Language and Literacy (Journal)
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Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing
No full textThis study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ negotiation of positive identities. We conducted an analysis of two bilingual case studies to examine the ways in which the shift from traditional literacy skills/practices to multimodal formats provided opportunities for students who were traditionally marginalized to renegotiate identities as experts and authors
"I\u27m Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
No full textThis study is rooted in social cognitive theory, specifically Bandura\u27s work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued
The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
No full textClassrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences
Necessary but not Sufficient: Literacy Pedagogies for Changing Times
No full textThis paper argues the case for expansive and inclusive models of literacy pedagogy that can be applied to curriculua more generally. Literacy pedagogy in Australia has benefitted from using Freebody and Luke\u27s (1990) Four Roles of the Reader Model. We analyse the Paul Kelly song video, Sleep, Australia, Sleep, using this model. Underpinning this model is the concept that each role is necessary but not sufficient. We discuss the benefits fo pluralism in language and literacy pedagogy in an age of standards-based reforms and shifting repertoires of literacy practices in pedagogies that speak back to the Anthropocene.
Exploring Literacy Coach Research in Canada: A Review
No full textThe purpose of this review is to understand literacy coach research in Canada in order to facilitate further research in this regard. Research about literacy coaches in Canada remains at an initial stage, and there is no universally accepted definition of a “literacy coach.” Most literacy coach research in Canada has used a qualitative method. The research has shown that literacy coaches in Canada, who act as both guides and supporters in schools, also experience many challenges such as role confusion and inadequate time for carrying out their work. Scholars believe that setting up coaching models and collaboration may be ideal ways to deal with these problems. This review also found that the research has concentrated on literacy coaches in elementary and secondary schools in Ontario. This article concludes with implications and suggestions for future research about Canadian literacy coaches. More analysis about literacy coaches’ identity, their relationships with other stakeholders in the education system, and the challenges they face is needed in the Canadian context
Mise en œuvre de la lecture interactive auprès d’une élève ayant des incapacités intellectuelles profondes : interaction personne/milieu
No full textThe article is part of a person and environment interaction perspective. Here, the person has profound intellectual disabilities and she is educated in a special class where her teacher implements interactive reading. We propose to analyze this implementation from the angle of two models: didactic from Irwin (2007) and psychopedagogical from Fougeyrollas and his collaborators (1998). It will discuss student interaction, context, special class, interactive reading and the development of reading processes (Irwin, 2007). The results show that a child with an intellectual disability can develop his or her reading processes and that it is possible to use children’s literature with these types of students.L’article s’inscrit dans une perspective d’interaction entre la personne et le milieu. Ici, la personne a des incapacités intellectuelles profondes et elle est scolarisée dans une classe spéciale où son enseignante met en oeuvre de la lecture interactive. Nous proposons d’analyser cette mise en oeuvre sous l’angle de deux modèles : didactique d’Irwin (2007) et psychopédagogique de Fougeyrollas et ses collaborateurs (1998). Il sera question de l’interaction entre l’élève, un contexte, la classe spéciale, la lecture interactive et le développement des processus liés à la lecture (Irwin, 2007). Il s’agit d’une recherche collaborative. Les résultats issus de cette recherche montre que la personne ayant des incapacités intellectuelles profondes peut développer ses processus impliqués dans l’acte de lire et qu’il est possible d’enseigner avec la littérature de jeunesse à cette clientèle
Becoming a (Re)Searcher: Negotiating Literacies and Uncertainty
No full textIn this paper I explore my evolving understandings of literacy and ways of knowing. Using autobiographical narrative inquiry (Clandinin & Connelly, 2000), the first section of my paper delves into the ways I have previously negotiated concepts of literacy as an educator and novice researcher. In the second section of my paper, I turn towards Indigenous scholarship (Antone, 2003; Cardinal, 2010; Young, 2005) as I embrace my conception of literacy as “life lived” in conjunction with Freire’s (1985) concept of dwelling in uncertainty. By engaging narratively with my own literacy and learning experiences during the first year of my doctoral program, I negotiate uncertainty through three threads of learning: slowing down, being open to vulnerability, and walking humbly in goo
The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award
No full textThis study explores how grit manifests in the nominees of Ontario’s Forest of Reading Blue Spruce Award children’s literature competition from 2013-2018. Performing a document analysis (Bowen, 2009), we used a modified version of Duckworth’s (2018) grit scale to gauge the grittiness of the nominees’ protagonists. We found that 28 of the 60 titles portrayed grit with 19 of those titles scoring four or higher on the modified grit scale indicating that protagonists had consistently high scores for the various aspects of grit. Our paper concludes with a discussion about implications to educators seeking to use these books to engage students in discussions about grit and resilience
Race and Decolonization in Language & Literacies: Unsettling Research and Practices
No full textEditoria
The Meeting of Multiple Words and Worlds
No full textAs a newcomer to Canadian culture, I present an interpretive rendering of my encounters with settler and Indigenous relations. It is my humble attempt to respond to the Truth and Reconciliation Calls to Action ([TRC], 2015) for newcomers, by providing insight into what newcomers might experience in response to the complexities of Indigenous and settler dialogues. Newcomers are diverse groups, on the fringes of Indigenous-settler relations discourse, and outside of the protocols to enter such dialogues. Therefore, I ask, where and when can newcomers, temporary or long term, enter the dialogues in meaningful, respectful ways? I came to recognize that as a newcomer the more appropriate course of action would be to wait to be invited into the conversation; but that does not absolve me of the responsibility to inform myself about Indigenous-settler relations and confront my discomforts with how I am implicated in these relations. This led me to inquire, can newcomers be of value in the ways multiple ethnic groups live together, in a good way? Using a hermeneutic and mythopoetic lens I present a series of vignettes that attempt to grapple with these questions, to contribute to the discourse of responses to the Calls to Action (TRC, 2015)