Literacy Practices of Youth Experiencing Incarceration: Reading and Writing as Points of Regulation and Escape

Libri ◽  
2019 ◽  
Vol 69 (1) ◽  
pp. 77-87
Author(s):  
Jeanie Austin
Keyword(s):  
Literacy Practices ◽  
Reading And Writing ◽  
Youth Incarceration

Abstract LIS research on youth incarceration frequently highlights literacy and education as means by which youth may escape or evade systems of incarceration These adult-structured positions often fail to take into account the perspectives and experiences of youth who are actively experiencing incarceration. Through an analysis of youth contributions to The Beat Within, this research includes the perspectives of youth who are incarcerated in order to build an understanding of how literacy, representational materials and education factor into how they navigate the systems of surveillance, policing and incarceration that shape their lives.

Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach

2021 ◽  
pp. 1-14
Author(s):  
Julie A. Wolter ◽  
Laura Green
Keyword(s):  
Academic Success ◽  
Literacy Practices ◽  
Science Curriculum ◽  
Strategy Instruction ◽  
Morphological Awareness ◽  
Disciplinary Literacy ◽  
Academic Science ◽  
General Strategy ◽  
Reading And Writing ◽  
Academic Curriculum

Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a content literacy approach, might be integrated with disciplinary literacy practices for adolescents with and without LLD. We specifically present how morphological awareness intervention, with an explicit focus on meaning structure and related language analysis of words, can be linked to learning academic vocabulary. Our blended approach includes both content and disciplinary literacy strategies in the context of the academic science curriculum. Conclusions: Adolescents with and without LLD require ongoing support of their literacy development well beyond the elementary school years. It is important that this support include not only mastery of foundational general strategies to access complex text content in a proficient manner but also active and explicit reflection on the social complexities of text as it relates to specific disciplines. Together, such instruction and intervention, when directly applied to the academic curriculum, can help older students of all abilities achieve the optimal comprehension and learning required for academic success.

Mobile Technologies and Web 2.0

2017 ◽  
pp. 1617-1632
Author(s):  
Peggy Semingson
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Literacy Practices ◽  
New Literacies ◽  
Mobile Technologies ◽  
Reading And Writing ◽  
Writing Processes ◽  
Key Concepts ◽  
Prerequisite Skills ◽  
Collaborative Literacy

This chapter explores changing definitions of literacy that build on the key concepts of New Literacies and existing Web 2.0 practices such as blogging, social networking, and other shared and collaborative media spaces (Davies & Merchant, 2009). The chapter also describes concrete examples of mobile-based literacy ideas that build on such a framework. The focus on teacher education, and literacy education in particular, examines and considers new definitions of literacy practices with connections to mobile technologies. Although mobile technologies offer possibilities for multi-modal and collaborative literacy practices, it is suggested that we should also stay grounded in some of the principles of print literacies (the prerequisite skills of the reading and writing processes), while also fostering Web 2.0 and New Literacies (as defined and discussed by Lankshear & Knobel, 2003, 2006). Specific examples of Web 2.0 technologies that can be implemented with mobile tools are shared and discussed.

scholarly journals The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

2008 ◽  
Vol 78 (1) ◽  
pp. 107-154 ◽  
Author(s):  
ELIZABETH BIRR MOJE ◽  
MELANIE OVERBY ◽  
NICOLE TYSVAER ◽  
KAREN MORRIS
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Social Networks ◽  
Academic Outcomes ◽  
Positive Relationship ◽  
Adolescent Literacy ◽  
Literacy Practices ◽  
Complex World ◽  
Reading Practices ◽  
Reading And Writing

In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school. However, only reading novels on a regular basis outside of school is shown to have a positive relationship to academic achievement as measured by school grades. This article describes how adolescents read texts that are embedded in social networks, allowing them to build social capital. Conclusions are framed in terms of the mysteries that remain — namely, how to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.

scholarly journals Editorial

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Editorial Office
Keyword(s):  
South Africa ◽  
Social Life ◽  
Literacy Practices ◽  
Research Field ◽  
Complex Dynamic ◽  
Reading And Writing ◽  
Critical Commentary

Welcome to the first issue of Reading and Writing: Journal of the Reading Association of South Africa. !is new journal aims to bring together research, field reports, discussion pieces and critical commentary that will contribute to our knowledge and understandings of reading and writing and that may help us to better grasp the complex, dynamic and changing nature of literacy practices in education and in contemporary social life.

scholarly journals Literacy Practices of Children and Their Mothers in a Specific Social and Cultural Context: Generating New Social Practices

2018 ◽  
Vol 14 (1) ◽  
pp. 59-64
Author(s):  
J.M. Méndez
Keyword(s):  
Cultural Context ◽  
Literacy Practices ◽  
First Graders ◽  
Field Work ◽  
Social Practices ◽  
Intercultural Relations ◽  
Reading And Writing ◽  
Work Analysis ◽  
Cultural Approach ◽  
The Social

This qualitative research is focused on understanding the literacy practices of children and their mothers in a social and cultural context of the state of San Luis Potosí, central Mexico. I will address the results of field work analysis based on the historical cultural approach. I will show how a mother’s participation in literacy practices with a group of elementary school first graders detonated their process of empowerment and generated new social practices that arose from the actors in the educational community, through symmetrical relationships between children, mothers and teachers. The main results addressed are the acceptance of a mother’s participation in literacy practices in her context; intercultural relations identified in social practices through orality, reading, and writing, with reflection on the social and cultural context of their reality and with the performance of a play; and finally, the generation of new social practices in the classroom and in the context.

scholarly journals LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION

2020 ◽  
Vol 59 (1) ◽  
pp. 151-172
Author(s):  
Maria Zélia Versiani Machado ◽  
Gilcinei Teodoro Carvalho ◽  
Carlos Augusto Novais ◽  
Ana Paula da Silva Rodrigues
Keyword(s):  
Rural Communities ◽  
Urban Youth ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Rural Youth ◽  
Social Practices ◽  
Video Production ◽  
New Literacy ◽  
Daily Lives ◽  
Reading And Writing

ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.

Olhares Acerca do Letramento Digital: Perspectivas da Prática

2018 ◽  
Vol 19 (4) ◽  
pp. 472
Author(s):  
Zuleica Aparecida Cabral ◽  
Mariele A. Mickalski
Keyword(s):  
Digital Literacy ◽  
Knowledge Construction ◽  
Social Life ◽  
New Technologies ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Language Teachers ◽  
Daily Activities ◽  
Reading And Writing ◽  
De Se

A chegada das novas tecnologias e o aumento de informações advindos da globalização faz com que haja a necessidade de os indivíduos dominarem as tecnologias que se encontram presentes nas atividades cotidianas, seja no trabalho, na escola, na vida social. Para que isso seja possível, o ensino deve estar voltado para a promoção do letramento digital dos alunos, a fim de que eles saibam dominar e lidar com situações cotidianas, nas quais as novas tecnologias se encontram presentes. Neste norte se busca, neste trabalho, trazer as perspectivas de professores de línguas, atuantes na sala de aula, acerca do letramento digital a partir de uma pesquisa qualitativa. Isso porque se entende a relevância das tecnologias digitais no ambiente educacional, na utilização da leitura e da escrita para a autonomia e construção de saberes dos alunos. Portanto, para que os alunos saiam da escola cidadãos letrados digitalmente e capazes de se incluírem no vasto universo de tecnologias, em que se encontra a  sociedade atualmente, faz-se necessário a inclusão de práticas de letramento digital na escola e na formação de jovens e adultos. Palavras-chave: Letramento Digital. Leitura/Escrita. Ensino de Línguas. AbstractThe arrival of new technologies and the increase of information coming from globalization makes it necessary for individuals to master the technologies that are present in daily activities, either it at work, at school or in social life. For this to be possible,  teaching should be aimed at promoting pupils' digital literacy so that they are able to master and deal with everyday situations in which new technologies are present. Therefore,  in this study it was sought to bring the perspectives of language teachers, acting in the classroom, about digital literacy from a qualitative research. This is because the relevance  is understood of digital technologies in the educational environment, in the use of reading and writing for students' autonomy and knowledge construction. Therefore, in order for students to leave school digitally literate citizens capable of being included in the vast universe of technologies in which our society is today, it is necessary to include digital literacy practices in school and in the training of young people and adults. Keywords: Digital Literacy. Reading/Writing. Language Teaching. 

Leading for literacy

2017 ◽  
Vol 99 (3) ◽  
pp. 59-64 ◽  
Author(s):  
Ruth Schoenbach ◽  
Cynthia Greenleaf
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
Collective Responsibility ◽  
Subject Area ◽  
Multiple Sources ◽  
District Leaders ◽  
School Students ◽  
Reading And Writing ◽  
Reading Apprenticeship ◽  
Apprenticeship Program

Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to “deliver content” through lectures. For 25 years, though, the Reading Apprenticeship program has shown that when school and district leaders embrace a collective responsibility to provide effective reading and writing instruction, they can help subject-area teachers reflect on their own literacy practices and fundamentally rethink their approach to literacy instruction.

scholarly journals Self-generated Literacy Practices in Disadvantaged Environments in Chile

2017 ◽  
Vol 5 (1) ◽  
pp. 29 ◽  
Author(s):  
Margarita Calderón López
Keyword(s):  
School Environment ◽  
Literacy Practices ◽  
Participatory Approach ◽  
Sociocultural Context ◽  
Reading And Writing ◽  
Writing Practices ◽  
Everyday Practices ◽  
Level Data ◽  
Children’S Agency

This study explores the role of literacy in disadvantaged environments and the interplay between self-generated literacy practices and their conceptualization of literacy in 7 to 10-year-old Chilean pupils from two different schools located in Santiago, Chile. The study was framed within a participatory approach focused on promoting the children’s agency and voice in the research. A range of second-level data materials were collected through interviews with parents, photographs and existing documents. Although at a resources-associated level the sociocultural context did not inhibit the emergence of literacy practices, the context did contribute to the children’s understanding of literacy. This study raises the need for considering how children’s understanding of literacy influence their involvement and learning about reading and writing as their experiences and perceptions have an important role in their learning process, particularly on how they develop their reading and writing practices. The findings implied that by raising the participants’ awareness of the relevance of everyday practices in relation with reading and writing, they are likelier to feel more comfortable and empowered towards their own literacy practices. Particularly, the empowerment of children coming from a disadvantaged background would give them more opportunities to support their learning. By making the children aware of the relevance of their own perceptions and practices, the pupils could gain in confidence, be agents of their learning processes, and have more resources to succeed on the demanding school environment.

Captivity as Literacy Event

2019 ◽  
pp. 1-18
Author(s):  
Andrew Newman
Keyword(s):  
Cultural Context ◽  
Literacy Practices ◽  
Discourse Communities ◽  
French And Indian War ◽  
Literacy Events ◽  
Reading And Writing ◽  
Action Sequences ◽  
Key Concepts ◽  
Widespread Belief ◽  
Indian War

The introduction uses James Smith’s 1799 narrative of captivity during the French and Indian War to illustrate key concepts adapted from sociolinguistics, academic literacy studies, and narratology. Representations of literacy events, or action sequences involving reading and writing, express the captives’ affiliation with their discourse communities, which share literacy practices and language ideologies, including the widespread belief that literacy entails a cultural superiority over native peoples. The analysis distinguishes between conventional textual references, such as allusions, that belong to the author’s discourse, and texts that appear as part of the captive’s story. It presents the concept of the reception allegory, an application of another text to one’s present circumstances, and emphasizes the ethnohistorical context for the captive’s experience, as opposed to the cultural context for the author’s narrative.

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