Journal of Adolescent & Adult Literacy Podcast

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Journal of Adolescent & Adult Literacy Podcast

Journal of Adolescent & Adult Literacy podcast delivers current theory, research, and practice in support of effective literacy instruction. During each episode, Matt Sroka invites a guest from the literacy field to delve into practical concepts for enhancing literacy teaching.

  1. 18/12/2024

    Teachers’ Perceptions of Disciplinary Literacy with Drs. Heather Waymouth and Madison Weary

    Teachers’ Perceptions of Disciplinary Literacy with Drs. Heather Waymouth and Madison Weary  In today’s episode, host Matt Sroka welcomes Drs. Heather Waymouth and Madison Weary to discuss their study on the language teachers use within disciplinary literacy instruction. The conversation explores the power that teachers have in shaping how students view and use literacy in their classroom. Offering critical insights, this episode encourages educators to reflect on their own practices to ensure they empower all learners equitably. This conversation centers on their article for The Journal of Adolescent & Adult Literacy titled: Teachers' perceptions of disciplinary literacy: A critical discourse analysis.  Heather Waymouth is an assistant professor in the Literacy Department at West Chester University of Pennsylvania. She teaches classes on literacy across disciplines for undergraduate and graduate students, middle grades literacy for undergraduate students, literacy development and assessment for graduate students, and college reading and study skills for undergraduate students. As a previous high school literacy specialist with additional certifications in middle and high school Biology and general science, she is passionate about the ways literacy and science complement one another.   Madison Weary is an adjunct professor in the Literacy Department at West Chester University of Pennsylvania. She also teaches classes on literacy across disciplines and literacy development and assessment for graduate students, and college reading and study skills for undergraduate students. She works as an MTSS (Multi-Tiered Systems of Support) Coordinator in a K-12 setting, and has previous experience as a reading specialist and middle school social studies teacher. Her work on disciplinary literacies focuses on classroom practice, professional development, and teacher education.    Article: Teachers' perceptions of disciplinary literacy: A critical discourse analysis.  Additional Resources: Tucker-Raymond, E., Gravel, B. E., Kohberger, K., & Browne, K. (2017). Source Code and a Screwdriver: STEM Literacy Practices in Fabricating Activities Among Experienced Adult Makers. Journal of Adolescent & Adult Literacy, 60(6), 617–627. ‪Angela Calabrese Barton - ‪Google Scholar   ‪Daniel Morales-Doyle - ‪Google Scholar

    1h2min

  2. 04/12/2024

    Community-Based Book Clubs with Mary McConnaha and Dr. Joanne Marciano

    Community-Based Book Clubs with Mary McConnaha and Dr. Joanne Marciano  In today’s episode, host Matt Sroka welcomes Drs. Mary McConnaha and Joanne Marciano to discuss student-led community-based book clubs focused on racial justice. The conversation explores how students perceive these book clubs compared to their school-based reading experiences and the critical role of thoughtful text selection. Together, they unpack how book clubs can inspire meaningful change, foster deeper discussions, and empower students as readers and thinkers. The episode also offers insights for teachers on how to nurture students’ reading lives both inside and outside the classroom. This conversation centers on their article for The Journal for Adolescent & Adult Literacy titled: “They can learn it through us”: Youth seeking racial justice through a community-based book club Mary "Maggie" McConnaha is a doctoral student in the Curriculum, Instruction, and Teacher Education program at Michigan State University. Her research interests include English education, the school-to-prison nexus, and young adult literature. She has been published in the Language Arts Journal of Michigan and EdWeek and has been featured on CNN.  Dr. Joanne E. Marciano is an Associate Professor of English Education in the Department of Teacher Education at Michigan State University, and a former New York City public high school English teacher. In 2019, she collaborated with community partners to start The Youth Voices Project, an on-going community-based Youth Participatory Action Research initiative that seeks to disrupt educational inequities while acknowledging and extending youth participants’ literacy practices as strengths across varied contexts. She is currently PI of the National Science Foundation-funded project Community-Situated Data Practices in Multiethnic, Youth-Led Research Partnerships. Dr. Marciano’s research has been published in peer-reviewed journals, including Harvard Educational Review, Urban Education, Journal of Teacher Education, and Journal of Literacy Research. She is co-author with Dr. Michelle Knight-Manuel of the books Classroom cultures: Equitable schooling for racially diverse youth and College ready: Preparing Black and Latina/o youth for higher education – a culturally relevant approach, both published by Teachers College Press. Resources: Article: “They can learn it through us”: Youth seeking racial justice through a community-based book club Other Related Articles: Marciano, J.E., Peralta, L. M. & Lee, J. S. (2024). Examining the schooling desires of youth during the COVID-19 crisis. Harvard Educational Review, 94(3), 425-447.   Marciano, J.E., Johnson, L.& Beymer, A. (2023). “Our voice and dreams matter”: Supporting youths’ racial literacy. Journal of Literacy Research, 55(2), 145-169.   Marciano, J.E., Peralta, L. M., Lee, J. S., Rosemurgy, H., Holloway, L., & Bass, J. (2020). Centering community: Enacting culturally responsive-sustaining YPAR during COVID-19. Journal for Multicultural Education, 14(2), 163-175.

    54min

  3. 15/11/2024

    ChatGPT as a Writing Support with Drs. Sarah Levine and Sarah Beck

    ChatGPT as a Writing Support with Drs. Sarah Levine and Sarah Beck  In this episode, host Matt Sroka chats with Drs. Sarah Levine and Sarah black about how students are using ChaptGPT in the classrooms and what this means for teachers. This conversation stems from their article for The Journal for Adolescent & Adult Literacy titled: How do students use ChatGPT as a writing support? Sarah Levine is an assistant professor at Stanford University’s Graduate School of Education. She studies teaching and learning of literary interpretation and writing in urban high schools. She also studies ways that students can use AI and digital media (for example, natural language processing models like ChatGPT; visual representations of text like word clouds; and radio production) to support their writing. Sarah Beck is a teacher educator and literacy researcher on the faculty at New York University. In addition to the JAAL article on students' use of ChatGPT, she and Sarah Levine have also written a conceptual paper on imagining futures for generative AI in literacy, published in Reading Research Quarterly.  She has also published widely on dialogic writing assessment, in JAAL, Literacy, and English Teaching: Practice and Critique. Her book-length description of this approach is A Think Aloud Approach to Writing Assessment (2018) Teachers College Press.   Resources: How do students use ChatGPT as a writing support? The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT

    1h1min

  4. 30/10/2024

    Global Literacy Education Partnerships with Phillip Wilder, James Cohen, Moses Deogratius, and Andrea Trudeau.

    Global Literacy Education Partnerships with Phillip Wilder, James Cohen, Moses Deogratius, and Andrea Trudeau. In today’s episode host Matt Sroka chats with Phillip Wilder, James Cohen, Moses Deogratius, and Andrea Trudeau about Nonviolent Communication being used to support partnerships between the Global North and the Global South, emphasizing the need to foster “power with” rather than a “power over” relationships. This conversation stems from their commentary for The Journal for Adolescent & Adult Literacy titled: “Cultivating nonviolent relationships within global literacy education partnerships” Dr. Phillip M. Wilder is an associate professor of literacy at Clemson University where his current research explores how youth and educators practice nonviolent communication. A longtime educator with over two decades of experience leading international educational partnerships including Mwangaza Education for Partnership in Tanzania, Phillip guides educational programs which emphasize conscious communication and agency within communities. Dr. James Cohen is a professor of ESL/Bilingual Education at Northern Illinois University. He currently researches areas such as undocumented immigration in the U.S., identity construction of EFL teachers, and partnerships between the global north and global south. James spends his summers taking pre-service teachers to places such as Indonesia, Tanzania and Kenya to provide “Power with” teaching experiences. Moses Deogratius a chief librarian at Madaraka Nyerere library and community resource centre Musina Tanzania since 2016 up until now. Moses was also a Kiswahili teacher at Nyegina secondary school from 2014 to 2019. He also has been working with Tanzania development support for six years. His email is deogratiusmoses73@gmail.com Andrea Trudeau, Ph.D., NBCT, is an award-winning, human-centered school librarian with 27 years of teaching experience in a public middle school in the Chicagoland area. A passionate advocate for school libraries, she creates a vibrant, student-centered learning commons while also supporting global librarianship and girls' education in East Africa and conducting research on virtual reality's impact on adolescent empathy. You can learn more about Andrea at https://www.noshhlibrarian.com/ or connect with her on X at @Andrea_Trudeau. Resources: “Cultivating nonviolent relationships within global literacy education partnerships” Tanzania Development Support  Librarians Building Libraries

    1h5min

  5. 16/10/2024

    Podcasts and Critical Media Literacy with Drs. Anne Gill and Olivia Stewart

    Podcasts and Critical Media Literacy with Drs. Anne Gill and Olivia Stewart  In today’s episode host Matt Sroka chats with Drs. Anne Gill and Olivia Stewart about the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This conversation centers on their article for The Journal for Adolescent & Adult Literacy titled: The instructional implications of a critical media literacy framework and podcasts in a high school classroom Dr. Anne Gill is an Assistant Professor of Social Studies Education at West Chester University, where she is part of the Secondary Education and K-12 Health and Physical Education Department. She works closely with pre-service social studies teachers to prepare them for effective, culturally responsive, and impactful instruction at the secondary level. Dr. Gill's research interests center on innovative teaching methods, particularly integrating social media and media texts into classroom instruction. She is passionate about fostering critical media literacy in the social studies classroom, emphasizing media analysis and incorporating diverse voices and stories—especially those that challenge dominant narratives. Dr. Olivia G. Stewart is an Assistant Professor of Literacy at St. John's University in New York City. Her research interests center on the inclusion of critical digital literacies and multimodal assignments in classrooms, particularly for academically marginalized students, to counter traditional power structures often found in increasingly outdated school policies and oppressive systems. She examines how students can use various digital media for authorship that allows them to make meaning in non-traditional forms to push back on “what counts” as writing in today’s classrooms. From a critical theoretical perspective, she also examines how teachers and students can co-create spaces to understand the relationships between power and language and the inherently non-neutral ideologies that are conveyed through texts. She has also applied this critical lens to: 1) research surrounding AI, creating a framework for critically engaging AI in education, 2) and humanizing online learning environments, conducting studies on humanizing online courses to improve equity and to explore what elements serve to best humanize courses, focusing on multimodality and other contributing factors. Resources: The instructional implications of a critical media literacy framework and podcasts in a high school classroom

    45min

  6. 02/10/2024

    Building Literacy Connections After Disaster with Drs. Nancy Hulan and Leslee Bailey Tarbett

    Building Literacy Connections After Disaster with Drs. Nancy Hulan and Leslee Bailey Tarbett  In today’s episode host Matt Sroka chats with Drs. Nancy Hulan and Leslee Bailey Tarbett about how a group of teacher candidates responded to a community devastated by tornadoes through a unique, literacy-focused service-learning initiative. This conversation centers on their article for The Journal for Adolescent & Adult Literacy titled: Building literacy connections after disaster: Teacher candidates engaging with community through a service-learning lens Dr. Nancy Franklin Hulan is an associate professor of Literacy Education at Western Kentucky University in Bowling Green, Kentucky. Her research focuses on development of teacher self-efficacy through service-learning, the potential impacts of involvement in a disciplinary community of practice, and teachers’ use of and stances toward GenAI in production of tools to foster literacy development with striving readers and writers. Dr. Hulan serves as the Director of the WKU Literacy Clinic and serves as a faculty mentor for the WKU Literacy Ambassadors. She teaches undergraduate and graduate courses in areas related to literacy. Dr. Leslee Bailey Tarbett is an Assistant Professor in Literacy Education at Western Kentucky University. Before earning her doctorate, she spent over a decade teaching primary grades in Knoxville, Tennessee. Her research focuses on preservice teacher education, teacher professional development, and qualitative and postqualitative research methodologies. Her work has been published in the Journal of Adolescent & Adult Literacy, Reconceptualizing Educational Research Methodology, and the Journal of Public Pedagogies, among others. Leslee is passionate about advancing literacy education with a focus on community-based service learning, care pedagogies, and empathetic teaching practices. Resources: Building literacy connections after disaster: Teacher candidates engaging with community through a service-learning lens https://www.wku.edu/ste/literacy-ambassadors/

    54min

  7. 18/09/2024

    Reimagining Writing with Drs. Carrie James and Sarah McCarthey

    Reimagining Writing with Drs. Carrie James and Sarah McCarthey  In today’s episode host Matt Sroka chats with Drs. Carrie James and Sarah McCarthey about a shift in how we think about writing instruction in our classrooms. This conversation centers on their article for The Journal for Adolescent & Adult Literacytitled: Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership. Dr. Sarah McCarthey is the Sheila Miller Professor Emerita in the Department of Curriculum and Instruction in the College of Education at the University of Illinois Urbana-Champaign. Her research focuses on students’ literate identities, classroom writing instruction, and the role of professional development in teachers’ understandings of writing. Her work has been published in Reading Research Quarterly, Research in the Teaching of English, Written Communication, Journal of Writing Research and Pedagogies: An International Journal and Journal of Adolescent & Adult Literacy. McCarthey served as Department Head and Associate Dean of Undergraduate Programs. She was a member of the Board of Directors of the Literacy Research Association from 2017-2020 and Co-Director of the University of Illinois Writing Project, sponsoring professional development for Illinois teachers. Dr. Carrie L. James is a postdoctoral research fellow with the Siebel Center for Design (http://designcenter.illinois.edu) at the University of Illinois Urbana-Champaign. Before completing her PhD at the U of I, she taught secondary English language arts in New York City. Her research interests include literacy teacher education, writing instruction that centers multimodality and student's authorial agency, and humanizing literacy instruction. Her work at the Siebel Center for Design also allows her to explore empathy and its role in supporting culturally sustaining teaching practices. She is currently working with college composition instructors to incorporate "wicked problems" into their composition courses. Resources: Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership

    52min

  8. 05/09/2024

    Writing Globally with Dr. Jin Kyeong Jung

    Writing Globally with Dr. Jin Kyeong Jung In today’s episode host Matt Sroka chats with Dr. Jin Kyeong Jung about students' digital multimodal composing practices while writing for a global online community. This conversation centers around their article for The Journal for Adolescent & Adult Literacy titled:  Writing globally: South Korean adolescents' digital multimodal composing practices in a global online community.  Resources: Writing globally: South Korean adolescents' digital multimodal composing practices in a global online community Literacies in Global Context (Special Issue)  Write4Change

    27min
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Journal of Adolescent & Adult Literacy podcast delivers current theory, research, and practice in support of effective literacy instruction. During each episode, Matt Sroka invites a guest from the literacy field to delve into practical concepts for enhancing literacy teaching.

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