New literacy studies

REVIEWED BY NICHOLAS DERDA The term Latina/o in Latina/o studies has been praised for its potential to build coalitions across diverse ethnic groups as well as critiqued for its homogenizing tendencies. Despite the potential for cross-ethnic affinities, comparative analytic frameworks, and recent excitement about hemispheric approaches, Latina/o studies continues to be segmented by categories related to the nation-state.

Toda lengua es su pasado y su presente. También está siempre en contacto con otras lenguas, lo cual genera transformaciones constantes. Languages are not homogeneous nor fixed cultural entities. However, al escribir tendemos a creer que el sentido se fija y queda inmóvil. Creemos que lo escrito es rígido y objetivado, pero olvidamos que la escritura es una práctica, que sus normas son múltiples y que, además, van transformándose. This book, then, deliberately combines languages —in this case English and Spanish— to discuss writing, translingualism, and writing centers. Buscando las palabras while writing permits the connection between a creative process with no limits and the variety of advantages found in translingualism. Its authors researched writing center philosophy and practice, and the politics of language, which add needed contributions to a transnational conversation. De esta manera, los investigadores que participan en el volumen y los tutores de los centros de escritura de la Florida International University y la Pontificia Universidad Javeriana escribieron en ambos idiomas, along with faculty from Colombia, Mexico, and the United States, with the purpose to learn one from another, en busca de nuevas perspectivas para eliminar barreras culturales y demostrar that we are all translingual in the end.

Contrario a lo que se suele pensar, el diálogo no solo está asociado con conversaciones cotidianas, sino que también está presente de manera particular en la escritura académica; así mismo, la voz en los textos escritos responde a unas prácticas o acuerdos tácitos de los géneros universitarios que no siempre coinciden con la voz oral o escrita en contextos cotidianos. Este libro plantea algunas respuestas desde dos procesos que se relacionan con la lectura: el diálogo con autores y la construcción de una voz propia. Por esto, propone ejercicios para desarrollar estos procesos desde la especi¬cidad de tres grandes bloques disciplinares: las humanidades y artes, las ingenierías y ciencias naturales, y las ciencias sociales. Esto permite entender la escritura dentro de la universidad como una habilidad esencial y valiosa que facilita y potencia compartir ideas, plasmar opiniones, redactar argumentos y crear conocimiento.

Cuando pensamos en el lenguaje, con frecuencia nos enfrentamos a una diversidad de problemas de investigación, pero también a equívocos y a falsos dilemas. Por ejemplo, tendemos a asumir que sabemos de qué hablamos, como si el fenómeno del lenguaje humano fuese diáfano para todas los comunidades científicas y discursivas, o como si todos lo entendiéramos de igual manera. También se piensa en ocasiones que es un tema de investigación que está superado o agotado, debido a que gran parte del siglo xx se dedicó a su estudio y a que esto produjo un influjo en múltiples disciplinas. Asimismo, algunos piensan hoy que el único debate relevante es el de la inteligencia artificial y cómo ha logrado, en los últimos años, producir enunciados y textos que imitan las construcciones más frecuentes de hablantes de algunas lenguas naturales, a partir de inmensos corpus de textos tomados principalmente de internet.

This text aims to outline some notes on Freirean Pedagogy and Philosophy in the context of Brazilian public education. Paulo Freire (Paulo Reglus Neves Freire, 1921-1997) was one of the great educators in world Education, devising methodologies that could make the vulnerable population literate and critically literate. His Liberating Pedagogy was not only a way of teaching literacy to the oppressed, but also a philosophical exercise of revealing the reasons for the social situations that these oppressed people went through. This research is based on a bibliographic contributions and is of a qualitative nature, with some selected authors:

UNESCO began to emphasize the plurality of literacy in the early 2000s. This paper will refer to UNESCO’s use of the plurality of literacy from this period onwards as pluralistic literacy. Its foundation is grounded in digital technology, and the digitalization of society has had a significant impact on the literacy movement and policy. UNESCO’s concept of plurality of literacies also provides opportunities and power for people with literacy dificulties to participate in civil society and to transform society.This paper examines the concept of pluralistic literacy and its development process,confirming the role of literacy in today’s digital age. Next, it examines the nature of pluralistic literacy from the perspective of guaranteeing basic education, using a case study from Nepal, a South Asian country with low adult literacy rates and chronic poverty.The issues of adult education and lifelong learning in the age of globalization are then raised.

This paper is a decolonial critique of the so-called 'learning crisis' label, that is frequently applied to Africa, and I use the issue of supposedly high levels of illiteracy in Islamic West Africa to develop this argument. Official statistics on low levels of literacy in the Sahel really reflect low literacy in Europhone languages and ignore local literacy practices including African languages written in Arabic script (Ajami). Small-scale surveys show that rates of adult Ajami literacy in West Africa (eg Nigeria, Guinea, Senegal) can be as high as 70-80% which is 'good' or 'very good' for Sub Saharan Africa according to international development definitions. I unpack a number of reasons why Ajami is little known among education scholars and policy-makers as well as implications of Ajami recognition for research and programme design.

espanolHace cuarenta anos la perspectiva psicogenetica planteo el reto de alfabeti­zar desde la escritura abandonando el libro de lectura asi como el enfoque didactico gradual. Pero, a pesar de la hegemonia psicogenetica, las dificul­tades en la comprension lectora y la escritura independiente continuan vi­gentes. Este trabajo desarrolla un analisis critico de las recientes investiga­ciones. Todas coinciden en rescatar la lectura como eje de la alfabetizacion con enfoques que las diferencia. La tendencia centrada en el desarrollo de la conciencia fonologica prioriza el trabajo de la oralidad para el analisis de los segmentos sonoros de la lengua. Sin embargo, pierde de vista el aporte del sistema visual para construir la conceptualizacion de cada letra articulando grafemas con fonemas, tal como rescatan las neurociencias. Esta postura, como el enfoque remedial psicopedagogico tienden a priorizar el codigo en desmedro de la construccion de significados. La perspectiva historico-cultu...

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competence, and professional development. This paper takes a different approach, drawing on social practice theories of literacy in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated in documentary form. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any text-based material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

What Is New About The New Literacies of Online Reading Comprehension? Change defines literacy (Coiro, 2003; Hartman, 2000; Leu, 2000; Rosenblatt, 1938). Our lives change in fundamental ways as we become literate, expanding access to information, communication, and action (Freire, 1976, 1985; LeVine, LeVine, & Schnell, 2001). Since understanding change is at the core of what we do, it is ironic our research community has largely ignored the extensive changes taking place to literacy in a digital, networked, ...

Under perioden 1800–2000 svepte två vågor av skriftbruk in över den industrialiserade delen av världen: en första våg som förde med sig alfabetisering, en andra med digitalisering. Vågorna har bland annat inneburit att skrift tagit allt större plats i människors ...

Punktem wyjścia artykułu jest inwentaryzacja praktyk czytania i pisania w pamiętnikach chłopskich nadesłanych na konkursy Instytutu Gospodarstwa Społecznego. W tekście prześledzone zostaje znaczenie tych praktyk oraz – w przypadku części pamiętnikarzy – zrekonstruowane ich faktyczne biografie oraz społeczne zaangażowania.

Słowa klucze: chłopi, historia chłopów, historia ludowa, piśmienność, pamiętnikarstwo, pamiętnikarze, pamiętniki, dwudziestolecie międzywojenne
Małgorzata Litwinowicz-droździel-dr hab., prof. ucz., pracuje w Instytucie Kultury Polskiej UW. Zajmuje się wiekiem XIX, kulturową historią literatury, przemianami modernizacyjnymi oraz praktykami żywego słowa. Wydała książki O starożytnościach litewskich. Mitologizacja historii w piśmiennictwie historycznym byłego Wielkiego Księstwa Litewskiego (2008) oraz Zmiana, której nie było. Trzy próby czytania Reymonta (2019). Kontakt: m.litwinowicz@ uw.edu.pl.

Paulo Freire (1921–1997) is arguably the most written about philosopher of
education, critical pedagogue and educational revolutionary of the 20th century. Hundreds of books and thousands of articles spanning multiple languages have been devoted to his life, ideas and educaAonal experiments. Can yet two more works by seasoned ‘‘Freirean’’ scholars published in the second decade of the 21st century add to the already prolific canon of Freire studies? In a word, yes. First Freire: Early writings in social justice education by Carlos Alberto Torres, and Paulo Freire by Daniel Schugurensky have brought fresh perspectives to the life and times of Freire while constructing the historical context, assembling the eclecAc ideas, and reiterating the concepts conscienAzaAon, praxis and dialogue which give Freire such
staying power.

This article explores the multimodal mediation strategies employed by student teachers during picturebook read-aloud performances in English as an Additional Language (EAL). The data for the present study was gathered during a postgraduate course at the University of Udine (Italy). Using Multimodal Interaction Analysis as an analytical framework, the study focuses on two self-video recordings of student teachers' read-aloud performances and employs an innovative approach to data visualization and analysis through TMA software to generate graphs for the visual representations of modal configurations. The article discusses the co-deployment of various semiotic resources, including spoken language, gestures, facial expressions, gaze direction, orchestrated by student teachers to scaffold meaning-making and engage an imagined audience of children. The findings reveal the central role of spoken language and prosodic features in student teachers' mediation strategies, these are complemented by the strategic use of visual modes in specific sequences. The results emphasize the need for developing student teachers' multimodal awareness and reflective practices for picturebook mediation. The study highlights also the value of Multimodal Interaction Analysis as a tool for understanding and assessing multimodal practices and offering teacher educators insights into designing activities that promote effective multimodal mediation strategies.

Queda rigurosamente prohibida, sin la autorización escrita de los titulares del copyright, bajo las sanciones establecidas por las leyes, la reproducción total o parcial de esta obra por cualquier medio o procedimiento, comprendidos la fotocopia y el tratamiento informático.

This article examines foreign language acquisition (FLA) as a process of identity repositioning within social and cultural contexts. Using ecolinguistics and Bourdieu's theory of symbolic power, it argues that FLA extends beyond cognition to social adaptation, providing access to new cultural and economic opportunities. It explores language as symbolic capital, shaping power relations and mobility. Through an ecolinguistic lens, it highlights how learners renegotiate identity within diverse settings and how institutions influence agency. By framing FLA as self-repositioning, the paper emphasizes its transformative role in identity and social participation, calling for further research on learners' experiences.

College-ready students are able to understand what is expected in a college course and can benefit from the course's intellectual lessons. College readiness encompasses a range of behaviors that reflect a high level of self-awareness, self-monitoring, and self-control as well as effective study behavior and study skills. Therefore, college readiness can be considered in terms of intellect, mindset, and disposition (Conley, 2007).It is beneficial to all stakeholders that students enter institutions of higher education ready for college. Lack of readiness can affect student success in the classroom and even impact students' levels of self-esteem (Venezia, Kirst, & Antonio, 2004). Student readiness may also impact retention rates, because institutions that do not adequately address college readiness can experience a decrease in retention rates for students (Chan, 2013). If students enter postsecondary institutions underprepared, then these students' deficits need to be reme...

In this paper, I theorize how Bakhtin's dialogism -a sociocultural approach that views learning not as an individual cognitive achievement, but as a social practice informed by the complexity of human interaction -reconciles academic discourse and storytelling in a compelling way. As a literacy approach, storytelling is widely considered as an effective way to bridge the gaps between meeting the demands of the Standards-based classroom and fulfilling the needs of English Language Learners. However, under the current paradigm of education theorizing, personal testimonies were often dismissed as an invalid form of academic knowledge. Conceptualizing cultural discourse as dialogic utterance -premised upon the mutually conditioning of understanding and responses -Bakhtin's theory of discourse incorporates the vision of inclusion and diversity as a resource for learning and signals storytelling as a template to explore conflicting interests and complex interaction within contemporary life. His pedagogical approach to communication and literacy results in a new form of academic discourse that can be used to bridge the cultural-linguistic divide within the standards-based classroom.

En este escrito presento algunas apreciaciones
conceptuales sobre el ensayo, entendido como
una práctica de literacidad que ofrece múltiples
posibilidades por su conexión con la literatura,
y algunas recomendaciones para su desarrollo
en el aula de clase universitaria.

Integrating technology into K-12 schooling is not a novelty. Many teachers across the U.S. and Japan have been teaching their students with technology and how to use technology, including software, for a number of years. In the U.S. K-12 schools, there is an increased focus on providing access to the general education curriculum for all students, including special education students and English language learners, and designing instruction based on the principles of the Universal Design for Learning (UDL). Edyburn (2010) proposes that technology is essential for implementing UDL principles in instruction. Instruction based on the UDL principles implies technology considerations with adequately prepared teachers. As technology keeps advancing, the concept of "adequately prepared" teachers is hard to define. Studies reveal that teachers need to assume a dual role when it comes to A body of literature on the changing nature of knowledge acquisition, teaching, and learning with technology, has been rapidly growing within the last decade. In examining how teachers learn to use technology in the U. S. and Japan, it seems that those processes follow a similar pattern: to some extent, teacher preparation programs prepare future teachers in technology use. Frequently, however, many students learn how to use technology (e.g., various computing devices and software) on their own. Because technology is constantly evolving, it seems that those responsible for regular professional development, such as school districts (U.S.) and the Board for Education (Japan), should be much more engaged in providing up-to-date training in how to use technology, and more importantly, in -how to integrate technology into instruction across curriculum.

Online media literacy plays a vital and significant role on our lives nowadays, it became a necessity, a need and not a want. The ability to critically analyze and evaluate the information we encounter on the online space on daily basis is playing a pivotal role in the impact of such media on people lives in general and the perspective towards gender roles in specific. Discerning the credibility of the sources, recognizing the subjective and biased information skills are now essential in formulating an informed decision towards any aspect in our media exposure and our online behaviors. Gender issues have always been one of the most tackled topics in mass media, where it always faced several obstacles varying from media channels infirmity or lack of freedom of expression. New media however introduced a free and accessible space for people to discuss all gender matters creatively and freely, either on their own social media platforms, or through designated online gender platforms.

Developmental educators are often familiar with the benefits of learning communities and with the importance of incorporating research-based best practices into their developmental studies courses. Faculty may be less familiar with the educational applications based on the concepts of emotional intelligence (EI). Faculty at College of the Mainland created a learning community for incoming developmental freshman that incorporated the concepts of EI from the work of Golman along with principles from Chickering’s (1991) Seven Principles of Good Practice and Boylan’s (2002) What Works: A Guide to ResearchBased Best Practices in Developmental Education. Faculty found that the EI strategies provided a common language and a useful framework for planning instructional materials and activities. Elizabeth Hammett College of the Mainland

Esta contribución reflexiona sobre las literacidades que están codificadas en el paisaje y en formas naturales y que describen una relación diferente entre los humanos y el medio ambiente. Plantea una crítica a la visión occidental-eurocentrista que, además de equiparar literacidad con escritura, ha promovido la oposición falaz entre sociedades alfabetizadas frente a las orales. Aunque ha habido un giro en definir la literacidad como práctica social multidimensional, las políticas educativas en el mundo globalizado impulsan una literacidad funcional, implementando modelos que favorecen a la escritura alfabética, la numeración y los medios digitales, y con ello, promueven la enajenación de la naturaleza, cumpliendo con la retórica de la modernidad/colonialidad. El enfoque de este trabajo se centra en el territorio mesoamericano el cual ha experimentado un desmantelamiento sistemático de las literacidades indígenas. Se describen aquí dos ejemplos resilientes provenientes del pueblo ayöök (mixe): los presagios que se experimentan al ver, escuchar o sentir imágenes, sonidos o sensaciones en la naturaleza; y leer el maíz, una práctica adivinatoria y terapéutica que lee semillas y su acomodo. Estos ejemplos muestran que el mundo natural puede proporcionar signos que se leen y proporcionan mensajes claramente definidos, provocando afectos y efectos en el cuerpo humano y con ello, impulsando acciones y decisiones futuras. Al dar reconocimiento a estas literacidades, valorando a éstas como auténticas formas de ser “literado”, este texto aboga por una posible forma de cambiar nuestra relación actual y destructiva con la naturaleza.

This article examines the intersections between scientific production, internationalization, and Anglophone hegemony, considering epistemological tensions derived from the coloniality of knowledge. Grounded in the concept of mondialisation (Mongin, 2005), which transcends economic globalization by contemplating cultural and identity transitions, we analyze the paradox of English as a global scientific language: while facilitating transnational knowledge circulation, it perpetuates historical asymmetries, privileging perspectives from the Global North (Phillipson, 2008). In the Brazilian context, university internationalization is tensioned between English adoption and the invisibilization of local knowledge, especially indigenous epistemologies, which possess their own systems of epistemic registration and transmission (Rezende, 2019). We argue that critical translation practices can function as mechanisms for epistemic emancipation, expanding the circulation of indigenous epistemologies. We conclude that scientific democratization requires not only the inclusion of subalternized voices but also the transformation of hegemonic criteria for scientific validation.

All communication that happens within the boundaries of a classroom is considered as classroom interaction. Classroom interaction is a major factor contributing to the development of learners’ communication skills and therefore, there is a dire need to study the patterns of classroom interaction. Classroom Interaction Analysis (CIA) is a system of performance observation that reflects the pedagogic strategies employed by a teacher. It is also an indicator of the verbal behaviour exhibited by students in the classroom and is linked directly to the social and emotional environment of the classroom. This paper shall try to observe the patterns of Teacher Talk and Student Talk that occur in a secondary-level online English classroom in the Indian context. The class observed consists of 35 Humanities students from the Eleventh Standard in a CBSE school - Delhi Public School, Duliajan (Assam). Three classroom sessions are observed and analysed based on a CIA checklist prepared after analysing and understanding the various CIA models proposed by prior researchers. The paper considers four assumptions and establishes their truth in the context of the classroom observed. By the end of the paper it is observed that although teacher talk (lecture mode) was a dominant type across the three observed classroom sessions, this could largely be due to the online set-up which doesn’t motivate learners to participate adequately. Future research comparing the patterns of classroom interaction can look at the difference between online and in-person classroom interactions.

This investigation explores the conceptualisation of Japanese EFL (English as a Foreign Language) classrooms as heterotopic spaces through the application of Q methodology. Drawing on Michel Foucault's six principles of heterotopias, the research examines how these classrooms juxtapose global linguistic norms with local educational practices, in turn, creating dynamic spaces. This study positions Japanese EFL classrooms within Foucault's framework of heterotopias, arguing that these spaces fulfil the principles of heterotopias. Using an adapted Q methodology framework, this study seeks to capture the subjective experiences of students and educators navigating these tensions, thereby highlighting how societal shifts are reflected within classrooms. Q methodology is used to capture experiences within these spaces, allowing for the identification of shared and divergent perspectives among students and teachers. The theoretical methodology incorporates qualitative and quantitative approaches in a triangulated paradigmatic structure. The discussion pursues this methodology, arguing the potential for Q methodology to be used within a triangulated research paradigm, incorporating qualitative and quantitative approaches to study heterotopic spaces more effectively in educational contexts. By highlighting the interplay between societal, cultural, and educational influences, this research presents the transformative potential of Japanese EFL classrooms as spaces of global engagement and localized identity construction.

This paper presents an evaluation of an English for specific purposes (ESP) curriculum using the social semiotic perspective. This perspective highlights the importance of authenticity, multimodality, and communicative competence in ESP teaching and learning. Five main components of the ESP curriculum at the Port and Shipping Management Department of a Maritime Polytechnic in Indonesia were evaluated, including the syllabus, lesson plans, resources, teaching activities, and assessment. In conducting the evaluation, the authors developed an evaluation framework based on three existing frameworks, namely Stufflebeam's context input process product (CIPP) model for evaluation, Kaewpet's ESP program evaluation, and Tsou and Chen's ESP program evaluation. Multiple data collection methods were used and multiple perspectives of research participants were invited. The findings of the study revealed that there were several problems in the ESP curriculum of the Port and Shipping Management Department. The main problem was the poorly designed syllabus that has caused drawbacks on the other components, such as irrelevant and unauthentic teaching materials and activities, low variety of teaching media, lack of multimodal resources used in the classroom, and low validity and reliability of assessments. Pedagogical implications regarding the results of the evaluation are also discussed.

Reading online text presents unique challenges for elementary students as they develop and extend fundamental literacy skills to various media. Traditional assessments of concepts about print inspired the authors’ research, which applies a similar approach to address “screen handling” instead of book handling. The purpose of their ongoing research has been to develop an instrument to assess concepts related to online reading. The Concepts of Online Text (COT) assessment measures knowledge of online navigation and text features. Quantitative analysis of student performance data using the COT has the potential to provide developmental insight into elementary students’ proficiencies in conducting internet research and to provide input to teachers for targeted instruction. In this article, the authors share results from administering the instrument to 80 elementary students in first through fifth grades.

Los reclamos de las escuelas para que sus alumnos reciban andamiaje psicopedagógico ante diversas problemáticas planteadas, nos decidieron abordar la situación delimitándola al análisis de las mediaciones verbales y de los mediadores empleados en las prácticas de enseñanza de la lengua. Nos propusimos como objetivos identificar las experiencias de aprendizaje realizadas por los alumnos y relacionar las construcciones metodológicas con los obstáculos para el aprendizaje. Utilizamos la metodología cualitativa centrada en análisis de casos: dos estudiantes de psicopedagogía acompañaron en el aula -durante seis meses-a alumnos de 5º Año (primario) con severo estancamiento en etapas arcaicas del aprendizaje de la lengua escrita. La observación interviniente se registró en cuadernos de campo y la triangulamos con el análisis documental (cuadernos escolares, NAP y -diagnóstico psicopedagógico) Los resultados de "vivir la vida del aula" nos permitió detectar: a.-"Pobreza de experiencias de los alumnos" limitados en su autonomía por el rol activo del docente y carencia de mediadores para andamiar el aprendizaje. b.-Falta de dominio del sistema de escritura. c.-construcciones metodológicas inadecuadas -en sus mediaciones, en las evaluaciones y en el diagnóstico psicopedagógico-con la supervivencia de una Didáctica ingenua que no articula enseñanza y evaluación impidiendo reconocer el estancamiento en el aprendizaje y brindar apoyo contingente. Sin embargo, esas construcciones metodológicas, siguen recomendaciones curriculares que actúan como restricciones ideológicas para la reflexión sobre las prácticas psicopedagógicas.

espanolHace cuarenta anos la perspectiva psicogenetica planteo el reto de alfabeti­zar desde la escritura abandonando el libro de lectura asi como el enfoque didactico gradual. Pero, a pesar de la hegemonia psicogenetica, las dificul­tades en la comprension lectora y la escritura independiente continuan vi­gentes. Este trabajo desarrolla un analisis critico de las recientes investiga­ciones. Todas coinciden en rescatar la lectura como eje de la alfabetizacion con enfoques que las diferencia. La tendencia centrada en el desarrollo de la conciencia fonologica prioriza el trabajo de la oralidad para el analisis de los segmentos sonoros de la lengua. Sin embargo, pierde de vista el aporte del sistema visual para construir la conceptualizacion de cada letra articulando grafemas con fonemas, tal como rescatan las neurociencias. Esta postura, como el enfoque remedial psicopedagogico tienden a priorizar el codigo en desmedro de la construccion de significados. La perspectiva historico-cultu...

rol i escriure una carta nova sobre el mateix tema, amb uns altres arguments. Recordo que vam redactar el text amb màquina d' escriure i que hi vam enganxar els originals del diari, que guardàvem com un tresor. En aquella època de recuperació democràtica, entrada del català a l' escola i formació urgent de docents qualificats, no hi havia gaires recursos en català ni tampoc materials didàctics amb una metodologia comunicativa. L'aprofitament dels mitjans de comunicació era una solució fàcil i satisfactòria, perquè es tractava de material abun-Paraules clau: premsa a l'escola, lectura crítica, TIC, escriptura, alfabetització informacional, ALFIN, competència mediàtica, anàlisi del discurs.

In this study, it is aimed to describe the Internet using situations of elementary students of 4th and 5th grades, according to the students, their parents and teachers. The study is based on a survey test applied in brahim Karao lano lu Elementary State School in Eskisehir, in the academic year of 2001-2002. 10 teachers, 17 students and 16 parents were interviewed. The data were collected using semi-structured opinion survey, one of the qualitative research techniques, in order to determine students', teachers' and parents' opinions. Qualitative analyzing technique was employed in data analysis and the results were presented numerically. According to the findings of research, it appears that elementary students of 4th and 5th grades do not use the Internet effectively. In addition to above facts, it has been found that students are better than their parents and teachers in basic Internet using skills.

This paper approaches the changes in the modes of communication in the contemporary network society from the beginning of the classical Mass Communication Theory, in which the model sender/receiver prevailed, to Castells’ (2007) Self-mass Communication Theory and its implications for the modes of production and circulation of information through new media, cell phones and social networks. From this point on, we have problematized the concept of prosumer and the rupture of the barrier between producers and consumers, as well as the redefinition of teachers and students role in the context of the network society where the convergence of media promotes new modes of interaction with digital communication environments and active participation of the individuals in the production and circulation of information worldwide. Hence, we concluded that such transformations have promoted new means of interaction between teachers and students through the emergence of horizontal relations networks ...

Resumo: Em nossa celebração dos 50 anos do International Journal of the Sociology of Language, sugerimos alguns caminhos alternativos à política de incomunicabilidade na comunicação científica denunciada, em 1989, por Wolfgang Klein. De modo bem humorado, Klein endereçou cientistas de língua alemã, apontando que políticas científicas e tecnologias produziam uma "aceleração unilateral da produção". Isto é, ao passo que o regime de trabalho à época privilegiava a escrita, deixava pouco espaço para a leitura. Em nosso texto, apontamos para desigualdades que Klein não abordou, mas que intensificam esse cenário. Nossa perspectiva do sul global é um modo de questionar a hegemonia do inglês e o acesso pago à produção acadêmica.

Este texto tiene como objetivo principal historizar el trabajo que la agrupación Escritores Mazahuas realiza desde 2017, en el noroeste del Estado de México, México. Escritores Mazahuas es un colectivo autogestivo, no gubernamental e independiente formado por personas de origen mazahua; pueblo indígena ubicado geográficamente en el centro de México. La agrupación está dedicada a producir, promover y difundir trabajo literario y académico elaborado en lengua jñatrjo/jñatjo (la lengua mazahua) y en español. Hasta la fecha, Escritores Mazahuas es el único colectivo artístico literario formado por mazahuas; quienes, a pesar de ser uno de los pueblos indígenas más numerosos de México no tienen una tradición literaria, ni de escritura de su lengua. Por ello, el trabajo de la agrupación es fundamental para la comprensión de procesos sociales y políticos emergentes (como la reivindicación de la cultura) que rodean la lectoescritura de la lengua jñatrjo/jñatjo. Dicho lo anterior, se indica que el trabajo colectivo de Escritores Mazahuas ha dado como resultado 9 números de la revista digital Jñatrjo, con más de 200 colaboraciones publicadas en diferentes formatos (artículos de investigación, entrevistas, poemas, cuentos, historia oral, relatos míticos, fotografías, recetas culinarias, rezos y cantos). Asimismo, los miembros del colectivo han publicado las antologías poéticas: Zojña jñatjo (Poesía mazahua) y Nzhobú k’a xoñijomú: yo d’adyo jñaa jñatrjo (Regresar a la tierra: novísimas voces jñatrjo). Por lo anterior, se argumenta que el conjunto de textos, imágenes, así como la distribución, difusión, recepción y consumo de estos materiales son parte del proceso de formación de una literacidad jñatrjo/jñatjo. En esta literacidad subyacen saberes y prácticas traslapadas con objetivos, usos sociales y políticos asociados a la lectoescritura del mazahua; así como descripciones de la contemporaneidad y vigorosidad de esta cultura nativa que contribuyen a desmontar y reescribir los imaginarios y narrativas coloniales y racistas que prevalecen sobre este pueblo.

The reforms carried out in the scientific, cultural, political, and economic spheres in Azerbaijan resulted in a change in the philosophy of education. One of the priorities in the Republic is the transition from the school of memory to the school of thought. The skills acquired in the reading
process are extended through written communication and become interactive with it. Writing ensures that the ideas and considerations related to any given problem or topic are presented in an appropriate form, and a report is prepared on the work done. The teacher should choose a text taking into account its content and structure, and the appropriateness of the student’s age and knowledge level.
Being able to write and read perfectly in the native language and express one’s opinion fluently in the literary language is considered one of the main signs of civilization. The Azerbaijani language program provides a wide range of opportunities to educate these qualities in the younger generation.

Kate Hults graduated from Texas Christian University in 2017 with a bachelor's degree in Secondary English Education and in 2018 with a master's degree in Language and Literacy. She is currently teaching high school English in Greenville, South Carolina. Her school implements a project based learning curriculum where she teaches an integrated humanities course.

Trato de fotografiar los discursos de las construcciones de género de quien necesita salir de la dicotomía mujer/hombre, y también de una manera específica la evolución de los cuerpos de las personas trans. Desde el momento en que decidí transitar desde el género que se me asignó al nacer, y en este tiempo de tránsito, he ido conociendo personas que están en el mismo camino. Un día, viendo mi entorno, empecé a documentar y plasmar nuestras realidades, sentimientos, pensamientos, conceptos y debates de las personas trans, de quienes nos encontramos inmersos en este mundo. Desde dentro, desde el lado de aquellos y aquellas que nos zambullimos en un lugar entre el azul y el rosa, el blanco y el negro, buscando un cuerpo, una expresión donde sentirnos cómodos.

With greater and greater frequency, we find ourselves in conversations, meetings, and even invitations for writing where the term AI literacy or AI literacies (often used interchangeably) is named as if it had a commonly shared and stable definition. In the contexts of education policy, teacher education, and research on learning we are experiencing an urgency driven by funders and popular media to solve the "AI Problem" for (not with) youth. This urgency is predicated on the assumption that artificial intelligence is transforming everything and poses a potential existential threat. AI literacy is seen as a form of power and control; providing AI literacy (to those assumed not to have it) will allow people to regain control over their lives, protect themselves from artificial intelligence, earn a living, and participate fully in society. The current wave of urgency around AI education in the United States results from the confluence of US science policy and popular excitement following the widespread availability of generative AI tools. Two of the National Science Foundation's Ten Big Ideas (2017) guiding research investment were the "Future of Work at the Human-Technology Frontier" and "Harnessing the Data Revolution," both of which have come to fruition in the recent progress of AI technologies. The President's Council of Advisors on Science and Technology (PCAST), which guides national science priorities, released a report on AI in 2024. The National Science Foundation issued two "Dear Colleague" letters in 2023, each introducing grant funding in AI education. Meanwhile, popular awareness of AI has exploded in the last several years. Although machine learning technologies have been invisibly incorporated into our lives for decades, the

Ce sont sept cahiers de format A5, de 192 pages à grands ou petits carreaux, solidement reliés sous une couverture cartonnée décorée de marbrures bleues, jaunes, ou rouges. Ce sont les sept volumes du carnet de terrain que Philippe Descola a tenu d’un bout à l’autre de ses séjours ethnographiques auprès des Achuars de l’Oriente équatorien, en Amazonie – le premier en compagnie de son épouse Anne-Christine Taylor, d’août 1976 à mars 1979, et dont le compte rendu occupe à lui seul six cahiers, le second de juillet à septembre 1984. Il est rare qu’un anthropologue rende ses carnets publics, sans nul lissage ou réécriture. Lieux de la production du savoir ethnographique, ils en restent pourtant généralement une boîte noire, l’espace d’inscription parfois un peu honteuse, souvent scandaleuse , d’une expérience quotidienne d’imprégnation culturelle, de l’apprentissage patient des règles de bienséance, ou des bourdes plus ou moins conséquentes et plus ou moins révélatrices des soubassements impensés de toute existence collective.