Curriculum and Instruction, School of Education

If you are seeking a better way to give feedback to student writers, dialogic writing assessment may be for you. E ducation leaders are showing new interest in personalized learning and assessment . For teachers of literacy, this shift is an opportunity to consider formative writing assessment practices anew. In this article, we explore the potential of dialogic writing assessment (Beck, 2018) to provide such opportunities through individualized scaffolding of students' writing processes. Dialogic writing assessment is an approach to conducting writing conferences that unites conversation with what is traditionally known as thinking aloud. It foregrounds students' composing processes to reveal and address the obstacles that interfere with those processes: The teacher encourages students to verbalize their composing processes and then attempts to support those processes with prompts and questions. These prompts and questions, along with written materials that the teacher offers during the session, act as scaffolds for students' writing processes.

Although arts-based qualitative research initiatives have recently utilized standard musical notation (SMN) as a potent form of data transcription, extant literature into this approach has largely ignored the critiques of SMN that emerge from music scholarship and practice. To address this oversight, we use this paper to explore the following research questions: To what extent do the musicological critiques of SMN apply to qualitative research? And how can qualitative researchers address these critiques? In response, we begin by drawing parallels between experimental music literature and posthuman education scholarship, arguing that SMN limits the scope of qualitative inquiry and reinscribes the problematically humanist aims of education research. We then propose the use of graphic scores as a means to explore how sound and other non-anthropocentric bodies contribute to the construction of meaning within learning environments. To exemplify this approach, we conclude by providing two graphic score transcriptions of video data.

We explore our experiences with roleplaying games across learning environments, chasing communal questions such as: how can teachers engage with the possibilities of roleplaying in classroom
spaces, and how can we leverage such practices to open up spaces for youth to bodily experience texts, express identities, and imagine new worlds? This article explores roleplaying across contexts—in school, after school, in teacher education, and in K-12 settings. The authors reflect on our experiences using humanizing methods to critically investigate roleplaying with youth.

Purpose-This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach-Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings-The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value-This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive wholeclass text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

Purpose-This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity. Design/methodology/approach-This study is a discourse analysis of approximately 85 hours of audio collected over one year. Findings-Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future. Originality/value-This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

Building on youth literacies in formal learning spaces is a promising direction for assetbased literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students' experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.

Purpose-This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went "viral" as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily. Design/methodology/approach-The authors use a mixed-methods sequential explanatory design approach (quant: topic modeling; qual: multimodal content analysis) to examine how users describe their own practices as well as top posts (more than 25,000 likes, comments and reblogs) in the first month of the collective reading of the novel. Findings-The authors found that the serialization of Dracula made space for "wandering reading practices" (Chavez, 2010) relevant to this interpretive community on Tumblr. The quantitative methods determined specific affective, intertextual and serialized aspects of textual play that were salient to readers. In top posts themselves, the authors saw readers creating metaleptic content imagining characters like the protagonist Jonathan in other novels or contexts, as well as processing and playing with their collective emotional responses toward characters. Additionally, readers used irony or satire through multimodal compositions to create literary arguments. Originality/value-Playfully analyzing literature together through intertextual connections and multimodal memes has the potential to be both emotionally resonant, culturally relevant and supportive of literary interpretive practices. Based on these findings, the authors provide suggestions for teachers working to embrace interpretive play in formal learning spaces.

In order to better understand how the full range of students’ semiotic resources may be marshalled for learning, we analyse the role of interpretive claim-making across fandom and disciplinary communities. Using a framework of syncretic literacies with a focus on navigation, we analyse data from a series of writing conferences in a U.S.-based, fandoms-themed English course serving diverse high school students. Our analysis attends to shifts in convergent and divergent intersubjectivity to trace students’ navigation of interpretive practices as they talked with their peers and their instructor. Discursive claims emerged as an important tool functioning differently across these interactions. Specifically, the claim-making practices of one focal student demonstrate an emerging understanding of the distinctly different functions that claims serve as tools for navigating between, and hybridizing, discursive communities. Our findings highlight the importance of using discourse to analyse the presence of multiple or conflicting discursive practices, and designing learning environments in ways that support students’ use of hybrid discursive tools.

School budgeting processes can play a significant role in perpetuating, or in reducing, race-and class-based inequalities in the quality of K-12 education. Public discourse regarding school budgets can in turn perpetuate, or interrupt, justifications for educational inequality. Drawing on framing narratives and critical race theory, we analyze public conversations around one local school district during two different budgeting cycles in 2019 and in 2021. Attending to the framing of the problem and solutions of different actors as well as ways that participants muted or unmuted intersectional issues of race, we find that public officials unmuted racism for adult taxpayers, but mostly muted racism in addressing the effects of the budget on school children. Only after local activists engaged in public discourse that unmuted racism in relation to the effects of the budget were public officials convinced to shift their budget-making decisions toward full funding.

Current and former doctoral students share how their participation in a graduate course entitled "Media Literacy across the Curriculum" inspired their own interest in media literacy and enabled them to integrate media literacy
concepts and instructional practices into coursework for pre-service teachers.