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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...
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...
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...
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,...
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...
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...
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...
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...
In the wake of grim events such as Russian invasion on Ukraine, Taliban takeover in Afghanistan, the death of George Floyd in America and mosque shootings in Christchurch, New Zealand, all occurring amid the pandemic of COVID‐19, it became increasingly more important to recognise literacy work that promotes a critically informed and just society. Thus, through the lens of critical literacy and intersectionality,...
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...
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,...
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...
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,...
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...
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...
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...
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