Language contact between Russian and non-Russian-speaking populations in the Russian Federation has typically produced subtractive bilingualism with successive generations of ethnolingual minorities shifting to Russian. Tuvan, an Altai-Sayan Turkic language spoken in the Republic of Tyva in southern Siberia, displayed a high level of intergenerational transmission during the Soviet period. This interdisciplinary study examines the evolution of the Tuvan literary language and the key institutions supporting Tuvan language literacy. The article places the development of Tuvan language literacy in a historical perspective, viewing it as part of the overall evolution of Tuvan-Russian language contact. The article also reviews local policies enacted to revitalize Tuvan literacy since the end of the Soviet period.
Joan F. Chevalier
Beyond the Boy Crisis and into Superhero Fiction
Michael Kehler and Jacob Cassidy
Drawing on qualitative data of secondary school students, we examine how gender is implicated in a specific provincial literacy directive to employ comics and superhero fiction to engage boys. Grounded in a multiliteracies and masculinities framework, we interrogate the intersection of gender and literacy practices in a secondary school English classroom. The research in this article offers a counternarrative to a prevailing discourse grounded in essentialist notions of all boys as struggling readers and instead illustrates the rich potential between students’ lifeworld connections and comics as engaging and critical literacy texts beyond the “boy book” approach adopted in many literacy classrooms. We further argue that a sharper focus on critical literacy pedagogy, which incorporates comics and superhero fiction, reveals an invisibility of gender differences among adolescent reading practices rather than the visibility that has prompted and maintained gendered reform strategies to “help the boys” increase achievement levels in literacy classrooms.
diversity, writing and collective learning in an international Master’s programme
Nana Clemensen and Lars Holm
This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students’ educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among students of the international master’s programme, Anthropology of Education and Globalisation (AEG), University of Aarhus, Denmark. The article draws on an understanding of academic literacy as a local practice situated in the social and institutional contexts in which it appears. Based on qualitative interviews with eleven AEG-students, we analyse students’ individual experiences of, and perspectives on, the academic literacy practices of this study programme. Our findings reveal contradictory understandings of internationalism and indicate a learning potential for students in allowing a more linguistically and discursively diverse dialogue on knowledge production in academia.
Tracking of and Teaching through the On-Field Language Practices of Australian Indigenous Boys
David Caldwell, Nayia Cominos and Katie Gloede
This article addresses the lack of research into boys’ on-field language practices in sport and the potential to integrate this as text into the multiliteracy classroom. We recount the findings of a small-scale pilot project—“Real Language in Real Time”—which applied innovative audiodigital recording technology to the context of Indigenous Australian boys participating in Australian rules football. We review the relevant literature across a range of intersecting areas: boys and literacy in relation to construal of masculinity, Aboriginal boys and sport, Aboriginal literacy more generally, and sociometrics. The next sections describe the research question, project context, the innovative technology used to collect the on-field data in real time, and the principles informing the analysis, with examples from one of the literacy resources developed. We conclude with a discussion of the implications of this novel study, with specific reference to the project’s potential construal of a homogenous masculine discourse.
The Girl in the Text in Olemaun’s Residential School Narratives
In the genre of residential school narratives for children, Not My Girl (2014) stands out for the determination, courage, and resilience of its narrator, a young girl who chooses to go to a Catholic boarding school, and then draws on both her culture and a British novel, Alice in Wonderland, about a brave girl for strength and resilience. This article traces Olemaun’s journey as she follows Alice into literacy but finds her own methods of resisting colonial oppression and asserting Indigenous agency.
The Impact of Two Strategies
Stiles X. Simmons and Karen M. Feathers
Critical literacy instruction has been offered as a means of improving the historically low reading achievement of African American boys. This study examined the impact of two strategies, disconnections and problem posing, on the critical literacy development of upper elementary African American boys. The boys were engaged in six instructional sessions using the strategies to foster discussion. Transcripts of the boys’ discussions across the sessions demonstrate that the strategies promoted the boys’ engagement in critical discussion, including comparing the text with their own life experiences, considering relationships between characters, and exploring the potential influence of the author’s gender on the story. In a short time period, the boys made substantial progress toward critical literacy.
The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and institutional contexts. Whilst acknowledging the institutional dimension of academic literacy, I argue that the Academic Literacies approach tends to underestimate its significance. This shortcoming can be addressed by considering student speaking and writing as powerfully constrained by what Bourdieu refers to as the authority of pedagogic institutions, which function in what Sennett calls the culture of the new capitalism. Synthesising Bourdieu and Sennett, I argue, opens up possibilities for creating a pedagogy for itself: a pedagogy conscious of its reproductive function but able to provide both learners and teachers with what Canaan terms critical hope. Through this theoretical synthesis I seek to re-craft the Academic Literacies approach to pedagogic communication so that our understanding of the problems experienced by learners in acquiring academic literacy can be enhanced.
Recent scholarship has defined literacy in early modern England as a culturally and historically constituted term rather than simply as a technical, objectively quantifiable skill.1 In becoming more sensitive to the diverse range of meanings and functions that attached themselves to literacy in the early modern period, scholars have begun to investigate the ways in which different segments of society engaged with language and textuality.2 In response to a growing awareness that identity did not fit into strict categories of the ‘literate’ and the ‘illiterate’, the more flexible and expansive concept of ‘multiple literacies’ has gained critical currency.
Paula Booke and Todd J. Wiebe
The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a courseembedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.
Information literacy, the concept most associated with inculcating the attributes necessary to behave in a strategic, thoughtful and ethical manner in the face of a superfluity of information, has been part of the information specialist scene for many years. As the United Kingdom’s QAA benchmark statements for Politics and International Relations highlight, many of the competences associated with this concept are vital in the honourable struggle to become a successful graduate of those disciplines. This article presents a longitudinal study of a survey used to expose the information literacy levels of two groups of first-year Politics/IR students at a British university and, using the logic of ‘most similar design’, make informed inferences about the level of students’ information literacy on coming into tertiary education.