trigger of one's embodied experience, how-statements about the sensory or motor quality of the experience and what-and-how statements combining both aspects. We consider the distinct potentials of these statement types for fostering children's embodied self-awareness and story awareness in educational settings and beyond.

Key words embodiment,primaryeducation,multimodality,  reading  for  pleasure,  everydayliteracies,  story,  children’s  experiences,  literacy,methodology, reader response

Comprehension across disciplines: A practical framework for reading research

Jennifer Frean, The University of Melbourne, Parkville, Melbourne, Victoria, 3010 Australia

Abstract 

  The increase in screen-based publishing over the past 30 years has sparked an evolution of reading. Reading's natural scope has ignited interest across paradigms. The resulting scholarship offers rich opportunity, but also presents a concerning challenge – approaches differ across disciplines, producing results that can be difficult to interpret and apply between fields.

  This article introduces both a framework for use by reading researchers across disciplines and an original interpretation of Schramm's communication model as it applies to reading. Drawing on theory and practice from communication, literacy, psychology, neuroscience and education, this article proposes a practical approach with the flexibility to accommodate a broad spectrum of research interests and goals. Using Schramm's communication model as its guiding logic, this framework unifies and extends Mangen and van der Weel's integrative framework for reading research (2016) to produce a further iteration of the framework that can be engaged at all stages of the research process, encouraging replicable and – most importantly – usable research findings for all interested stakeholders. This transdisciplinary approach aims to overcome academic silos and support more compatible, transferable research outcomes for both qualitative and quantitative projects.

Key words Reading, collaboration, communication,reading comprehension, interdisciplinary training andresearch, new literacy studies

Beyond levels and labels: applying self-determination theory to support readers

Natalie Sue Svrcek, Department of Education and Human Development, SUNY Brockport, Brockport, New York, USA

Marium Abugasea Heidt, Department of Education and Human Development, SUNY Brockport, Brockport, New York, USA

Abstract Reading levels and levelled reading have been tried and true teaching tools used for assessment and to guide the teaching of reading in classrooms for decades. However, identifying students' reading levels does not necessarily lead to success in reading for students. In strictly adhering to an instructional routine based on reading levels and choosing books based on those levels, we miss valuable opportunities to identify and celebrate children's current and learned reading practices, and importantly adhere to students' reading interests. In this article, we draw on self-determination theory from the field of motivation to rethink how we are framing our students as readers, and further urge educators to look critically at their use of reading levels and levelled reading. As opposed to solely relying on the tried and tested ways of working with readers, we instead offer an opportunity for teachers to bolster students' well-being by focusing on their motivational needs and their efficacy as readers. In designing reading instruction and activities around students' interests, choice, abilities, and interactions in the class community, we can empower students, foster their lifelong love of reading, and support their development as strong and strategic readers.

levelled reading, literacy, SDT, teaching,reading teachers, motivation, teaching strate

Key words levelled reading, literacy, SDT, teaching,reading teachers, motivation, teaching strate

The impact of technology use on adolescents' leisure reading preferences

Chin Ee Loh, National Institute of Education, Nanyang Technological University, Singapore

Baoqi Sun, National Institute of Education, Nanyang Technological University, Singapore

Abstract There is worldwide concern about the decline in children and adolescent enjoyment of reading as documented by international and national surveys, with smartphones and other technologies often blamed for the decline. Yet, with recent rapid improvements in technologies for reading, the accelerated adoption of devices for learning during the pandemic and increased access to e-books through the public library system in Singapore, the relationship between adolescent technology use and reading may be more complex than is typically painted in popular press. This mixed-methods study seeks to make current an understanding of adolescent reading in relation to technology by exploring adolescents' preferred reading devices, their use of technology for reading and their use of public e-resources for reading. In this study, adolescents preferred using their smartphones over print forms for reading and preferred to read social media online. E-books accessed freely through the public library were under-utilised, and adolescents reported lack of knowledge or experience about how to look for reading resources online. Findings suggest an intentional and nuanced approach is needed to create an ecosystem of opportunities for adolescents to have meaningful reading experiences in print and digitally.

Key words leisure or independent reading, adolescentreading, print and e-reading, technology

Image, text and design: students' semiotic choices in nonfiction compositions

Lindsey Moses, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA

Frank Serafini, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USA

Abstract 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 examination of two students' compositions. The data collection includes student compositions, video of classroom interactions and video recorded student composition/artefact elicitation interviews in which students discussed their composition process, authorial decision making and final composition. A multimodal approach to data analysis examines the semiotic resources used by the children, their meaning potential and purposes for inclusion in their nonfiction compositions. Findings suggest students drew upon a range of modalities, including visual images, graphic design features and movable text, in addition to written language to share their ideas and present their information through multimodal compositions. Implications include a need for curricular and instructional advancements with a greater focus on multimodal composing techniques to create inclusive spaces where students can more fully represent what they want to communicate.

Key words multimodality, semiotic resources, earlyliteracy, nonfiction writing, informational writing

Developing multimodal communicative competence: adolescent English learners' multimodal composition in an after-school programme

Joohoon Kang, Department of English Education, Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul, 04763 South Korea

Abstract  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 multimodal texts. Multiple sources of data were gathered from interviews, video recordings with fieldnotes and student artefacts. The data were analysed using an inductive and deductive approach, along three orientations: modes as social action; modes as framing devices; and modes as agency representation. The students' multimodal texts were analysed based on multimodal text analysis. This study demonstrated that the participants personalised, avoided, modified and orchestrated semiotic modes to engage in multimodal composition. The study also revealed that the students' selection and use of semiotic modes were influenced by their audience awareness, genre knowledge and identities, and vice versa, all of which contributed to developing their multimodal communicative competence. The paper concludes with pedagogical implications for multimodal composition practices and suggestions for future multimodal composition studies.

Key words multimodality, multimodal composition,multimodal  communicative  competence,  semioticmodes, second language writing, adolescent literacy

Teaching Key Stage 3 literature: the challenges of accountability, gender and diversity

Judith Kneen, Cardiff School of Education and Social Policy, Cardiff Metropolitan University, Cardiff, UK

Susan Chapman, School of Education, Aberystwyth University, Aberystwyth, UK

Joan Foley, Department of Education and Childhood, University of the West of England, Bristol, UK

Lucy Kelly, School of Education, University of Bristol, Bristol, UK

Lorna Smith, School of Education, University of Bristol, Bristol, UK

Helena Thomas, School of Education, Bath Spa University, Bath, UK

Annabel Watson, Graduate School of Education, University of Exeter, Exeter, UK

Abstract 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 people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond.

Key words literature, novel, poetry, plays, Key Stage3, secondary, gender, diversity

How does research reach teachers? An agenda for investigating research mobilities in primary literacy education

Cathy Burnett, Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK

Julia Gillen, Department of Linguistics and English Language, Lancaster University, Lancaster, UK

Ian Guest, Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK

Bronwen Maxwell, Sheffield Institute of Education, Sheffield Hallam University, Sheffield, UK

Terrie Lynn Thompson, Faculty of Social Sciences, University of Stirling, Stirling, UK

Abstract In England, several developments combine in powerful ways to sustain certain ideas about literacy and research in education. These include the promotion of a specific model of ‘evidence-based practice’, frameworks for initial teacher education and early career professional development, and a strong accountability framework via inspection. However, as we illustrate through examples of activity on Twitter, to suggest that such ideas are all pervasive is to ignore other, less predictable, ways in which research circulates. Teachers, researchers and others working in literacy education, combined with the work of digital actors, assist the movement of ideas in sometimes unpredictable and even exciting ways. We argue that, if we are to understand how teachers encounter research, we need a better understanding of how research moves. We suggest that such movements are produced through shifting assemblages of human and non-human actors that combine to mobilise literacy research evidence differently and to varying degrees. This, we propose, calls for a new focus on what we call ‘research mobilities’ in primary literacy research.

Key words England,    evidence-based    practice,literacy research, primary literacy, research mobilities,Twitter

期刊简介

Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.

Literacy 是一本为对识字研究和发展感兴趣的人而编写的参考期刊。其读者群包括从业人员、教师教育工作者、研究人员以及本科生和研究生；该期刊为教育工作者提供了一个讨论问题的平台，通过审查研究证据、反思创新实践的分析报告和审查最近的政策发展。

Keywords: assessment, culture, digital, education, identity, language, literacy, literature, media, policy, reading, talk, teaching, theory, writing

期刊关键词包括：评估、文化、数字、教育、身份、语言、识字、文学、媒体、政策、阅读、谈话、教学、理论、写作。。

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https://ukla.org/publications/literacy/

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