刊讯｜SSCI 期刊《读写能力》2023年1-3期

Literacy

Volume 57, Issue 1-3, 2023

Literacy（SSCI二区，2023 IF：1.2，排名：94/194）2023年第1-3期共发文26篇，其中2023年第1期共发文章7篇，研究论文涉及元认知反思、自然拼读法、创意教学法等。2023年第2期共发文章9篇，研究论文8篇，书评1篇，涉及数字多模态、批判性读写能力、跨语言双语教学法。2023年第3期共发文章10篇，研究论文7篇，书评3篇，涉及写作工作坊教学法、批判性思维、幼儿识字等。欢迎转发扩散！

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刊讯｜SSCI 期刊《读写能力》2022年1-4期

目录

Issue1

Original Articles

■ Literacy and literary learning on BookTube through the lenses of Latina BookTubers, by Lenin Paladines,Cristina Aliagas, Pages 17-27.

■ Student teachers as creative writers: does an understanding of creative pedagogies matter? by Kerry Assemakis, Pages 40-50.

■“We felt that electricity”: writing-as-becoming in a high school writing class by Jessica Cira Rubin, Pages 51-60.

■Using Dialogic Writing Assessment to Support the Development of Historical Literacy, by Sarah W. Beck,  Andrew O. del Calvo, Pages 61-71.

■ Flexible phonics: a complementary ‘next generation’ approach for teaching early reading, by Greta Boldrini,  Amy C. Fox,  Robert S. Savage, Pages 72-86.

Issue 2

■ An interview with Professor Barbara Comber, by Barbara Comber, Pages 88-93.

■Empowering English as an Additional Language students through digital multimodal composing, by Melissa Barnes,  Ekaterina Tour, Pages 106-119.

■ ‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies, by Chris Bailey, Pages 120-131.

■ Writing instruction for social justice: an investigation into the components of a teacher preparation course, by Émilie Lavoie,  Martine Cavanagh, Pages 132-148.

■ Critical literacy: an approach to child rights education in Uganda and Canada, by Shelley Jones,  Kathleen Manion, Pages 149-160.

■ Critical multimodal literacy practices in student-created comics, by Suriati Abas, Pages 161-170.

■Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada, by Jing Jin,  Yina Liu, Pages 171-184.

■Working towards more socially just futures: five areas for transdisciplinary literacies research, by Amélie Lemieux, Lisa Boyle, Emiyah Simmonds, Jrene Rahm, Pages 185-197.

■Critical literacies: Ever-evolving, by Arlette Ingram Willis, Pages 198-205.

Issue 3

■ Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning, by Brittney Jones,  Jacqueline Lynch.Pages 209-220.

■Enacting anti-racist writing workshop pedagogies in an online, drop-in writing club for youth, by Bethany Silva,  Aleigha Raymond,  Mia Brikiatis,  Alecia Magnifico.Pages 221-233.

■ Native American youth finding self through digital story telling ,by Melissa Wicker,  Jiening Ruan.Pages 234-248.

■ Cultivating critical global citizens through secondary EFL education: a case study of by Lina Sun Pages 249-261.

■ The roots of reading for pleasure: Recollections of reading and current habits, by Manzar Zare,  Stephanie Kozak,  Monyka L. Rodrigues,  Sandra Martin-Chang,Pages 262-274.

■ The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted, by Rachel Heydon,Roz Stooke,Pages 275-291.

■Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry, by Jia Rong Yap,  Laura Gurney, Pages 292-304.

■The doctorate unbound: relationality in doctoral literacy research, by Karen Gravett,  Marion Heron,  Adeeba Ahmad, Pages 305-314.

■Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship,by Lauran Doak,Pages 315-326.

■Embodied meaning-making: using literacy-as-event to explore a young child's small world play, by Samantha Jayne Hulston,Pages: 327-339.

摘要

Multimodality, learning and decision-making：children's metacognitive reflections on their engagement with video games as interactive texts

Sam von Gillern, Department of University of Missouri, 211N Townsend Hall, Columbia, MO 65201, USA.

Carolyn Stufft, Department of Berry College, Cook Building 256, Mount Berry, GA 30149, USA.

Abstract This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay. Students produced 124 reflections in total, which were analysed via template analysis to determine how children metacognitively reflected on different types of multimodal symbols and used those symbols to comprehend the games and make decisions. Results illustrate how students engaged in metacognitive semantic and syntactic processes with a variety of multimodal symbols, such as written language, dynamic visuals and abstract symbols, during gameplay that aided their understanding of the games and influenced their decisions. This study contributes to the limited empirical research on video game literacies and illustrates children's meaning-making processes while engaged with video games as multimodal interactive texts.

Key words digital literacies, video games, newmedia, metacognition

Literacy and literary learning on BookTube through the lenses of Latina BookTubers

Lenin Paladines, Department of Autonomous University of Barcelona, Barcelona, Spain.

Cristina Aliagas, Department of Autonomous University ofBarcelona, Barcelona, Spain.

Abstract In this study, we examine various aspects of BookTubers' literacy practices, regarding the personal and social factors that lead readers to devote themselves to the BookTube community, the elements that BookTubers consider as they create and publish video book reviews and the sort of literary learning this digital literacy practice entails. For this purpose, narrative interviews were conducted with six BookTubers, five of them from Latin America and one from Spain. Their answers offer insights into the motivations and unique types of learning that come together in this literary practice. A qualitative analysis of the interviews shows that affective engagement with books is a singular feature of BookTubers' understanding of reading culture and that literary video reviews are created in a complex bricolage process where resources, skills and knowledge are mobilised and develop, both aspects also being associated with the development of an online social reading identity. In addition, an ecological approach to analysing literacy and literary learning in the BookTuber culture points to the importance of framing video book reviews as a didactic resource with considerable potential to bring new learning practices to in-school literary education.

Key words BookTube, literary learning, video bookreviews, youth online literary practices

Chopsticks and clothes：Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

Ling Hao, Department of Department of Instruction and TeacherEducation, University of South Carolina, 820Main Street, Columbia, SC 29208, USA.

Abstract This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.

Key words early years, language learning, culturelearning, digital technology, Chinese heritage parents

Student teachers as creative writers：does an understanding of creative pedagogies matter?

Kerry Assemakis， Department of Senior Lecturer PrimaryEnglish, Institute of Education, St Mary’sUniversity, Twickenham, UK.

Abstract 

Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers.

Key words student teachers as writers, writing,creative pedagogies, autonomy

“We felt that electricity”：writing-as-becoming in a high school writing class

Jessica Cira Rubin, Department of Te Kura Toi Tangata Schoolof Education, University of Waikato, Hamilton, New Zealand.

Abstract Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

Key words classroom-sited research, creativity,posthuman approaches, secondary language arts,writing, postqualitative approaches, response-ablepedagogies, affect theory, adolescent literacy

Using Dialogic Writing Assessment to Support the Development of Historical Literacy

Sarah W. Beck, Department of New YorkUniversity, New York, NY, USA.

Andrew O. del Calvo，Department of  University of Pennsylvania, Philadelphia, PA USA.

Abstract Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain ‘mediational moves’ the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing.

Key words writing Instruction, Writing Conferences,Classroom Assessment, Teaching History

Flexible phonics: a complementary ‘next generation’ approach for teaching early reading

Greta Boldrini，Department of of Psychology andHuman Development, Institute of Education, University College London, London, UK.

Amy C. Fox， Department of epartment of Psychology andHuman Development, Institute of Education, University College London, London, UK；Institute of Health and Neurodevelopment, AstonUniversity, Birmingham, UK.

Robert S. Savage， Department of  Psychologyand Human Development, Institute of Education, University College London, London, UK； Faculty of Education, York University, Toronto, Ontario Canada.

Abstract We describe the rationale for- and content of- a freely available, novel, theoretically driven and evidence-based approach to improving the teaching of word reading in reception classrooms called ‘Flexible Phonics’. Flexible Phonics (FP) adds measurable value to-, rather than wholly replacing, existing synthetic phonics programmes. The rationale underpinning the FP approach concerns the need for multi-componential, maximally efficient, and truly generative approaches to allow early independence in reading for all children that apply to all words in the opaque spelling system of English. Building from these three principles, contemporary reading theory and evidence from cognitive science, linguistics and scaled educational implementation research, FP embodies a 5-element intervention differentiated to children's current attainment levels. FP augments mandated synthetic phonics through use of quality real books allowing ‘Direct Mapping’ of taught grapheme-phoneme correspondences, targeted oral vocabulary teaching, strategy-instruction on ‘Set-for-Variability’ and targeted preventative intervention for the most at-risk readers to then access wider FP content. Implications for policy and enhanced professional practice in English schools are considered.

Key words English language, language policy,Phonics, reading instruction, teacher professionaldevelopment, vocabulary

An interview with Professor Barbara Comber

Barbara Comber， Department of Education Futures, University of South Australia.

Abstract As part of this special issue on ‘Literacy for social justice’, and at this moment of post-pandemic transitions in education, we invited Professor Barbara Comber to reflect on the needs for and trends in critical literacy education, both in her local context, in Australia, and internationally. In September 2022, we met with Barbara online to discuss her thoughts about what critical literacy educators need, how scholars and educators can work together to produce change, and where we can see hope in critical literacy and social justice education right now, as part of promising anti-racist, decolonizing, and intersectional literacy frameworks and practices.

Key words critical literacy, power, social justice,teacher education

Attuning to In-the-Red Frequencies with/in Readers Workshop

Bessie P. Dernikos， Department of ernikos, Florida Atlantic University, Boca Raton, FL, USA.

Jaye Johnson Thiel， Department of he University of Alabama, Tuscaloosa,  Alabama USA.

Bianca Nightengale-Lee， Department of Florida AtlanticUniversity, Boca Raton, Florida USA.

Abstract In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.

Key words affective literacy, critical literacy,embodied literacies, hip-hop, in the red frequencies,race and ethnicity, sound

Empowering English as an Additional Language students through digital multimodal composing

Melissa Barnes, Department of chool of Education, La TrobeUniversity, Melbourne, Australia.

Ekaterina Tour， Department of chool of Curriculum Teaching &Inclusive Education, Faculty of Education, Monash University, Melbourne, Australia.

Abstract While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.

Key words digital multimodal composing, refugees,EAL, critical literacies, intersectionality

‘Neurodivergent literacies’: exploring autistic adults' ‘ruling passions’ and embracing neurodiversity through classroom literacies

Chris Bailey， Department of heffield Hallam University, Sheffield, UK.

Abstract The concept of neurodiversity has fuelled a social justice movement advocating for the rights of those whose lives diverge from a socially-constructed default. However, deficit understandings of disability persist in educational settings and neurodivergent people continue to face disadvantage and discrimination in organisations constructed on normative understandings of the world. Although New Literacy Studies is concerned with ideas of power, dominance and worth, there is a notable lack of work that connects NLS with issues of neurodiversity. In this paper, I introduce the term ‘neurodivergent literacies’ to propose a field of study that links the ideological model of literacy with the neurodiversity paradigm. From this starting point, I outline a project that examined literacies around what are often referred to as the ‘special interests’ of autistic people. Presenting data from interviews with 13 neurodivergent adults, related to school experiences and the literacies they engage with around their self-defined ‘ruling passions’, I make recommendations for literacies practitioners, arguing that schools need to do more to take account of difference and disability. By describing how ‘neurodivergent literacies’ can help teachers harness their own critical literacy skills to challenge deficit models of difference in the classroom, this paper illuminates how an understanding of neurodiversity is essential for anyone teaching and researching literacies with a commitment to social justice.

Key words autism, disability,literacies, neurodiversity, neurodivergence, reading, social justice

 Writing instruction for social justice: an investigation into the components of a teacher preparation course

Émilie Lavoie， Department of Émilie Lavoie, Department of SecondaryEducation, University of Alberta, Canada.

Martine Cavanagh， Department of  Education, Faculté SaintJean, University of Alberta, Edmonton, Canada.

Abstract Future teachers must notice, navigate, and address ideologies in order to counter inequities in the literacy classroom. This article presents the findings of two teacher educators who have taken up the call to critically reflect on their own underlying beliefs and discourses regarding writing instruction. Through an education design framework, they analysed important components of the course, arguing for a higher degree of visibility of the ideologies and social forces that impact writing instruction. They found that despite encouraging a fairly complex and all-encompassing view of learning to write to the future teachers in their course, the creativity discourse was present passively and the socio-political was downright absent, despite clear social justice aims in the course. They discuss how well-established discourses can serve as gateways to embed the socio-political into the course and address more granularly the question of exclusion through selected mentor texts.

Key words writing, teacher education, genre,language ideologies, identity

Critical literacy: an approach to child rights education in Uganda and Canada

Shelley Jones， Department of college ofInterdisciplinary Studies, Royal RoadsUniversity, Victoria, Canada.

Kathleen Manion， Department of School of Humanitarian Stud-ies, Royal Roads University, Victoria, Canada.

Abstract For children to know how to fully participate in and most effectively lead the world they will inherit, they must learn how to critically engage with it and be knowledgeable about foundational rights and instruments that support such engagement. Together, critical literacy, which encourages the examination and interrogation of the underlying assumptions of dominant narratives and ‘legitimate’ knowledge, and children's rights education, which involves children in learning how to express their ideas and fully participate in society (as appropriate to their age and ability), offer a powerful approach—theoretical and pedagogical—to engage children in active engagement of the world, especially with respect to the promotion of social justice. However, the layers of complexity and risks associated with deep consideration of challenging topics require expert guidance and compassionate role modelling from teachers of young children. Our paper considers the intersections between critical literacy and global child rights with reference to a study conducted with young school children in Canada and Uganda to discuss how teachers can support meaningful learning experiences in the classroom that can promote children's agency and social justice commitments.

Key words critical literacy, child rights, Canada,Uganda, social justice, global education, participatoryaction research, multimodality, primary education,children’s rights

Towards a critical translanguaging biliteracy pedagogy: the ‘aha moment’ stories of two Mandarin Chinese teachers in Canada

Jing Jin， Department of Faculty of Education, University ofAlberta, Edmonton, Canada.

Yina Liu， Department of Faculty of Education, University ofAlberta, Edmonton, Canada.

Abstract Learning Mandarin Chinese as a heritage or additional language at Chinese complementary schools has long been a tradition for many Asian Canadians. However, research that looks at teachers' experiences and perceptions in Canadian settings, especially the power dynamics embedded in biliteracy development at complementary schools, is scant. Moreover, the COVID-19 pandemic brought challenges and opportunities to Chinese complementary schools. In this paper, we, as two Mandarin teachers and literacy researchers, used collaborative autobiographical narrative inquiry to tell our stories to unfold (1) how power dynamics regarding biliteracy/multiliteracy were enacted and reflected in a Chinese complementary school during the pandemic and (2) our re-understanding of Mandarin teaching and learning from critical literacy and translanguaging perspectives. Although the pandemic is over, racial discrimination and social inequity continue to remain in our lives. By analysing our teaching moments and reflections, we hope this study could provide some insights into how critical literacy and translanguaging can be integrated into language and literacy education in multilingual and multimodal settings in the pandemic and post-pandemic contexts.

Key words online teaching, Chinese complementaryschools in Canada, critical literacy, translanguaging

Working towards more socially just futures: five areas for transdisciplinary literacies research

Amélie Lemieux， Department of Faculty of Education, Universityof Montreal, Montreal, Quebec, Canada.

Lisa Boyle， Department of School of Business and Creative In-dustries, Nova Scotia Community College, Hali-fax, Nova Scotia Canada.

Emiyah Simmonds， Department of Faculty of Education, MountSaint Vincent University, Halifax, Nova Scotia Canada.

Abstract Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.

Key words social justice, literacies, equity, diversity,inclusion, accessibility, transdisciplinarity,intersectionality, racial justice

Teachers' and Black students' views on the incorporation of African American children's literature in an after-school book club: collaborative and culturally based learning

Brittney Jones， Department of  Teaching andLearning, Florida International University, College of Arts, Sciences & Education, Miami, Florida USA.

Jacqueline Lynch， Department of Teaching andLearning, Florida International University, College of Arts, Sciences & Education, ZEB351A, 11200 SW 8th Street, Miami, FL, USA.

Abstract It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after-school book club. There were 15 second- and third-grade African American students from a low-income area who participated in the 6-week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after-school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.

Key words children’s literature, African American,culturally relevant, motivation, response to literature,elementary school students

Enacting anti-racist writing workshop pedagogies in an online, drop-in writing club for youth

Bethany Silva， Department of University of New Hampshire, Morrill Hall 111C, 62 College Road, Durham, NH03284, USA.

Aleigha Raymond， Department of University of New Hampshire, Durham, New Hampshire USA.

Mia Brikiatis， Department of University of New Hampshire, Durham, New Hampshire USA.

Abstract This article documents the authors’ modification andimplementation of anti-racist writing workshop(ARWW) practices in the context of an online, drop-inwriting club, Pens Out. We sought to understandhow teens perceive writing practices that are notwhite-normed — specifically, centring relationshipsinstead of prizing individuality, embedding choice in-stead of replicating one authorial view and observingwriterly craft instead of errors. As white-identifyingeducators and researchers, we engaged in practitionerinquiry to understand how programme participantswho live in a predominately white region experiencethese practices. We asked: How do attendees under-stand and describe experiences with writing workshoppedagogies that seek to de-centre whiteness? Thisquestion has become increasingly important as politi-cians in the United States restrict anti-racist educa-tional practices and content. We used conventionalcontent analysis to observe themes across five partici-pants’ semi-structured interviews. Findings indicatedthat participants’ relationships with each other pro-duced inspiration and reciprocity, writing expectationsfrom inside and outside the club affected choice andrisk taking, and observing craft multimodally encour-aged sharing and reciprocity. What we discoveredcan help teachers and leaders of K12 writing work-shops implement ARWW practices and increaseallyship while discussing and questioning hegemonicideals in K12 schooling.

Key words anti-racist writing pedagogy, writingprocess, writing instruction, writing workshop,writing pedagogy

Native American youth finding self through digital story telling

Melissa Wicker， Department of University of Oklahoma, 338Cate Center Drive, Room 190, Norman, OK73019, USA.

Jiening Ruan， Department of Jeannine Rainbolt College ofEducation, University of Oklahoma, Norman, Oklahoma USA.

Abstract This holistic single-case study aimed to understand theimpact of digital story telling (DST) on the identity ex-pressions of Native American youth. The question thatguided the study asks, ‘How do Native American ado-lescents in a rural, tribal-run after-school programmefor Indigenous youth explore and express who theyare through digital story telling?’ Five Indigenousyouth enrolled in a tribal-run after-school programmeparticipated in the study and completed a digital storytelling project that contained multiple components andinterviews. Data sources included funds of knowledgemaps, shields, story scripts, storyboards, interviewtranscripts, and digital videos. Thematic analysis wasthe overarching method used to identify themes. Theresearchers also conducted constant comparison, con-tent analysis, and/or intertextual transcription to ana-lyse specific data types. Findings indicate the youthenjoyed the DST process, explored and solidified theirpersonal identities, and discovered personal strength.The findings also suggest that DST enabled the youthto draw upon cultural knowledges, literacies, and per-sonal experiences to establish their identities and makesense of the world around them. Furthermore, findingsreveal the continued presence of racism in society andschools and the need to transform schools into sitesthat embrace and support Indigenous knowledges,languages, literacies, and identity development of In-digenous students.

Key words Native American adolescents, Indigenous youth, digital story telling, Identity, casestudy

Cultivating critical global citizens through secondary EFL education: a case study of 

Lina Sun， Department of School of ForeignLanguages, Nankai University, No. 94 WeijinRoad, Nankai District, Tianjin 300071, China.

Abstract This paper examines the enactment of critical literacypedagogy in secondary English language teaching inthe face of globalisation. This qualitative case studysignals that global citizenship education (GCE) andEnglish as a foreign language (EFL) teaching canconverge through offering equitable and globallycontextualised learning opportunities. The overarchingthemes presented here challenge the dominance ofinstrumentalist orientations of EFL education in today while mobilising pedagogicalchoices that affirm students’ local and lived experi-ences in relation to international socio-political issues.Findings provide EFL educators nuanced insights intohow critical global literacies are extended through crit-ical understandings of literacies, interconnections froma personal to a global level, and opportunities forsocial actions on multicultural issues, thus fosteringglobally competent and bilingual learners whocritically engage with the contested terrain of anincreasingly globalised world

Key words English as a foreign language, Secondarylearners, Critical global literacies, Interculturalawareness, Critical pedagogy

The roots of reading for pleasure: Recollections of reading and current habits

Manzar Zare， Department of Education,Concordia University, Montreal, QC Canada.

Stephanie Kozak， Department of Education, Concordia University, Montreal, QC Canada.

Monyka L. Rodrigues， Department of Education, Concordia University, Montreal, QC Canada.

Abstract Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.

Key words Autonomy Support, Reading Instruction,Reading Motivation, Print Exposure

The literacies-as-events in the day of a life of an octogenarian: literacies of thriving as habits of a lifetime and (im)materially constituted

Rachel Heydon， Department of Western University, London, Canada.

Roz Stooke， Department of Western University, London, Canada.

Abstract Much is known about the literacies of early life, adoles-cence and some aspects of adulthood such as workplaceliteracies, but there has been a dearth of attention to theliteracies of late life. The invisibility of these literacieshas the potential to skew how curricula, pedagogyand policy developers understand and plan for liter-acies that can sustain people across the life course. Italso can play into deficit discourses of elders, such asthose prevalent during the COVID-19 pandemic, thathave led to a parallel pandemic of ageism. To reversethis invisibility, this study aimed to bring to light theeveryday literacies of thriving elders and the people,places and things involved therein. Through asociomaterial orientation to literacies and adoption ofa modified Day-in-the-Life methodology, this paper re-ports on the everyday literacies of ‘Gina’, an octogenar-ian woman who resided in an assisted living residencein the United States and self-identified as thriving. Thestudy identified six key literacies-as-events in Gina’sday that engaged a plethora of (im)material constitu-ents such as memories, art materials and novels and cre-ated opportunities for the (re)invention of time andspace. Lessons from Gina’s day suggest what might bepossible in/through literacies at all ages.

Key words sociomaterialism, seniors, literacy,thriving, Day-in-the-Life

Exploring practices of multiliteracies pedagogy through digital technologies： a narrative inquiry

Jia Rong Yap， Department of School of Education, University ofWaikato, Hamilton 3240, New Zealand.

Laura Gurney， Department of School of Education, University ofWaikato, Hamilton, New Zealand.

Abstract Digital technologies have fast become integral withinliteracy learning and teaching across contexts as stu-dents engage with a variety of digital and multimodaltexts. While teachers in New Zealand schools have ahigh degree of autonomy in the design and planningof literacy programs, little is currently known abouthow they understand and enact multiliteracies peda-gogy (MLP). Using data gathered via interviews andclassroom observations in an intermediate school inNew Zealand, this article adopts a narrative inquiryapproach to explore one teacher’s approaches to usingdigital technologies and texts within literacy instruc-tion. We explore in particular the ways in which MLPmay be enacted implicitly rather than explicitly, withinthe complex matrix of teachers’ personal beliefs andlearning experiences, the perceived learning needs ofstudents, and the school curriculum. We conclude witha call for the conscious and purposeful teaching ofMLP, focusing on synaesthesia and the semiotic func-tions of texts.

Key words literacy teaching and learning, digitaltechnologies, multiliteracies, semiotic synaesthesia,multiliteracies pedagogy, narrative inquiry

The doctorate unbound： relationality in doctoral literacy research

Karen Gravett， Department of urrey Institute of Education, University of Surrey, Guildford GU2 7XH, Surrey, UK.

Marion Heron， Department of Surrey Institute of Education, University of Surrey, Guildford, UK.

Adeeba Ahmad， Department of Surrey Institute of Education, University of Surrey, Guildford, UK.

Abstract What do literacy events look and feel like for doctoralstudents, and how do these events overlap intertextu-ally, materially and relationally? The last three decadeshave seen a rapid diversification in doctoral educationwhere new opportunities for study, combined with anincreasingly competitive landscape, have disruptedwhat it means to undertake a doctorate, as well asreshaping the literacy practices that comprise doctoralexperiences in new ways that have not been fullyexplored. To understand literacies in new ways, weput to work the construct of literacy-as-event, andengage ideas from assemblage theory, to theorise therelationality of literacy practices. Crucially, our studyseeks to examine how literacies are emergent andentangled within a wider network of relations. Thisarticle draws on data from interviews involving criticalincidents with 12 doctoral students, in order to unpackthe literacy moments, beyond the thesis, that comprisestudents’ experiences. Our data suggest that we canunderstand doctoral literacies, not as bounded occur-rences, but as assemblages of practices. We contendthat thinking with concepts of assemblage and of eventoffers new insights into the evolving experiences ofdoctoral students, as well as offering an enrichedunderstanding of literacies and literacy research.

Key words assemblage, doctoral education, doctoralliteracies, higher education, literacy event

Rethinking the contributions of young people with learning disabilities to iPad storymaking： a new model of distributed authorship

Lauran Doak， Department of Nottingham Institute of Education, Nottingham Trent University, Nottingham, UK.

Abstract Digital technologies such as iPads are now ubiquitousin classrooms and family homes, enabling new possi-bilities for all learners but particularly for those withdisabilities. Existing literature explores how childrenwith learning disabilities create and benefit frompersonalised digital stories but does not unpack theo-retical understandings of their ‘authorship’. This paperaddresses this gap by proposing an original model of‘distributed authorship’ with three axes of distribu-tion—interpersonal, technological and temporal—toaccount for the authorial contributions of young peo-ple with learning disabilities. Five families were givenan iPad with Pictello storymaking app and instructedto use it with their young person in any way whichwas engaging for them. Data generation over 12 weeksincluded weekly diaries, home videos, semi-structuredinterviews and story collection. Findings indicated thatwhilst ability to directly engage with the app varied,all the young people could be said to exert authorialinfluence on the stories distributed across three axes:support from others, support from the technologyitself and incorporation of prior embodied agency.The study has theoretical implications for our under-standing of ‘authorship’ as well as implications forpedagogy and practice by reconceptualising severelydisabled children as literate learners and co-authors.

Key words Digital literacies, mobile technologies,authorship, learning disability

Embodied meaning-making： using literacy-as-event to explore a young child's small world play

Samantha Jayne Hulston， Department of Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, UK.

Abstract This article uses the concept of literacy-as-event to ex-plore the embodied meaning-making of a young childduring small world play. Recent developments in liter-acy research, influenced by relational thinking, haveled to a reconsideration of how meaning-making un-folds in home and school settings. The concept ofliteracy-as-event suggests that meaning-making is un-predictable and dynamic, responding to novelsocio-material interactions between texts, people, ob-jects and moments. This view suggests that there is aneed to ensure children have opportunities to engagewith embodied and material meaning-making beyondshared reading events. In this article, small world playafter a shared reading event is positioned as enablingsocio-material meaning-making through embodiedand material encounters with people and objects. Asingle episode of small world play is presented foranalysis. A multimodal analytical approach is used,drawing attention to the embodied interactions be-tween a child, her adult and objects. Analysis of thedata shows that the young child’s meaning-making in-volved moments of physical and material almost-hiatus,followed by erratic movements. These often unex-pected fluctuations, between stillness and motion, cre-ated generative tensions between the child and heradult, enabling creative swerves in engagement be-tween narrative action, character traits and storythemes.

Key words literacy-as-event, meaning-making, youngchildren, small world play, embodiment

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。

官网地址：

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

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