JournalTOCs

Journal of Literacy Research
Journal Prestige (SJR): 1.115

Citation Impact (citeScore): 2
Number of Followers: 13

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1086-296X - ISSN (Online) 1554-8430
Published by Sage Publications

[1176 journals]

Small Moves: New Teachers’ Perceptions of Authoritative Discourse
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  Authors: Claire Lambert, Joy Myers, Christy Howard, Melissa Adams-Budde
  Abstract: Journal of Literacy Research, Ahead of Print.
  Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-22T08:40:32Z
  DOI: 10.1177/1086296X231163122
Teacher Reports of Secondary Writing Instruction with Deaf Students
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  Authors: Kimberly Wolbers, Hannah Dostal, Leala Holcomb
  Abstract: Journal of Literacy Research, Ahead of Print.
  Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-22T08:13:52Z
  DOI: 10.1177/1086296X231163124
Transborder Literacies of (In)Visibility
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  Authors: Sarah Gallo, Melissa Adams Corral
  Abstract: Journal of Literacy Research, Ahead of Print.
  Drawing from an ethnography with mixed-status families residing in Mexico, we examine what we term transborder literacies of (in)visibility, or diasporic people's innovative interactions around texts that prepare them to move across incompatible mononational institutions divided by borders. Through close attention to the literacy practices families engaged in as they applied for their children's U.S. passports from Mexico, we demonstrate how these literacies were not just about expanding authentic ways of reading and writing to include both U.S. and Mexican ways, but instead required unique transborder literacies across mutually unintelligible, racializing mononational systems so that children could (re)access their rights on both sides of the border. We argue that recognizing families’ complex transborder literacy practices of (in)visibility could offer a novel anti-oppressive lens to transform how educators make sense of the complexity of immigrant families’ literacies, movements, and educational supports across borders and national schooling systems.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:24:30Z
  DOI: 10.1177/1086296X231163127
Teachers’ Vocabulary Talk in Early-Elementary Science Instruction
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  Authors: Blythe E. Anderson, Tanya S. Wight, Amelia Wenk Gotwals
  Abstract: Journal of Literacy Research, Ahead of Print.
  The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse analysis was used to identify specific research-aligned vocabulary talk moves. Findings revealed that the cohort of teachers used considerably more moves for building students’ knowledge of word meanings than for building students’ awareness of words and word learning or for interesting students in words and word learning. Likewise, the cohort used more authoritative moves (teacher telling) than dialogic moves (inviting student exploration and engagement). This study contributes to the field's understanding of the ways that science instruction supports literacy learning and literacy instruction supports science learning in the early-elementary grades. The findings from this study have implications for teacher professional development and policy.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:23:49Z
  DOI: 10.1177/1086296X231163117
Early Childhood Teachers’ Emergent Literacy Data Practices
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  Authors: Rachel E. Schachter, Gloria Yeomans-Maldonado, Shayne B. Piasta
  Abstract: Journal of Literacy Research, Ahead of Print.
  Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children's emergent literacy skills. A questionnaire was used to confirm and elaborate findings from prior qualitative work (Schachter & Piasta, 2022) investigating U.S. teachers’ emergent literacy data practices. We focused on how teachers gathered data (data gathering), what they learned from those data (data knowledge), and how they used those data in their practice (data use) along with associations between the practices and children's emergent literacy skills. Overall, teachers reported engaging in multiple data practices, often with high levels of knowledge about children's emergent literacy skills. A small set of data practices, related to data gathering and data knowledge, were associated with children's emergent literacy skills. However, there were also some unexpected negative associations between children's outcomes and teachers’ data practices.
  Citation: Journal of Literacy Research
  PubDate: 2023-03-16T06:20:03Z
  DOI: 10.1177/1086296X231163116
Reimagining Literacy Learning from the Literacies and Lived Experiences of
People of Color
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  Authors: Eurydice Bauer, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, Seth A. Parsons
  Pages: 375 - 378
  Abstract: Journal of Literacy Research, Volume 54, Issue 4, Page 375-378, December 2022.
  
  Citation: Journal of Literacy Research
  PubDate: 2022-12-09T12:32:39Z
  DOI: 10.1177/1086296X221140292
  Issue No: Vol. 54, No. 4 (2022)
Pedagogy of Possibility: Proleptic Teaching and Language Learning
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  Authors: Emily Phillips Galloway, Heather M. Meston
  Pages: 402 - 433
  Abstract: Journal of Literacy Research, Volume 54, Issue 4, Page 402-433, December 2022.
  We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility—or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students’—rather than teachers’—goals for language learning and by recognizing learners’ past, present, and future selves.
  Citation: Journal of Literacy Research
  PubDate: 2022-12-09T12:32:35Z
  DOI: 10.1177/1086296X221140863
  Issue No: Vol. 54, No. 4 (2022)
“SAME GURL”: Political Feeling in LGBTQ+ Digital Composing
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  Authors: Addie Shrodes
  Pages: 434 - 457
  Abstract: Journal of Literacy Research, Volume 54, Issue 4, Page 434-457, December 2022.
  Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and write for social change. In the reaction videos, vloggers circulate funny, emotional reactions to anti-LGBTQ+ media undergirded by oppressive ideologies and norms. To guide the analysis, I draw on queer and Black feminist theories to conceptualize political feeling as cultural formations of emotions that shape how a community feels toward injustice and open or foreclose possibilities for movement toward social change. By constructing and analyzing composing events situated in a virtual ethnography, I find reaction videos construct and circulate the political feeling of radical joy, or willful and resistant happiness in the face of oppression. Radical joy, then, mediates the satirical critiques of interlocking structures of power and the development of belonging in struggles for liberation in the comment section.
  Citation: Journal of Literacy Research
  PubDate: 2022-12-09T12:32:33Z
  DOI: 10.1177/1086296X221140862
  Issue No: Vol. 54, No. 4 (2022)
Teacher and Emergent Bilingual Student Read-Aloud Mediations
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  Authors: Iman Bakhoda, Tanya Christ, Ming Ming Chiu, Hyonsuk Cho, Yu Liu
  Pages: 509 - 541
  Abstract: Journal of Literacy Research, Volume 54, Issue 4, Page 509-541, December 2022.
  We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.
  Citation: Journal of Literacy Research
  PubDate: 2022-12-09T12:32:38Z
  DOI: 10.1177/1086296X221140859
  Issue No: Vol. 54, No. 4 (2022)
Girls of Color Embodied and Experiential Dreams for Education
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  Authors: Grace D. Player
  First page: 379
  Abstract: Journal of Literacy Research, Ahead of Print.
  Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.
  Citation: Journal of Literacy Research
  PubDate: 2022-11-25T08:38:03Z
  DOI: 10.1177/1086296X221140852
Sustaining Textual Passions: Teaching With Texts Youth Love
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  Authors: Karis Jones, Scott Storm
  First page: 458
  Abstract: Journal of Literacy Research, Ahead of Print.
  Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.
  Citation: Journal of Literacy Research
  PubDate: 2022-11-25T08:39:41Z
  DOI: 10.1177/1086296X221141393
Race Talk Moves for Racial Literacy in the Elementary Classroom
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  Authors: Annie Daly
  First page: 480
  Abstract: Journal of Literacy Research, Ahead of Print.
  The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students’ racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call “anchoring,” that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students’ racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students’ racial literacy development.
  Citation: Journal of Literacy Research
  PubDate: 2022-11-25T08:39:01Z
  DOI: 10.1177/1086296X221141391