Bakhtin's language theories give educators a view into how people develop and communicate with language through dialogue. These conceptions can be applied to teaching in a variety of positive ways. The authors explore how teaching based on Bakhtinian concepts might function in the classroom, paying particular attention to the concepts of dialogue, heteroglossia, carnival, and hybridity. Although they do not provide a specific model, they refer to five pedagogical practices that might take place: Raising questions and authoring responses by and among all participants Embracing the importance of context and the non‐neutrality of language Encouraging multiples perspectives Flattening or creating disturbance within existing hierarchies Agreeing that learning is under construction and evolving rather than reified and static The authors argue that a dialogic classroom is one where language is central to a meaning‐making process that, in turn, informs us about language. By opening up dialogue within classroom contexts by reference to Bakhtinian theories, the authors see opportunities for increased student engagement, more voices within classrooms, and more invigorating academic activities.

This interview study is an exploration of the popular cultural and lifelong literacy practices of adult readers of comic books. Focusing on 4 participants from a pool of 12, the researcher used Kvale's (1996) method of meaning interpretation to analyze utterances and speak to the various uses reading held for these people. Aaron, Kyle, Peter, and Roger's uses of comic books point to complex and meaningful critical and reflective ways to use these frequently maligned texts. Among other uses, they used comic books for gaining content area knowledge, curatorial consumption, personal engagement, and reflection. The results of this study have implications for educators in regard to the rich potential of using popular culture texts for literacy education purposes. These analyses also point to the role of choice and interest in reading as well as paint a portrait of readers who have developed literate identities over their life spans. تلخيص البحث: إن هذه الدراسة المقابلية عبارة عن استكشاف ممارسات تعلم القراءة والكتابة طوال الحياة ثقافياً وعامة لدى قراء مجلات فكاهية مصورة بالغي سن الرشد. وقد استخدم الباحث طريقة تفسير المعنى لكفال (1996) كي يحلل ألفاظ أربعة من اثني عشر مشاركين تحليلاً يتطرق إلى استخدامات القراءة المتنوعة لدى هؤلاء الأشخاص. إذ تشير استخدامات مجلات فكاهية مصورة لهارون وكايل وبطروس وروجر إلى طرق نقدية وتأملية معقدة ومعنوية في استخدام هذه النصوص التي عموماً تكون منتقدة. وبين استخداماتهم الأخرى فقد استخدموا المجلات الفكاهية المصورة لاكتساب معرفة مجال المحتوى والاستهلاك الشافي والتشغيل الشخصي والتأمل. إن لنتائج هذه الدراسة أعقاب للمعلمين بالنسبة للإمكانية الغنية في استخدام نصوص الثقافة الشعبية لأغراض تعليم معرفة القراءة والكتابة. وتشير هذه التحاليل أيضاً إلى دور الاختيار والاهتمام بالقراءة بالإضافة إلى رسم صورة من القراء الذين قد طوروا هذه الهويات طوال مدى حياتهم. 这项访谈研究，是探讨漫画书成人读者的流行文化及其终身读写文化实践。参与本研究的有12名漫画书成人读者，而研究重点放在其中4名上。研究者采用Kvale氏（1996）的意义解释法，依据参与者对阅读所持的各种使用方式来分析他们的发言及谈话。分析结果显示：亚伦、凯尔、彼得，和罗杰是以复杂、有意义而具批判性思维及反思的方式来阅读这些常被认为不好的漫画书。阅读漫画书对他们来说，还有其他用途，例如利用漫画书获取学科内容知识、作收集潮流物品的消费和作个人观赏及反思。就流行文化文本颇具潜力供读写教育使用这方面来说，这项研究的结果为教育工作者带来一些启示。这些研究分析亦指出选择与兴趣对阅读的作用，也对那些在一生之中已培养出读写文化身份认同的阅读者作详细的描述。 Cette étude par entretiens est une exploration de la culture populaire et des pratiques de littératie tout au long de la vie de lecteurs adultes de bandes dessinées. Se centrant sur 4 participants d'un groupe de 12, le chercheur a utilisé la méthode d'interprétation du sens de Kvale (1996) pour analyser les énoncés et parler des différents usages de la lecture pour ces personnes. Les usages que font Aaron, Kyle, Peter, et Roger des bandes dessinées indiquent qu'ils utilisent de façon complexe ces textes souvent décriés, avec un esprit critique plein de sens et de manière réfléchie. Ils utilisent les bandes dessinées notamment en tant que moyen d'acquisition de connaissances dans certains domaines, de consommation thérapeutique, d'engagement personnel, et de réflexion. Les résultats de cette étude ont des implications pour les pédagogues en ce qui concerne le riche potentiel que présente l'utilisation des textes de culture populaire ...

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In this review of literacy education research in North America over the past century, the authors examined the historical succession of theoretical frameworks on students’ active participation in their own literacy learning, and in particular the metatheoretical assumptions that justify those frameworks. The authors used motivation and engagement as focal topics by which to trace this history because of their conceptual proximity to active literacy participation. They mapped the uses of motivation and engagement in the major literacy journals and handbooks over the past century, constructed a grounded typology of theoretical assumptions about literate agency and its development to code those uses, and reviewed similar histories of theoretical frameworks in educational, psychological, philosophical, and literary scholarship to draft a narrative history of the emergence of engaged literacies.

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