Recognizing the “Social” in Literacy as a Social Practice: Building on the Resources of Nonmainstream Students

Kelly, Courtney

doi:10.1002/jaal.00072

Cited by 10 publications

(5 citation statements)

References 18 publications

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“…For example, before‐ and after‐school bilingual programs can encourage children's multilingual competence, home language maintenance, and confidence as heritage language speakers (Axelrod & Cole, 2018; Figueroa et al, 2014). Similarly, out‐of‐school programs for students from different marginalized backgrounds can encourage students’ sense of agency and self‐worth, such as programs that focus on planting, harvesting, and selling produce from a community garden (Figueroa et al, 2014), creating multilingual videos about social justice issues in their communities (C. R. Kelly, 2012), or taking students on college visits and helping with job applications (Warren‐Grice, 2017). These programs are also examples of the call in education to work with and for communities toward social justice efforts (Dyrness, 2008; Linville & Whiting, 2020).…”

Section: The Power and Potential Of Out‐of‐school Learning Spacesmentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

Ridley

King

2023

TESOL Journal

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While the importance of advocacy in TESOL has received greater attention in recent scholarship, less research has explored how English language teachers make meaning for their work as educators and advocates by acting within and beyond their official roles and responsibilities. This article explores how teachers in an after‐school program supported refugee and immigrant students and their families. The researchers ask the following question: How do teachers craft their roles as educators and advocates for refugee and immigrant youth in an English as a second language (ESL) after‐school program? They analyzed data through a job crafting lens (Haneda & Sherman, 2018; Wrzesniewski & Dutton, 2001) to make visible how teachers at the after‐school program defined themselves as educators and advocates, and how the program hindered or empowered their efforts to act on these definitions. Findings share how four different teachers crafted opportunities, connections, leadership, and resources as they imagined and enacted their work with and for refugee and immigrant students and their families. Based on study findings, we suggest implications for TESOL educators in classrooms and community spaces, and recommend future directions for job crafting research on teaching and teacher advocacy.

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Section: The Power and Potential Of Out‐of‐school Learning Spacesmentioning

confidence: 99%

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

Ridley

King

2023

TESOL Journal

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“…Our study drew on critical perspectives by underscoring that critical literacy and pedagogy can open up possibilities for personal and social change among immigrant students in schools and community spaces (Kelly, 2012; Suárez‐Orozco, 2017; Vasquez, Janks, & Comber, 2019). We define critical literacy as ways of being, living, and learning that allow teachers and students to analyze, question, and transform sociopolitical systems.…”

Section: Critical Perspectives and Youth Advocacy Among Latinx Youthmentioning

confidence: 99%

“…Second, enacting transformative expectations and valuing writing agency are particularly essential for immigrant adolescents’ collective learning and growth (Alvarez, 2017; Kelly, 2012; Rodríguez‐Valls, 2016). Building on Rojas and Liou’s (2018) emphasis on social justice–based classroom experiences in increasing equity, the project facilitates community spaces that offer opportunities for Latinx youth activism and transformative experiences.…”

Section: Critical Perspectives and Youth Advocacy Among Latinx Youthmentioning

confidence: 99%

“They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations

Lee¹,

Dufresne²,

Relyea³

2021

J Adolescent & Adult Lit

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Over the course of a year, student authors in the Juntos NC Writing Project participated in the Literary and Community Initiative to write, publish, and share their lived experiences and identities as Latinx immigrants and first‐generation high school students in North Carolina. Throughout the publication process of their collaborative bilingual book titled The Voices of Our People: Nuestras Verdades, student authors actively engaged in pursuing advocacy and activism in three ways: (1) community space as an intentional space for advocacy, (2) writing as a vehicle for collective advocacy, and (3) publishing and sharing as an opportunity for youth activism. The participants’ words and actions demonstrated how youth in community organizations can use literacy practices to collectively advocate for their community and become activists who write about and vocalize immigrant youth’s strengths and needs.

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“…I do not subscribe merely to entertaining students by importing their out‐of‐school online activities into the curriculum. Today a growing number of children at increasingly younger ages are engaging in online social networking (Grimes & Fields, ), and considerable research indicates that appropriately integrating online media enhances literacy practices in the face‐to‐face classroom (Bertram, ; Dillon, ; Jewitt, Clark, & Hadjithoma‐Garstka, ; Kelly, ; A. Luke, ; C. Luke, ; Walsh, Asha, & Sprainger, ).…”

Section: The Research: Social Networking Within the Face‐to‐face Clasmentioning

confidence: 99%

Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study

Casey¹

2013

J Adolescent & Adult Lit

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This article looks at how social and participatory media can be used to strengthen interdisciplinary literacy and connects the multimodality of social environments with Middle‐Years Mathematics curriculum and delivery. The article reports on part of an eighteen months action research study in an Australian public high school within the author's two Year 8 Mathematics classes. The article provides student samples from within these classes as it contributes evidence and analyses that may help to inform teachers from across subject areas to recognise and implement literacy practices, not as an isolated classroom activity, but across their disciplines. By taking a more ‘social’ approach to designing projects for Middle‐Years Mathematics, this study supports concepts of literacy as a social, cognitive and cultural practice.

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Recognizing the “Social” in Literacy as a Social Practice: Building on the Resources of Nonmainstream Students

Cited by 10 publications

References 18 publications

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

“I have meaningful work:” Crafting teaching and advocacy at an ESL after‐school program

“They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations

Interdisciplinary Literacy Through Social Media in the Mathematics Classroom: An Action Research Study

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