Code‐Switching Pedagogies and African American Student Voices: Acceptance and Resistance

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88094/1/JAAL.53.2.3.pd

Clarifying Differences Between Reading Skills and Reading Strategies

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88049/1/RT.61.5.1.pd

Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice

In this commentary, the author considers the rise of algorithmic personalization and the power of propaganda as they shift the dynamic landscape of 21st‐century literacy research and practice. Algorithmic personalization uses data from the behaviors, beliefs, interests, and emotions of the target audience to provide filtered digital content, targeted advertising, and differential product pricing to online users. As persuasive genres, advertising and propaganda may demand different types of reading practices than texts whose purpose is primarily informational or argumentative. Understanding the propaganda function of algorithmic personalization may lead to a deeper consideration of texts that activate emotion and tap into audience values for aesthetic, commercial, and political purposes. Increased attention to algorithmic personalization, propaganda, and persuasion in the context of K–12 literacy education may also help people cope with sponsored content, bots, and other forms of propaganda and persuasion that now circulate online

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy

Elementary English.

Mode of access: Internet.Official organ of the National Council of Teachers of English, Sept. 1929-Nov. 1933, Nov. 1942-May 1975

Handbook of research on teaching the English language arts

xiv, 888 p. : ill. ; 29 cm