Language and Literacy (Journal)
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Building a Pedagogy of Writing Transfer Through an Undergraduate Journal Publication
No full textDespite effective knowledge transfer being a primary goal among post-secondary instructors, scholars, and administrators, students still have difficulty adapting their skills to novel contexts. This challenge is especially salient in writing pedagogy, where the transfer of writing-related knowledge is not guaranteed (Driscoll, 2011; Perkins & Salomon, 2012). To investigate possibilities for catalyzing writing transfer, this paper reports on a collaborative autoethnography project (Chang et al., 2013) carried out by two undergraduate students and a faculty member based at a large Ontario university. Their experiences on the editorial team of a first-year writing journal provide insight into how mentorship within journal environments can contribute to post-secondary students’ literacy development, and, concurrently, help them to transfer what they know to new contexts. We consider how similar learning opportunities may contribute to undergraduate skill development outside traditional classroom contexts
Where do I begin? Elementary Teacher Candidates’ Understanding and Perceptions of Media Literacy Education
No full textWith advancements in technology, more children are engaging with media at younger ages. While elementary teacher candidates recognize the importance of media literacy instruction, and the willingness to learn more to better support their future students, attention to the overall implementation of media literacy education in teacher education programs appears to be limited. This paper shares survey data of elementary teacher candidates’ perceptions of and experiences with media literacy instruction and the kinds of resources they have been introduced to in their program that (re)highlight the need for better programming and support in relation to media literacy education
L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students
No full textThis study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children’s L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (L2 real word and pseudoword accuracy), and cognitive-linguistic skills (working memory, phonological short-term memory, non-verbal intelligence, phonological awareness, L2 receptive grammar, and vocabulary). Based on mixed-effects modeling, phonics instruction led to significantly better L2 real word spelling accuracy and L2 vocabulary knowledge. Phonological short-term memory skills profited from phonics instruction, resulting in significantly higher scores over time
“It Makes Me Feel Like a Real Author”: Creating Multimodal, Digital Texts in an Elementary Writer’s Workshop
No full textThis study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New Literacies as writing is a social practice and communication is multimodal. Analysis of six classroom observations, student interviews, a student focus group, and a teacher interview indicate using multimodal literacies: (a) fosters high levels of engagement, (b) enhances meaning-making, (c) fosters opportunities for collaboration, (d) provides opportunities for publishing of professional-looking books for an authentic audience, and (e) fosters writing skills and writer identity
Don’t Fear the Big Words: An Approach to Scientific Literacy Development in a Cape Breton Middle School
No full textLiteracy can have a major impact on comprehension of vocabulary rich content specific areas, such as science. Understanding the vocabulary rich science terminology introduced during the Middle School Years can support conceptual understanding of science and by extension students’ future academic pathways. In our action research project, we worked with a grade eight science teacher along with 75 students to design and test two units of work (Cell and Microscope) when taught using an integrated literacy approach founded upon the inclusion of morphological awareness and the Greek and Latin etymology of scientific vocabulary. Though our quantitative results showed there was little to no difference in students’ unit knowledge or vocabulary scores through the use of this adapted teaching model, the qualitative results provided enough strength for the partner teacher to adopt the integrated approach in all of her future teaching of vocabulary. The teacher noted the new method was particularly useful for engagement of habitual non- participators, and those more reluctant to take risks in the classroom. Therefore, while the new instructional method did not show an immediate increase in test scores, qualitative findings provided strong support that it is critical to deconstructing barriers for learners
Exploring Learning by Design to Nurture Joyful Literacy Experiences in a Grade Eight English Language Arts Classroom
No full textThis paper details an example of teacher practices that drew upon multiliteracies theory and pedagogy to engage in reflective pedagogical practice and enact transformative teaching and learning in a grade 8 English Language Arts classroom in Manitoba. The meaning of design is discussed, and the learning by design framework is investigated with a focus on knowledge processes (Cope & Kalantzis, 2015). Findings affirm teachers as designers, recognize students as creative meaning makers, and celebrate teacher empowerment, student agency, and creativity
Discovering the Learning Voice: The Power of Transmodality in the Process of Self-Authorship
No full textLiteracy education can play a vital role in positive identity formation across the life span. This paper conceptualizes the influence of transmodality in the psychological process of self-authorship. Utilizing a method of narrative inquiry to revisit a course on life-long learning and meaning-making, we explore an example of transformative change in how one student came to trust their voice as a learner and educator. Our findings show that humanizing pedagogy that makes space for vulnerability to revisit life events through different modes and media affords opportunities to revise understandings of the past and envision more positive futures. The study contributes theory and examples of how processes involved in transmodal meaning-making may help young people and adults discover more joyful ways of being
Language and Literacy as Joyful Possibilities: Keynote address given at the annual Language and Literacy Researchers of Canada preconference, June 12, 2024, Montreal, Canada
No full textGrowing Our Roots: Exploring the Home Language and Literacy Environment within the Context of Indigenous Ways of Knowing
No full textThis study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in homes, schools, and communities