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Journal articles on the topic 'Adolescent literacies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lucci, Erica, Sandra Schamroth Abrams, and Hannah Gerber. "Layered Literacies: Layered Perspectives of Adolescent Literacies." ALAN Review 43, no. 2 (2016): 70–76. http://dx.doi.org/10.21061/alan.v43i2.a.8.

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2

Yoon, Bogum, and Christine Uliassi. "Meaningful Learning of Literary Elements by Incorporating Critical Literacies." Literacy Research: Theory, Method, and Practice 67, no. 1 (2018): 360–76. http://dx.doi.org/10.1177/2381336918786939.

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Grounded in the theoretical constructs of envisionment building and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher’s critical practice and the students’ written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum

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3

Hughes, Janette. "New Media, New Literacies and the Adolescent Learner." E-Learning and Digital Media 6, no. 3 (2009): 259–71. http://dx.doi.org/10.2304/elea.2009.6.3.259.

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The goal of this research study was to develop a conceptualization of the relationship between new digital media and adolescent students' writing of poetry while immersed in using new media. More specifically, the research focused on the performative affordances of new media and how these interacted with the students' creative processes as they created digital poems. The article examines eight themes that emerged during the study, including the multimodal, multilinear and collaborative nature of the poems, the role of audience and identity in the creative process, and the shifting views of poe

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4

Bartlett, Lesley, Dina López, Erika Mein, and Laura A. Valdiviezo. "Adolescent Literacies in Latin America and the Caribbean." Review of Research in Education 35, no. 1 (2011): 174–207. http://dx.doi.org/10.3102/0091732x10383210.

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5

Vasudevan, Lalitha, and Gerald Campano. "The Social Production of Adolescent Risk and the Promise of Adolescent Literacies." Review of Research in Education 33, no. 1 (2009): 310–53. http://dx.doi.org/10.3102/0091732x08330003.

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6

West, Jessica A. "Using new literacies theory as a lens for analyzing technology-mediated literacy classrooms." E-Learning and Digital Media 16, no. 2 (2019): 151–73. http://dx.doi.org/10.1177/2042753019828355.

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In this article, I share the ways in which New Literacies theory served as an interpretive lens to understand how the Internet as a cultural tool mediates the literacy actions of adolescents in English Language Arts classrooms. Data were drawn from a larger study in which students who were considered “at-risk” because of previous academic failure were given the opportunity to engage in digital writing events by classroom teachers who used digital writing frequently and in a variety of different ways in their instruction, ranging from collaborative writing using Google Docs to the use of Web 2.

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7

Hughes, Janette, and Stephanie Thompson. "ImMEDIAte Gratification: Examining the Use of Digital Media in Adolescents’ In-School and Out-of-School Lives." LEARNing Landscapes 6, no. 2 (2013): 185–205. http://dx.doi.org/10.36510/learnland.v6i2.612.

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Using a mixed method research approach of qualitative case study analysis and quantitative surveying, this research1 investigates the development of adolescent digital literacies and their use of mobile devices to further their understandings. More specifically, this article focuses on how a class of adolescents, ages 12-13, reflected on the impact of digital technologies and media on their lives while immersed in a rich media setting, using a social networking site and a combination of their own mobile devices and tablets that were provided to them by their classroom teacher.

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8

Wilder, Phillip. "New Literacies: The Internet Search Practices of Struggling Adolescent Readers." International Journal of Learning: Annual Review 14, no. 2 (2007): 105–18. http://dx.doi.org/10.18848/1447-9494/cgp/v14i02/45226.

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9

SCHULTZ, KATHERINE. "Between School and Work: The Literacies of Urban Adolescent Females." Anthropology & Education Quarterly 27, no. 4 (1996): 517–44. http://dx.doi.org/10.1525/aeq.1996.27.4.05x1142x.

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10

Coiro, Julie, and David W. Moore. "New Literacies and Adolescent Learners: An Interview With Julie Coiro." Journal of Adolescent & Adult Literacy 55, no. 6 (2012): 551–53. http://dx.doi.org/10.1002/jaal.00065.

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11

Watson, Adrienne Patricia, and Wayne Hugo. "Adolescent literacies: Chatting and learning across different planes of composition." Education as Change 19, no. 1 (2015): 120–47. http://dx.doi.org/10.1080/16823206.2015.1024141.

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12

Skerrett, Allison. "Languages and Literacies in Translocation." Journal of Literacy Research 44, no. 4 (2012): 364–95. http://dx.doi.org/10.1177/1086296x12459511.

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Transnational youth represent an increasing demographic in societies around the world. This circumstance has amplified the need to understand how youths’ language and literacy repertoires are shaped by transnational life. In response, this article presents a case study of a Mexican adolescent girl who immigrated to the United States and continued to participate in life in Mexico. It examines shifts in her multiple language and literacy practices that she attributed to transnational life and the knowledge she acquired from transnational engagements with languages and literacies. Data include in

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13

Beucher, Becky, and Robyn Seglem. "Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling." LEARNing Landscapes 12, no. 1 (2019): 47–62. http://dx.doi.org/10.36510/learnland.v12i1.978.

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We explore how valuing Black male students’ literacies within academic contexts during multimodal writing can position students’ ways of knowing at the center of their learning. This centering requires a repositioning of students’ cultural literacies at the core of instruction. Using multiliteracies and Critical Discourse Analysis frameworks, we analyze and share excerpts from conversations with three Black adolescent high school seniors as they composed and reflected upon authoring digital autobiographies for an assignment in their Black Literature class. These reflections illuminate how the

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14

Enright, Kerry Anne. "Academic Literacies and Adolescent Learners: English for Subject-Matter Secondary Classrooms." TESOL Quarterly 44, no. 4 (2010): 804–10. http://dx.doi.org/10.5054/tq.2010.237336.

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15

Clark, Caroline T., Mollie V. Blackburn, and George E. Newell. "From Chasm to Conversation: Bridging Divides in Research on Adolescent Literacies." Reading Research Quarterly 45, no. 1 (2010): 116–27. http://dx.doi.org/10.1598/rrq.45.1.6.

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16

McClay, Jill Kedersha. "World Enough and Time: The Handmade Literacies of Young Adolescent Writers." Lion and the Unicorn 29, no. 1 (2005): 87–101. http://dx.doi.org/10.1353/uni.2005.0014.

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17

Montoya Ávila, Angélica. "Enacting Adolescent Literacies across Communities: Latino/a Scribes and their Rites." Journal of Latinos and Education 18, no. 2 (2017): 190–91. http://dx.doi.org/10.1080/15348431.2017.1371021.

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18

Hughes, Janette Michelle, Laura Jane Morrison, and Cornelia Hoogland. "You Don’t Know Me: Adolescent Identity Development Through Poetry Performance." in education 20, no. 2 (2014): 59–77. http://dx.doi.org/10.37119/ojs2014.v20i2.160.

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Our study concerns adolescents using poetry writing as an interrogative and creative means of shaping and creating “voices” or “identities.” Toronto-based high school students were challenged to be creators (rather than solely consumers) of available social practices within a digital landscape using mobile devices and social networking platforms. The students engaged in the processes of creating poetry that included experimentation with form (including spoken word, found, and rhyming couplet poetry), research, and writing-induced challenges of received ideas. Their creations of their multiple

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19

Richardson, John M. "“Such Tweet Sorrow”: The Explosive Impact of New Literacies on Adolescent Responses to Live Theatre." Language and Literacy 13, no. 1 (2011): 98. http://dx.doi.org/10.20360/g2v881.

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Trips to the theatre are a regular feature of many high school language arts programs, and yet the experience of watching a play is often significantly different for a teacher than it is for a student. Placing “theatre literacy” within the context of the New London Group’s definition of multiliteracies, and drawing on the work of Lankshear and Knobel as well as audience studies theorists, this article compares how a 17 year-old girl and a 43 year-old English teacher respond to a series of plays, and considers how growing up in a wireless world shapes adolescents’ understanding of live theatre.

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20

Duncan, Lynne G., Sarah P. McGeown, Yvonne M. Griffiths, Susan E. Stothard, and Anna Dobai. "Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension." British Journal of Psychology 107, no. 2 (2015): 209–38. http://dx.doi.org/10.1111/bjop.12134.

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21

Kelly, Lauren Leigh. "Listening differently: youth self-actualization through critical Hip Hop literacies." English Teaching: Practice & Critique 19, no. 3 (2020): 269–85. http://dx.doi.org/10.1108/etpc-08-2019-0106.

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Purpose This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture. Design/methodology/approach Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher

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22

Faulkner, Val. "Adolescent Literacies Within the Middle Years of Schooling: A Case Study of a Year 8 Homeroom." Journal of Adolescent & Adult Literacy 49, no. 2 (2005): 108–17. http://dx.doi.org/10.1598/jaal.49.2.3.

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23

Stewart, Mary Amanda. "Social Networking, Workplace, and Entertainment Literacies: The Out-of-School Literate Lives of Newcomer Adolescent Immigrants." Literacy Research and Instruction 53, no. 4 (2014): 347–71. http://dx.doi.org/10.1080/19388071.2014.931495.

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24

Skerrett, Allison, and Randy Bomer. "Borderzones in Adolescents’ Literacy Practices." Urban Education 46, no. 6 (2011): 1256–79. http://dx.doi.org/10.1177/0042085911398920.

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This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect the

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25

Pennington, Casey, Karen Wohlwend, Summer J. Davis, and Jill Allison Scott. "Performance, pottery and pliers: rupturing play with bodies and things." English Teaching: Practice & Critique 19, no. 4 (2020): 433–45. http://dx.doi.org/10.1108/etpc-11-2019-0142.

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Purpose This paper aims to examine tensions around play, performance and artmaking as becoming in the mix of expected and taken-for-granted discourses implicit in an after-school ceramics makerspace (Perry and Medina, 2011). The authors look closely at one adolescent girl’s embodied performance to see how it ruptures the scripts for compliant bodies in the after-school program. While these performances take place out-of-school and in an arts studio, the tensions and explorations also resonate with broader issues around student embodied, performative and becomings that run counter to normalized

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26

Kerin, Rosie. "Reconceptualizing the Literacies in Adolescents' Lives." Pedagogies: An International Journal 3, no. 3 (2008): 187–91. http://dx.doi.org/10.1080/15544800802026611.

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27

Wolsey, Thomas DeVere, and Dana L. Grisham. "Adolescents and the New Literacies: Writing Engagement." Action in Teacher Education 29, no. 2 (2007): 29–38. http://dx.doi.org/10.1080/01626620.2007.10463446.

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28

Masemann, Vandra. "Readingirls: The lives and literacies of adolescents." International Review of Education 59, no. 5 (2013): 651–53. http://dx.doi.org/10.1007/s11159-013-9380-2.

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29

Allen, Kate, and John E. Ingulsrud. "Reading Manga: Patterns of Personal Literacies Among Adolescents." Language and Education 19, no. 4 (2005): 265–80. http://dx.doi.org/10.1080/09500780508668681.

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30

Dettori, Giuliana. "Adolescents' online literacies - Edited by Donna E Alvermann." British Journal of Educational Technology 42, no. 2 (2011): E42. http://dx.doi.org/10.1111/j.1467-8535.2011.01173_1.x.

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31

Turner, Kristen Hawley, Tessa Jolls, Michelle Schira Hagerman, et al. "Developing Digital and Media Literacies in Children and Adolescents." Pediatrics 140, Supplement 2 (2017): S122—S126. http://dx.doi.org/10.1542/peds.2016-1758p.

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32

McMillan, Sally, and Jennifer Wilhelm. "Students' Stories: Adolescents Constructing Multiple Literacies Through Nature Journaling." Journal of Adolescent & Adult Literacy 50, no. 5 (2007): 370–77. http://dx.doi.org/10.1598/jaal.50.5.4.

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33

Brozo, William G. "Book Review: Adolescents and Literacies in a Digital World." Journal of Literacy Research 36, no. 4 (2004): 533–38. http://dx.doi.org/10.1207/s15548430jlr3604_5.

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34

Wilson, Amy Alexandra, Emma Smith, and Daniel L. Householder. "Using Disciplinary Literacies to Enhance Adolescents' Engineering Design Activity." Journal of Adolescent & Adult Literacy 57, no. 8 (2014): 676–86. http://dx.doi.org/10.1002/jaal.302.

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35

Hinchman, Kathleen A., Laura Payne‐Bourcy, Heather Thomas, and Kelly Chandler Olcott. "Representing adolescents’ literacies: Case studies of three white males." Reading Research and Instruction 41, no. 3 (2002): 229–46. http://dx.doi.org/10.1080/19388070209558368.

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36

Alvermann, Donna E., James D. Marshall, Cheryl A. McLean, Andrew P. Huddleston, Jairus Joaquin, and John Bishop. "Adolescents’ Web-Based Literacies, Identity Construction, and Skill Development." Literacy Research and Instruction 51, no. 3 (2012): 179–95. http://dx.doi.org/10.1080/19388071.2010.523135.

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37

Darvin, Ron. "Social Class and The Unequal Digital Literacies of Youth." Language and Literacy 20, no. 3 (2018): 26–45. http://dx.doi.org/10.20360/langandlit29407.

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Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of c

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38

Skerrett, Allison. "Learning Music Literacies Across Transnational School Settings." Journal of Literacy Research 50, no. 1 (2018): 31–51. http://dx.doi.org/10.1177/1086296x17753502.

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This article examines an adolescent’s music literacy education across Caribbean and U.S. schools using qualitative research methods and theories of multimodality, transnationalism, and global cultural flows. Findings include that the youth’s music literacy practices continuously shifted in response to the cultural practices and values of the physical geographies in which he alternatively lived; however, transnational movements combined with extended physical sojourning contributed to the youth’s development of progressively generative perspectives about the potential of U.S. contexts for build

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39

Santos, Maricel, Anu Gorukanti, Lina Jurkunas, and Margaret Handley. "The Health Literacy of U.S. Immigrant Adolescents: A Neglected Research Priority in a Changing World." International Journal of Environmental Research and Public Health 15, no. 10 (2018): 2108. http://dx.doi.org/10.3390/ijerph15102108.

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Immigrant adolescents are the fastest-growing sector among U.S. youth, but they receive little attention in health literacy research. Immigrant adolescents are a diverse population tasked with mastering new literacies while also navigating new social systems. Many immigrant adolescents serve as important linguistic and cultural resources in their families and local communities, and yet their contributions (and struggles) as new navigators of our health care system remain invisible. In this commentary article, we argue that health literacy researchers need to devote more attention to immigrant

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40

Loureiro, Luis Manuel de Jesus, Teresa Maria Mendes Dinis de Andrade Barroso, Aida Maria de Oliveira Cruz Mendes, Manuel Alves Rodrigues, Rui Aragao Aleixo Neves Oliveira, and Nuno Rafael Neves de Oliveira. "Literacia em saude mental de adolescentes e jovens portugueses sobre abuso de alcool." Escola Anna Nery 17, no. 3 (2013): 474–81. http://dx.doi.org/10.1590/s1414-81452013000300010.

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OBJETIVO: Caracterizar a literacia em saúde mental de adolescentes e jovens relativamente ao consumo abusivo de álcool, nas diversas componentes do conceito de literacia. MÉTODOS: Estudo descritivo-exploratório, em que foi aplicado o QuALiSMental a uma amostra representativa de 4.938 adolescentes e jovens, com idades compreendidas entre os 14 e os 24 anos, que frequentam escolas do 3º ciclo do ensino básico e do ensino secundário da região centro de Portugal. RESULTADOS: O reconhecimento da vinheta do consumo abusivo de álcool pelos participantes é elevado (72,4%), ainda que seja também identi

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41

Alvermann, Donna E. "Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research?" Journal of Adolescent & Adult Literacy 52, no. 1 (2008): 8–19. http://dx.doi.org/10.1598/jaal.52.1.2.

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42

Abrams, Sandra Schamroth, Mary Beth Schaefer, and Daniel Ness. "Adolescents’ Digital Literacies in Flux: Intersections of Voice, Empowerment, and Practices." Journal of Media Literacy Education 11, no. 2 (2019): 79–94. http://dx.doi.org/10.23860/jmle-2019-11-2-5.

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43

Eakle, A. Jonathan. "Museum Literacies and Adolescents Using Multiple Forms of Texts “On Their Own”." Journal of Adolescent & Adult Literacy 53, no. 3 (2009): 204–14. http://dx.doi.org/10.1598/jaal.53.3.2.

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44

Stornaiuolo, Amy. "Authoring Data Stories in a Media Makerspace: Adolescents Developing Critical Data Literacies." Journal of the Learning Sciences 29, no. 1 (2019): 81–103. http://dx.doi.org/10.1080/10508406.2019.1689365.

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45

Bean, Thomas W., and Judith Dunkerly-Bean. "At the Intersection of Creativity and Civic Engagement: Adolescents' Literacies in Action." Journal of Adolescent & Adult Literacy 60, no. 3 (2016): 247–53. http://dx.doi.org/10.1002/jaal.575.

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46

Smith, Blaine E., and Ji Shen. "Scaffolding Digital Literacies for Disciplinary Learning: Adolescents Collaboratively Composing Multimodal Science Fictions." Journal of Adolescent & Adult Literacy 61, no. 1 (2017): 85–90. http://dx.doi.org/10.1002/jaal.660.

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47

Gleason, Benjamin. "Adolescents Becoming Feminist on Twitter: New Literacies Practices, Commitments, and Identity Work." Journal of Adolescent & Adult Literacy 62, no. 3 (2018): 281–89. http://dx.doi.org/10.1002/jaal.889.

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48

Ehret, Christian, Jacy Boegel, and Roya Manuel-Nekouei. "The Role of Affect in Adolescents’ Online Literacies: Participatory Pressures in BookTube Culture." Journal of Adolescent & Adult Literacy 62, no. 2 (2018): 151–61. http://dx.doi.org/10.1002/jaal.881.

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49

Heron-Hruby, Alison, Margaret C. Hagood, and Donna E. Alvermann. "Switching Places and Looking to Adolescents for the Practices That Shape School Literacies." Reading & Writing Quarterly 24, no. 3 (2008): 311–34. http://dx.doi.org/10.1080/10573560802004258.

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50

Walczak, Dorota. "Widzialny symbol wiary. Motyw ikony w twórczości literackiej Fiodora Dostojewskiego." Kultury Wschodniosłowiańskie - Oblicza i Dialog, no. 8 (December 20, 2018): 253–62. http://dx.doi.org/10.14746/kw.2018.8.21.

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The present work is devoted to the analysis of the icon motif in the works of F. M Dostoyevsky (1821 – 1881). The author of this paper tries to prove her own thesis that the famous writer’s opinion of his literary characters depended distinctly on their attitude towards icons. In this paper Dostoevsky's books such as The Landlady, Netochka Nezvanova, Demons, The Adolescent, The Meek One and The Brothers Karamazov are analyzed.

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