【SSCI】教育学期刊《Literacy》最新论文推送（2024年10月）

《Literacy》共17篇，祝大家阅读愉快。

《Bending stories, disrupting boundaries: spatial reclamation as literacy practices beyond the rows and rules》

《曲折的故事，颠覆的界限: 空间回收作为超越行和规则的读写实践》

作者：Amy Walker · Casey Pennington

英文摘要：In this article, we explore the dynamic interplay of youth agency, spatial justice, and literacy practices across community spaces through micro-analysis of photographs and interviews of children and youth. Through a lens of spatial reclamation, the study investigates how children and youth disrupt adult-designed spaces to restory and reclaim narratives, ultimately reshaping the socio-spatial landscape. Combining the concepts of restorying and spatial justice, we explore the awareness and agency children exhibit when challenging dominant expectations, particularly examining instances of rulebreaking and safety negotiation. Examining two distinct settings—a school playground and a community protest—the study reveals how youth engage in embodied performances that rupture anticipated discourses in place. The findings underscore the multilayered nature of youth rulebreaking as a form of resistance and as a form of leadership, emphasising the potential for transformative socio-spatial impact as youth reclaim narratives through new co-constructions of space. Across age groups and geographies, Black and Brown youth and children emerge as leaders in reshaping spaces through their acts of resistance, redefining boundaries, and leading peaceful protests. The article calls for a nuanced understanding of how spatial justice intersects with restorying, urging educators and researchers to reconsider acts of reclamation as literacies across adult-dictated spaces.

中文摘要：在这篇文章中，我们通过对儿童和青年的照片和访谈的微观分析，探讨了青年机构、空间正义和社区空间的扫盲实践之间的动态相互作用。通过一个空间开拓的镜头，该研究调查了儿童和青少年如何破坏成人设计的空间来恢复和重新开拓叙事，最终重塑社会空间景观。结合恢复和空间正义的概念，我们探讨了儿童在挑战主导期望时所表现出来的意识和能动性，特别是考察了违反规则和安全协商的例子。这项研究考察了两种不同的环境ーー学校操场和社区抗议ーー揭示了年轻人如何参与具体的表演，从而在适当的地方打破预期的话语。研究结果强调了青年违反规则作为一种抵制形式和一种领导形式的多层面性质，强调了随着青年通过新的共同空间建设重新开始叙述，产生变革性社会空间影响的潜力。在不同的年龄组和地域，黑人和棕色人种的青年和儿童通过他们的抵抗行为，重新定义边界，领导和平抗议，成为重塑空间的领导者。这篇文章呼吁对空间正义与恢复之间的关系有一个细致入微的理解，敦促教育工作者和研究人员重新考虑在成年人口述的空间中开垦文化的行为。

https://doi.org/10.1111/lit.12376

《Implementing purpose‐studies: A humanising approach for bridging the spaces between writers, their worlds and the test》

《实施目的研究: 一种人性化的方法，在作家、他们的世界和测试之间架起一座桥梁》

作者：Charlotte L. Land · Alison Elliot · Barbara McKinnon

英文摘要：Teachers of young writers often feel pressure to focus on narrow, tested conventions, forms and processes of writing. These pressures can contribute to instruction that does not consider students' interests, experiences, language or cultures, but rather can further deficit views of students whose backgrounds do not closely align with those making decisions about what counts as writing in schools. This paper explores purpose-studies—an alternative to genre-studies—Barbara, a fourth-grade teacher, and Alison, a ninth-grade teacher, used to help balance the needs of their students, position students as strong and capable writers and prepare students to write for the test and the world beyond the school walls.

中文摘要：年轻作家的老师常常感到压力，要把注意力集中在狭隘的、经过检验的惯例、形式和写作过程上。这些压力可能导致教学不考虑学生的兴趣、经历、语言或文化，而是进一步削弱学生的观点，这些学生的背景与那些在学校里决定什么算作写作的人不太一致。本文探讨了目的研究ーー体裁研究的另一种选择ーー四年级教师芭芭拉和九年级教师艾莉森，用来帮助平衡学生的需求，将学生定位为强大而有能力的作家，并帮助学生为考试和校外世界做好写作准备。

https://doi.org/10.1111/lit.12378

《‘I felt her poems were more like my life’: cultivating BPoC teenagers' writer‐identity through a poet residency》

《“我觉得她的诗更像我的生活”: 通过诗人实习培养 BPoC 青少年的作家身份》

作者：Melanie Ramdarshan Bold

英文摘要：This article examines the impact of a poet-led classroom-based poetry programme on secondary school students' writer identities and self-expression, particularly focusing on BPoC teenagers. Drawing on the Writing Realities framework, the research uses focus groups, participant observations, and interviews with the poet-in-residence. Rather than analysing the students' poems, the study explores their engagement with poetry writing and the poet-in-residence, highlighting the contribution to self-reflection and meaning-making. The findings reveal how the residency introduced students to diverse poetry forms, community-based poetry, and collaborative writing, facilitating critical engagement with themes relevant to their lives. However, the school's status as a Predominantly White Institution hindered full expression of BPoC students' identities. The presence of the poet-in-residence, a young mixed-heritage Muslim woman, positively influenced students' relationships with writing, particularly for BPoC students, by providing a protected space for self-expression and identity exploration. The study underscores the importance of creating supportive environments in schools to nurture BPoC students' creativity and writer identity, emphasising the need for anti-racist practices and culturally sustaining pedagogies to empower students from socially marginalised groups.

中文摘要：本文考察了诗人主导的课堂诗歌活动对中学生作家身份和自我表达的影响，尤其是对 BPoC 青少年的影响。借鉴写作现实的框架，本研究使用焦点小组，参与者观察，和访谈的诗人在驻地。本研究不是分析学生的诗歌，而是探讨他们与诗歌写作和驻校诗人的关系，强调他们对自我反思和意义创造的贡献。研究结果揭示了实习生如何向学生介绍不同的诗歌形式、以社区为基础的诗歌和协同写作，促进他们对与自己生活相关的主题进行批判性的参与。然而，学校作为白人占主导地位的机构的地位阻碍了 BPoC 学生身份的充分表达。驻校诗人，一个年轻的混血穆斯林女性，积极影响学生与写作的关系，特别是对 BPoC 学生，通过提供一个保护空间的自我表达和身份探索。这项研究强调了在学校创造支持性环境以培养 BPoC 学生的创造力和作家身份的重要性，强调了反种族主义做法和文化持续教育的必要性，以增强来自社会边缘群体的学生的能力。

https://doi.org/10.1111/lit.12386

《Embarking on the online reading challenge: adolescents' participation motives, gains and impacts on reading routines》

《青少年参与网络阅读的动机、收获及其对阅读习惯的影响》

作者：Jeroen Dera

英文摘要：Despite the widespread popularity of online reading challenges on platforms like Goodreads and The StoryGraph, research on this phenomenon has been mostly absent. This article addresses this gap by examining the motivations of adolescent participants in reading challenges, the outcomes of their participation and the implications for their reading routines. Drawing upon semi-structured interviews with 20 participants aged 15–20 years, the article shows that motivations range from a desire for social engagement within a book-loving peer group to self-challenge. A common thread is that reading challenges serve as a catalyst for increased volitional reading by adolescents, accompanied by changes in their reading habits. Furthermore, analysis of the responses reveals that these evolving reading practices are perceived by participants as both stimulating and self-directed. However, the research also underscores the significant role played by algorithms on platforms like Goodreads in influencing reading routines. The study also shows that some participants in online reading challenges are guided by social motivation, although most of them experience social motives as secondary to their individual and intrinsic desire to read more. At the same time, some individuals partaking in online reading challenges prove susceptible to negative perceptions from others. Hence, this research foregrounds crucial tensions in online reading cultures adolescents engage in, specifically those between autonomy and algorithm and sociocentrism and egocentrism.

中文摘要：尽管 Goodreads 和 The StoryGraph 等平台上的在线阅读挑战广受欢迎，但对这一现象的研究却基本缺失。本文通过研究青少年参与阅读挑战的动机、参与的结果以及对阅读习惯的影响来解决这一差距。通过对20名年龄在15-20岁之间的参与者进行半结构化访谈，文章表明，这些参与者的动机从渴望在一个爱书的同龄人群体中参与社会活动到自我挑战不等。一个共同点是，阅读挑战是青少年意志性阅读增加的催化剂，伴随着他们阅读习惯的改变。此外，分析的反应表明，这些不断发展的阅读实践被认为是刺激和自我导向的参与者。然而，这项研究也强调了 Goodreads 等平台上的算法在影响阅读习惯方面的重要作用。研究还表明，一些网络阅读挑战的参与者受到社会动机的指导，尽管他们中的大多数人经历的社会动机次于他们的个人和内在的阅读欲望。与此同时，一些参与在线阅读挑战的人很容易受到他人负面看法的影响。因此，本研究预测了青少年在线阅读文化中的关键张力，特别是自主性和算法性与社会中心主义和自我中心主义之间的张力。

https://doi.org/10.1111/lit.12380

《Overcoming barriers and improving outcomes: teachers' perspectives on using narrative videogames to teach literacy/English》

《克服障碍提高教学效果: 教师对利用叙事电子游戏教学识字/英语的看法》

作者：Jen Aggleton · Emily Mannard · Mona Humaid Aljanahi · Christian Ehret

英文摘要：Research strongly supports the use of narrative videogames in the literacy/English classroom. However, for many teachers, incorporating videogames into their teaching practice is highly challenging. This article offers new insights into the potential of videogames as a pedagogical tool for literacy/English by exploring the barriers that teachers face when teaching with videogames, identifying how these barriers might be overcome and assessing whether the benefits of narrative videogames outweigh the practical difficulties of using them in the classroom. This participatory multiple-case study explores the experiences of six teachers, working in a range of contexts, who each undertook an action research project to assess the barriers to and benefits of teaching literacy/English with narrative videogames. The findings show that although the participants faced barriers related to practical considerations, game choice, pedagogical knowledge and negative attitudes, almost all barriers could be overcome, and the benefits of learning far outweighed the difficulties faced. This article offers a new model for how to overcome barriers to using videogames to teach literacy/English and makes recommendations for both educational practice and the games industry.

中文摘要：研究强烈支持在识字/英语课堂上使用叙事电子游戏。然而，对于许多教师来说，将电子游戏融入到他们的教学实践中是非常具有挑战性的。本文通过探讨教师在使用电子游戏进行教学时所面临的障碍，确定如何克服这些障碍，并评估叙事性电子游戏的好处是否大于在课堂上使用它们的实际困难，从而对电子游戏作为识字/英语教学工具的潜力提供了新的见解。这项参与性多案例研究探讨了六名教师的经验，他们在各种情况下工作，每个人都进行了一个行动研究项目，以评估用叙事电子游戏教授识字/英语的障碍和好处。研究结果显示，虽然参与者面临实际考量、游戏选择、教学知识和消极态度等障碍，但几乎所有障碍都可以克服，学习的好处远远大于面临的困难。本文提供了一个新的模式，如何克服障碍，使用电子游戏教学识字/英语，并提出建议的教育实践和游戏产业。

https://doi.org/10.1111/lit.12384

《Justice, community and rememory: opening spaces to (R)econoce(R) en colectiva with texts》

《正义、共同体与记忆: 文本集体经济的开放空间》

作者：Astrid N. Sambolín Morales · Francisco L. Torres · Carmen Liliana Medina · Raquel M. Ortiz

英文摘要：Drawing from rememory and decolonial theory, this collaborative piece illustrates how three Puerto Rican educators and researchers partnered with a Puerto Rican scholar, activist and children's book author to engage in inquiry cycles. These inquiry cycles centred our general experiences with children's literature and the author's work. After engaging in dialogue and sharing/responding to written reflections, we play with content and form as we unpack our creative-research journey to ReconoceR—to acknowledge and re-learn—through storying. By doing so, we engage in transformational actionings to resist the conditions of invisibility, silence and impossibility that sustain coloniality. Through this work, we recognise the centrality of affective spaces and attempt to name those intensities with language. We pivot towards notions of responses to literature as complex understandings of the networks of feelings, experiences and intensities that help us navigate texts and ourselves.

中文摘要：从记忆和非殖民化理论出发，这篇合作文章阐述了三位波多黎各教育工作者和研究人员如何与一位波多黎各学者、活动家和儿童读物作者合作，从事研究周期。这些探究周期集中了我们对儿童文学和作者作品的一般体验。在进行对话和分享/回应书面反思之后，我们通过故事来展开我们的创造性研究之旅ーー通过认知和重新学习ーー来玩弄内容和形式。通过这样做，我们从事转型行动，以抵制维持殖民地的隐形、沉默和不可能的条件。通过这部作品，我们认识到情感空间的中心性，并试图用语言来命名这些强度。我们转向文学反应的概念，即对情感、经历和强度网络的复杂理解，这些网络帮助我们导航文本和我们自己。

https://doi.org/10.1111/lit.12382

《Novice interpreters, transmedia fictions and the afferent stance》

《新手翻译、跨媒体小说与传入立场》

作者：Margaret Mackey

英文摘要：Louise Rosenblatt's well-known concept of stance distinguishes between efferent reading (reading to take something away from the text) and aesthetic reading (reading for the experience of dwelling in the text). This article proposes a refinement to this binary, adding the concept of afferent reading. Afference, in biology, means a bringing-to, and afferent reading includes what interpreters bring to a text. This article particularly considers how afference works in a world of transmedia iterations of a story. What do young readers bring to their interpretation of a version of a story from other versions of the same story or the same story world? How does the concept of afference improve the ability of teachers and other adult observers to consider different renditions of the same story as a potential asset to young interpreters rather than simply a form of repetition?

中文摘要：路易丝 · 罗森布拉特著名的“立场”概念区分了传出阅读(为了从文本中得到一些东西而阅读)和审美阅读(为了沉浸在文本中的体验而阅读)。本文提出了对这种二进制文件的改进，添加了传入阅读的概念。传入，在生物学中，意味着带入，传入阅读包括解释者带入文本的内容。这篇文章特别考虑了在一个故事的跨媒体迭代的世界中影射是如何工作的。年轻读者对同一个故事或同一个故事世界的其他版本的一个版本的解释带来了什么？推理的概念如何提高教师和其他成年观察员的能力，考虑同一个故事的不同版本作为一个潜在的资产年轻口译员，而不仅仅是一种形式的重复？

https://doi.org/10.1111/lit.12381

《‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science》

《‘ Be Creative and Have Fun’: 小学儿童科学数字化和具体化创作》

作者：Rebecca Woodard · Amanda R. Diaz · Nathan C. Phillips · María Varelas · Rachelle Tsachor · Rebecca Kotler · Ronan Rock · M. Melchor

英文摘要：A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth-grade classroom when instruction was done remotely due to Covid-19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production-oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning-making, and to intentionally make rhetorical choices.

中文摘要：一个由识字、科学和戏剧教育工作者组成的团队一直致力于让美国城市公立学校系统中的儿童参与到具体的表演中，在这种表演中，学生们体现和戏剧化了科学思想。这项研究的重点是一个四年级的教室，由于2019冠状病毒疾病的原因，教学是远程完成的。课堂上的孩子们被要求拍摄自己表演和/或探索科学现象和概念的视频，我们分析了这些多模态作品的启示。我们将这项研究的需要定位于下一代科学标准的要求，即识字技能是建立和传播科学知识所必需的。这样做，我们的中心社会符号学的观点，构想的组成广泛作为生产导向的过程，从各种符号资源。M 先生的科学课程中的多模态作品包括主要的具体作品和主要的数字作品，我们在研究结果中详细阐述了每一种作品的一个典型例子。焦点儿童和他们的同学的多模态科学作文的交织给予包括创造性地参与和协商科学思想的机会，在意义构建过程中从个人和社会知识中获取，以及有意识地做出修辞选择。

https://doi.org/10.1111/lit.12365

《But life goes on: drama classes, Ukrainian refugees, and Icelandic language learning》

《但生活还在继续: 戏剧课、乌克兰难民和冰岛语学习》

作者：Vander Tavares · Artëm Ingmar Benediktsson

英文摘要：This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

中文摘要：本文以冰岛乌克兰成年难民的经历为基础，探讨了附加语言(L2)识字发展与戏剧的关系。本研究以下列问题为指导: 学习者的经验和对戏剧课程的看法与他们在冰岛作为第二语言的读写能力发展有什么关系？当涉及到学习者的幸福感时，在戏剧课上扮演什么角色？我们采用了多元文化的视角，这种视角使传统的识字观多元化，并通过将多模式、多感官和批判性实践融入识字教育，为识字教学提供了新的视角。这些发现来自于一项定性的、基于面谈的研究，研究对象是五名在冰岛有难民背景的乌克兰学生。研究结果表明，通过戏剧学习冰岛语为学习者提供了一个机会，学习冰岛语的创造性，参与和有意义的方式。此外，通过戏剧学习冰岛语支持了个人和专业成长的基本能力的制定和发展，如开放的思想，宽容，尊重和协作。许多学习者对尝试新事物感到积极的挑战。本文最后讨论了批判性的、体验性的二语教育对于承认学习者多样化的生活经历的重要性。

https://doi.org/10.1111/lit.12366

《Representation of neurodivergence in fiction books: exploring neurodivergent young peoples' perspectives》

《神经分歧在小说中的表现: 探索神经分歧青少年的视角》

作者：Charlotte Webber · Elena Ancuța Santi · Katie Cebula · Catherine J. Crompton · Sarah McGeown

英文摘要：In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi-structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data-driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction.

中文摘要：近年来，人们越来越认识到在小说书籍中表现自己的重要性，以确保所有儿童和青少年都能在他们所读的书中看到自己的影子。这项工作的大部分重点是增加种族代表性，然而对其他少数民族经历的代表性，如神经分歧的年轻人，以及神经分歧的年轻人自己如何看待这些经历的探索则少得多。本文通过对苏格兰两所高中的16名神经发散的年轻人(年龄在14至17岁之间)进行半结构化访谈，对神经发散的年轻人对小说(和其他文本类型)中神经发散表现形式的认知提供了新的见解。使用归纳数据驱动的主题分析过程，确定了三个主题: (1)神经分歧的表示应该是复杂的、现实的和积极的; (2)神经分歧的表示应该是正常的; (3)超越书本的神经分歧的表示是重要的。这些主题中的每一个都被详细地探讨，然后对未来的研究、实践和青少年小说的出版产生影响。

https://doi.org/10.1111/lit.12369

《The use of decodable texts in the teaching of reading in children without reading disabilities: a meta‐analysis》

《非阅读障碍儿童阅读教学中可译文本的使用: 荟萃分析》

作者：Dennis Murphy Odo

英文摘要：The purpose of this meta-analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta-analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small g = 0.20 and moderate g = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials.

中文摘要：本研究的目的在于综合可译文本在阅读教学和伪文解码教学中的应用研究证据，以确定它们在促进非阅读障碍儿童阅读技能发展方面的有效性。在最初的搜索中，共识别出821篇文章。搜索的结果是16篇文章符合纳入标准，并被纳入荟萃分析。偏倚风险评估结果显示，大多数研究存在中度至重度偏倚。文字阅读的平均标准化平均差为小 g = 0.20，伪文字解码的平均标准化平均差为中 g = 0.30。这一发现强调了如何使用可译文本可以在一定程度上促进单词的阅读和解码，但他们需要与其他阅读教学材料结合使用。

https://doi.org/10.1111/lit.12368

《Decoding, reading and writing: the double helix theory of teaching》

《解码、阅读与写作: 双螺旋：发现DNA结构的故事教学论》

作者：Dominic Wyse · Charlotte Hacking

英文摘要：This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the Simple View of Reading. As well as noting some strengths of the models in relation to children's learning, limitations are identified in terms of their applicability as models of teaching. The second part of the paper presents seven components that are central to teaching reading and writing derived from social, cultural and cognitive research and theory. Explanations for the relevance of the components are offered, and seminal and more recent research that underpin them summarised. The final part of the paper introduces a new theory and model of teaching, The Double Helix of Reading and Writing. It is argued that this model provides a rationale for a balanced approach to teaching, and an alternative to synthetic phonics.

中文摘要：本文提出了一种新的解码、阅读、写作教学的理论和模式。文章的第一部分回顾了一系列有影响力的阅读和写作学习模式，这些模式在不同程度上被用作教学方法的基础，其中包括《简单阅读观》。除了注意到这些模式在儿童学习方面的一些优点外，本文还指出了这些模式在作为教学模式的适用性方面的局限性。文章的第二部分提出了七个核心组成部分的教学阅读和写作源于社会，文化和认知研究和理论。文中对这些成分的相关性进行了解释，并总结了支撑这些成分的开创性和最新研究成果。文章的最后一部分介绍了一种新的教学理论和模式，阅读和写作的双螺旋：发现DNA结构的故事。有人认为，这种模式为平衡教学提供了理论基础，也为原音拼合法教学提供了另一种选择。

https://doi.org/10.1111/lit.12367

《‘Because it reminds me of my culture.’ ‘Because I want to challenge myself.’ ‘Because I like all the stars and the swirls.’ What influences children's independent choice of text?》

《因为它让我想起了我的文化。“因为我想挑战自我。”因为我喜欢所有的星星和漩涡。是什么影响了儿童对文本的独立选择？》

作者：Alice Reedy · David Reedy

英文摘要：This paper examines the perspectives of children in two East London primary schools on what influences their independent choice of text, in the context of developing reading for pleasure in schools. All children in three selected year groups (ages approximately 6, 8 and 10) were invited to take part in the research, and from those that volunteered, six children per year group were randomly selected in each school. These focus groups were then observed choosing reading material from a range of pre-determined texts which varied in genre, recommended age-range and representation of diverse groups. The children were then interviewed, with the two researchers seeking to understand the factors that influenced their decisions. A thematic analysis was subsequently conducted to determine the most prevalent of these factors; the researchers identified seven key themes, which will be discussed in this paper. Practical implications that were identified for supporting children to read for pleasure are then suggested, based on these themes.

中文摘要：本文以伦敦东部两所小学的儿童为研究对象，探讨了影响儿童自主选择文本的因素，并结合学校发展快乐阅读的实际情况。三个选定年龄组(年龄大约6岁，8岁和10岁)的所有儿童都被邀请参加研究，并且从那些志愿者中，每年六个儿童在每个学校被随机选择。然后观察这些焦点小组从一系列预先确定的文本中选择阅读材料，这些文本在体裁、推荐年龄范围和不同群体的代表性方面各不相同。然后采访了这些孩子，两位研究人员试图了解影响他们决定的因素。随后进行了主题分析，以确定最普遍的这些因素; 研究人员确定了七个关键主题，这将在本文中讨论。在这些主题的基础上，提出了支持儿童快乐阅读的实际意义。

https://doi.org/10.1111/lit.12375

《Socialising feminism and diversity: the use of gender in young female readers' literary attachments and exclusions》

《女性主义与多样性的社会化: 年轻女性读者文学依恋与排斥中的性别使用》

作者：Luz Santa María Muxica

英文摘要：This article discusses young women's reading practices and the social uses of literature for enabling gender equality that are present in those practices. Through a digital ethnography study where six young women collaborated as participants, I asked the data: How is literature, precisely its capacity to be used, conceived by young women readers in the search for gender equality? These women's reading engagements are tightly woven with a gender perspective. What are these readers embracing, and what are they rejecting by assuming a gender lens? By tracing these attachments and exclusions, I describe how books affect readers' perspectives and practices on their identities, their choice of authors, the cultural value of books, the social representations of books and reading as education. Participants' close and distant connections between the book and their desire for gender equality allow me to discuss the literature's pedagogical instrumentality and uselessness for achieving gender-inclusive literacy. Finally, I argue that a plural and non-functional approach to literature could offer young people heterogeneous and more creative forms to approach the challenge of gender equality.

中文摘要：本文讨论了青年妇女的阅读实践和文学的社会使用，以实现性别平等，这些实践中存在。通过一项数字人种学研究，六名年轻女性作为参与者进行了合作，我问这些数据: 在寻求性别平等的过程中，年轻女性读者是如何构思文学的，确切地说是如何利用文学的能力的？这些女性的阅读活动与性别视角紧密结合在一起。这些读者拥抱什么，他们通过性别视角拒绝什么？通过追溯这些附件和排斥，我描述了图书如何影响读者对他们的身份、作者的选择、图书的文化价值、图书的社会表征以及作为教育的阅读的观点和实践。与会者的书和他们对性别平等的渴望之间的密切和遥远的联系，使我能够讨论文学的教学工具和实现性别包容性识字的无用性。最后，我认为，文学的多元化和非功能性方法可以为青年人提供异质性和更具创造性的形式，以应对性别平等的挑战。

https://doi.org/10.1111/lit.12377

《Children need to see themselves in their reading material: parental perspectives on the importance of ethnically and culturally diverse reading material》

《儿童需要在阅读材料中看到自己: 父母对种族和文化多样性阅读材料重要性的看法》

作者：Mary A. Scorer · Emma Vardy

英文摘要：To support children's engagement with reading material, it is important children are represented in reading material provided. As Parents are the curators of their child's reading diet, in this study the parental perspectives of the ethnic diversity of available reading material for their children was explored. Eight parents were interviewed individually online to explore their perceptions of diversity in their children's reading books. Interview scripts were analysed taking a reflexive thematic analysis approach. There was a commonality across all parents in that children's literature needed to represent the multicultural society their child lived in, but the emotional and personal content in this message differed between parents. To explain the data two themes of identify formation and ethnic diversity limitations of reading material are discussed. Identity formation encapsulated the parents focus on children needing to see themselves in reading material to learn about themselves and their culture. Therefore, it is important to avoid stereotyping which is the second theme. All parents noted the need for more diversity broadly in children's reading material, from publishers but also availability of diverse reading material from educational settings.

中文摘要：为了支持儿童参与阅读材料，在所提供的阅读材料中代表儿童是很重要的。由于父母是孩子阅读饮食的管理者，本研究探讨了父母对孩子阅读材料种族多样性的看法。八位家长接受了在线采访，探讨他们对孩子阅读书籍多样性的看法。采用反思性主题分析方法对访谈稿进行分析。所有父母都有一个共同点，那就是儿童文学需要代表他们的孩子所生活的多元文化社会，但是这个信息中的情感和个人内容在父母之间是不同的。为了解释这些数据，本文讨论了阅读材料的认同形成和种族多样性限制两个主题。身份形成概括了父母对孩子的关注，他们需要在阅读材料中看到自己，以了解自己和自己的文化。因此，避免刻板印象是很重要的，这是第二个主题。所有家长都指出，儿童阅读材料需要更广泛的多样性，不仅要有来自出版商的材料，还要有来自教育背景的多样性阅读材料。

https://doi.org/10.1111/lit.12379

《‘It's like a compass which I use to find direction’: Findings and learning from an evaluation of an App designed to support the teaching of reading comprehension in rural and township schools in South Africa》

《“它就像一个指南针，我用它来寻找方向”: 从一个应用程序的评估中发现和学习，该应用程序旨在支持南非农村和乡镇学校的阅读理解教学》

作者：Jane Robbins Carter · Pravina Pillay · Tessa Podpadec · Jethro Gina · N. A. Khumalo · Ben Knight · Paul Matthews · Lindiwe Mthethwa · Karan Vickers‐Hulse

英文摘要：South Africa has low literacy levels and teachers face multiple challenges in their endeavours to elevate levels of literacy. This is especially prevalent in rural and township schools where teachers face the additional challenges of isolation, limited resources and access to professional development. This article reports on the findings and learning from a preliminary research study which piloted a handheld mobile phone App. This collaborative project, between a university in KwaZulu-Natal and one in England, aimed to support in-service and preservice teachers in rural and township settings to use the App to assess and match books to learners' (aged 9–12) stage of reading development in order to facilitate their independent reading and provide teachers with a range of strategies for teaching comprehension that could supplement other professional development available. In-service teachers (n = 120) and preservice teachers (n = 93) took part in this mixed-methods study. The main finding from the study was that whilst participants were positive about the App, many did not access the App independently. This article discusses the broader issues, including participants' foundational knowledge and literacy research participation considerations, that may have underpinned this finding in this collaborative Global North and South research.

中文摘要：南非的识字率很低，教师在努力提高识字率方面面临多重挑战。这种情况在农村和乡镇学校尤为普遍，因为这些学校的教师面临着与世隔绝、资源有限和获得专业发展的额外挑战。本文报告的调查结果和学习的初步研究，试点手持移动电话应用程序。这个由夸祖鲁-纳塔尔省一所大学与英国一所大学合作的项目，旨在支援乡村及乡镇地区的在职及在职教师，使用应用程式评估及配对书籍与学习者(9至12岁)的阅读发展阶段，以促进他们的独立阅读，并为教师提供一系列教学理解策略，以补充其他专业发展。在职教师(n = 120)和在职教师(n = 93)参加了这项混合方法的研究。该研究的主要发现是，虽然参与者对应用程序持积极态度，但许多人并没有独立访问应用程序。本文讨论了更广泛的问题，包括参与者的基础知识和读写能力研究的参与考虑，这可能是支持这一发现的合作全球南北研究。

https://doi.org/10.1111/lit.12361

《Shared understandings, actioned in multiple ways by teachers of writing》

《共同的理解，在写作教师的多种行动方式》

作者：Judy M. Parr · Murray Gadd

英文摘要：Underpinning this consideration of writing instruction in Aotearoa New Zealand (NZ) is the premise that acts of teaching interact with the context in which they occur; they are shaped by the socio-cultural milieu, philosophical and socio-political traditions, curriculum and assessment systems, and the nature of individual classrooms. This perspective positions research regarding effective teaching and learning as requiring interpretation and, often, adaptation. Further, we have argued elsewhere that shared theories or understandings about constructs in writing instruction, applied within a context, can give rise to varied acts of instruction. Two constructs in writing instruction, key given features of the NZ context, are examined: developing independent, self-regulating writers, and engaging in responsive, sustaining pedagogy. In NZ, shared theory of the importance of developing independent, self-regulating writers is actioned in multiple pedagogical acts or approaches: teaching of strategies, largely through modelling; scaffolding goal setting; providing opportunities for decision making and choice; and enabling peer and self-evaluation. Promoting self-regulation is important given a policy of continuous intake, and traditions of non-streamed classrooms and of teaching the individual. Shared understandings about responsiveness include knowing each individual student and building on, and sustaining, existing strengths. In teaching, writing this includes differentiating instruction often through the use of small-group instruction, providing targeted, accessible feedback, and the use of culturally sustaining forms of instruction such as those involving trans-languaging and storytelling. These understandings align with shared views of teaching as iterative inquiry and with official invitations to adapt curricula to fit local contexts.

中文摘要：在 Aotearoa New Zealand，写作教学的前提是教学行为与其发生的背景相互作用，它们由社会文化环境、哲学和社会政治传统、课程和评估体系以及个别课堂的性质决定。这种观点将有效的教与学的研究定位为需要解释和通常需要适应。此外，我们已经在其他地方争论过，在写作教学中共享的关于结构的理论或理解，在一个上下文中应用，可以产生不同的教学行为。本研究旨在探讨 NZ 语境下写作教学的两个主要特点: 培养独立、自律的作家，以及采用回应性、持续性的教学法。在 NZ，关于培养独立、自律的作家的重要性的共同理论通过多种教学行为或方法得以实施: 策略教学(主要通过建模)、搭建目标设置、为决策和选择提供机会，以及促进同行和自我评估。鉴于持续录取的政策以及非分流教室和个人教学的传统，促进自我管理十分重要。关于响应能力的共同理解包括了解每一个学生，建立并维持现有的优势。在教学中，写作包括经常通过使用小组教学来区分教学，提供有针对性的、可获得的反馈，以及使用文化上可持续的教学形式，例如那些涉及到跨语言和讲故事的教学。这些理解符合将教学视为反复探究的共同观点，也符合官方要求调整课程以适应当地情况的要求。

https://doi.org/10.1111/lit.12388