Literacy Education Research Research Articles

Developing 5G+VR Curriculum Resources to Promote Education Research

Financial literacy education is a crucial aspect of school moral education. With the support of 5G network technology and environment, integrating 5G+VR technology into financial literacy courses has become a new challenge. This study aims to enrich students’ learning experience, promote education reform, and bring a new perspective to financial literacy education research by creating financial literacy education scenes. In the context of financial literacy learning, games are a fast and effective learning tool. The subject of this research is to use the visual and interactive features of AR/VR to design a game-based teaching scene that is consistent with the teaching content, attractive, and stimulates students’ interest in learning to improve the learning effect. With the help of 5G+VR technology, students’ classroom experience has transformed from 2D to 3D, from the plane content presented in textbooks and blackboards to more three-dimensional content. For some abstract or invisible content, AR/VR can display visually, which helps to improve cognition and understanding. The specific development process includes three parts. First, determining the development content and designing the script based on the course content and teaching objectives. The second part is communicating with the design company to carry out specific scene development, creating VR scene buildings, objects, characters, etc., and optimizing the scene design. Finally, with the cooperation of communication equipment providers, content providers, and schools, installation and commissioning are completed.

Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’

ABSTRACT The fields of science and literacy education continue to be shaped by pervasive gender inequality. Previous research has documented how the formation of a ‘science identity’ is contingent on access to science capital while research in literacy education continues to highlight how boys struggle in their literacy acquisition. Despite a robust scholarship on gendered literacy practices and gender in STEM subjects, to date, there has been little investigation of the relationships between boys’ science identity/ies and their literacy practices. We draw on a case study of 24 middle school boys living and learning in two different regions (e.g. metropolitan, rural) where we focus on how boys conceive of themselves as learners in two curriculum areas: science and literacy. Bridging multiple areas of scholarship (e.g., science literacy, science identity, boys in schooling), we concentrate on the participants’ self-belief in science and self-belief as readers and consider the way they inform each other in reference to place. The implications of our study concern how the science literate boy comes to be in reference to the construction of discursive performances of science masculinities and how they are maintained alongside literate identities.

Global Literacies Research Diversity: A Manifesto for Change

The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto’s tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.

Contributors

Contributors

Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism

AbstractIn recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth’s use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti‐Black, and assimilationist ideologies. Hence, there is a need for approaches to queer‐inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

Remembering Tamir Rice and Other Black Boy Victims: ImaginingBlack PlayCrit LiteraciesInside and Outside Urban Literacy Education

Building on Critical Race Theory, Black Critical Theory in education (BlackCrit), and Black Male Studies (BMS), the author theorizes what he terms Black PlayCrit and, by extension, Black PlayCrit Literacies. Black PlayCrit brings attention to the specificity of Blackness and anti-Black misandric violence in the play experiences of Black boys, including Tamir Rice, who was murdered by two police officers while playing with a toy gun in a public park in Cleveland, Ohio. Black PlayCrit Literacies serves as a conceptual and pedagogical tool to challenge anti-Black misandry in Black boys’ play experiences. Given that the play experiences of Black boys (and other children of Color) are racialized and gendered, yet undertheorized in extant literature, specific recommendations are provided for urban literacy education research and practice to acknowledge and protect Black boys from the anti-Black misandric violence they face during boyhood play.

The Metatheoretical Assumptions of Literacy Engagement

In this review of literacy education research in North America over the past century, the authors examined the historical succession of theoretical frameworks on students’ active participation in their own literacy learning, and in particular the metatheoretical assumptions that justify those frameworks. The authors used motivation and engagement as focal topics by which to trace this history because of their conceptual proximity to active literacy participation. They mapped the uses of motivation and engagement in the major literacy journals and handbooks over the past century, constructed a grounded typology of theoretical assumptions about literate agency and its development to code those uses, and reviewed similar histories of theoretical frameworks in educational, psychological, philosophical, and literary scholarship to draft a narrative history of the emergence of engaged literacies.

Using a Financial Health Model to Provide Context for Financial Literacy Education Research: A Commentary

1Department of Personal Financial Planning, Texas Tech University,1301 Akron Street—MS 1210, Lubbock, TX 79409-1210, 806-834-8395, sandra.huston@ttu.edu In the article, “Enhancing links between research and practice to improve consumer financial education and wellbeing” Billy J. Hensley, Director of Education at National Endowment for Financial Education® (NEFE®), outlines his perspective on the current relation between financial education and financial outcome (downstream financial behavior) by drawing on a recent study by Fernandes, Lynch & Netemeyer (2014). Evidence from this meta-analysis study indicates that financial education has little to no impact on financial outcome and the three main conclusions Hensley highlights from the Fernandes et al. (2014) study relate to education timing and decay, weak linkage between education and behavior, and the need for improvement both in terms of education programs and research design.

Unity of purpose-based medical information literacy education research

In the process of the information literacy education, teachers, students and the society often have the conflict goals. Unity of purpose-based medical infornation literacy education research and emphasis on the decomposition of the different targets mean to extract the most important core object, so as to achieve social goals, teaching objectives and students target the greatest degree of uniformity, to achieve the maximization of the function of the information literacy education. Key words: Information literacy; Unity of purpose; Core object

Funding research in literacy education

Reading Research QuarterlyVolume 40, Issue 3 p. 360-360 Funding research in literacy education First published: 09 November 2011 https://doi.org/10.1598/RRQ.40.3.4_7.absAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Terms such as rigorous research, gold standard, scalability, and acceptable research methodologies are bandied about in both academic and policy circles, locally as well as globally. In an effort to learn what meanings these terms might hold for funding agencies and researchers, we invited four individuals from diverse settings, holding diverse points of view, to situate themselves in relation to new directions in funding research in literacy education. Finbarr C. Sloane, a program director at The National Science Foundation, Division of Research, Evaluation and Communication in Arlington, Virginia, USA, responded by addressing the need for multilevel theory development to support reading interventions brought to scale [http:dx.doi.org10.1598RRQ.40.3.4]. Anne McGill-Franzen, professor and director of the Reading Center at the University of Tennessee in Knoxville, USA, identified what has been left out of the discussion of the concept of scale up and argues for the funding of close-up, focused study of teacher variation within a comprehensive view of teaching and assessing reading comprehension [http:dx.doi.org10.1598RRQ.40.3.5]. Peter Freebody at the University of Queensland, St. Lucia, Australia, along with his coauthor, Margery Hornibrook of the Learning Federation Curriculum Corporation in Melbourne, Victoria, Australia, cite the need to attend to the challenges presented to social justice as a core educational principle by constraints in policy and funding [http:dx.doi.org10.1598RRQ.40.3.6]. Finally, Andrés Henríquez, a program officer in the education division of Carnegie Corporation of New York, USA, traces the history of Carnegie's interest in reading as a way of mapping current and future trends in funding adolescent literacy research [http:dx.doi.org10.1598RRQ.40.3.7]. All of the authors offer insights on what it means to be an independent researcher in an increasingly global and collaborative world. Donna Alvermann & David Reinking Volume40, Issue3July/August/September 2005Pages 360-360 RelatedInformation

The Learning and Perceptions of Teacher Researchers and Facilitators in a Literacy-Focused, Teacher-Research Course: A Content Analysis of System, Learner, and Spheres of Influence

The purpose of this research was to add to the knowledge base of teacher research in literacy education by focusing on the inquiry processes and learning of literacy teacher researchers from their perspectives. We accomplished this goal through presenting the voices of the teacher researchers, providing individual and collective voices and perspectives that are sometimes missing in discussions of literacy teacher-research inquiries. Using qualitative content analysis methodologies, our results indicated that these educators learned about themselves as system members, learners, and change agents within varying spheres of influence. We provide discussion and implications for research and practice, including conducting teacher research beyond the support of a university community and the constraints that teacher researchers face in this current political climate. It has been like putting a spotlight on the classroom to see where we are going, and where we have been.

Creating Commonplaces for Interpretation: Literary Anthropology and Literacy Education Research

This article uses Iser's (1989, 1993) concept of “literary anthropology” to inform methods for textual interpretation that explicitly aim to create relationships among experiences of history, memory, language, and geography. This article presents an interpretive text, which functions as the report of the author's personal engagements with literary fiction and with philosophical, theoretical, and historical writings. In addition, the article provides a theoretical and historical overview of literary anthropology as a research method, with particular attention to how this method is influenced by the hermeneutic philosophic traditions. The article concludes with a discussion of what literary anthropological methods might contribute to literacy education and literacy education research.

Annotated Bibliography of Research in the Teaching of English

Twice a year RTE publishes a selected bibliography of recent research in literacy education. Most of the studies appeared during the six-month period preceding the compilation of the bibliography (January through June, 2001 for the present bibliography), but studies that appeared earlier are occasionally included.

Literacies in School Education in Australia: Disjunctions between Policy and Research

This paper outlines the different priorities of current policy and research in literacy education in Australian schools. It suggests that a number of generic and specific factors contribute to the extent of these differences: differences in perspective and responsibility of policy-makers and researchers, different underlying theoretical assumptions, and changes in the current 'balance of power' brought about by recent national policy investment in school literacy education. It also argues that implications of these different priorities are being played out, most noticeably, in three major sites: different assumptions about the nature of literacy, different ways of recognising and valuing diversity in school populations, and different emphases on, and support for, the actual teaching of literacy. The paper concludes by suggesting that the resilience of the Australian educational community offers some hope for resistance to the more extreme elements of current policy priorities.

Examining the Literacy–Curriculum Relationship

In this special issue, we invite readers to participate in a forum on what counts as valued in literacy in schooling and in literacy education research. In it, we share a selection of some different approaches and ways of thinking about literacy and curriculum, and provide new and innovative insights into what we refer to as literacies. Fundamental to the writing presented in the following pages is a recognition that current theories and methodologies of literacy and literacy research are diverse. This diversity provides a richness for examining pedagogy and the place of literacy in the enactment of the curriculum. It is our position that the diversity indicates the clear need for theoretical inclusivity in educational research in literacy, with no single theory or methodology of itself being sufficient to inform this complex area. Consistent with this position is a refusal to privilege or attribute value to one theoretical or methodological orientation over another. This position should not be interpreted as a declaration that all the research perspectives on offer in the writing that follows are equal or intrinsically compatible with one another. Also, we do not want to diminish or blur the distinctiveness of different theoretical orientations and methodologies. Instead, we take on the role of making a sample of orientations available to readers who in turn can ascribe their own values according to their own orientations and research and pedagogical needs. In this way, the issue contributes both to providing an informing analysis of the literacy demands of the curriculum as well as contributing to considerations about theory - research - practice relations.