https://rw.org.za/index.php/rw/issue/feedReading & Writing2024-03-16T23:36:15+01:00AOSIS Publishingsubmissions@rw.org.zaOpen Journal Systems<a id="readmorebanner" href="/index.php/rw/pages/view/journal-information" target="_self">Read more</a> <a href="https://aosis.co.za/call-for-papers-reading-writing-journal/" target="_blank"> <img style="padding-top: 2px;" src="/public/web_banner.svg" alt="" /> </a>https://rw.org.za/index.php/rw/article/view/447Reading cultures – Towards a clearer, more inclusive description2024-03-16T23:36:15+01:00Katherine Morsekathm71@gmail.comTara Polzer Ngwatotara@socialimpactinsights.co.zaKatie Hustonkatiehustonconsulting@gmail.com<p><strong>Background:</strong> This article describes how the National Reading Barometer project has redefined the concept of ‘reading culture’ in South Africa.</p><p><strong>Objectives:</strong> As expressed in the 2023 National Reading Survey (<em>N</em> = 4250) and the 2023 National Reading Barometer, a clearer description of reading cultures was developed to describe both individual reading practices (measured through the survey) and the national reading ecosystem (measured through the barometer).</p><p><strong>Method:</strong> We describe the survey and statistical tools developed to measure the new concept of reading cultures. This includes a survey questionnaire that introduced novel questions alongside established indicators. Reading is defined and measured through six distinct dimensions: reading purpose, habits, volume, depth, motivation, and identity. The expanded understanding of reading purpose includes reading for information, communication, and enjoyment. At an ecosystem level, the National Reading Barometer was applied to visualise data from the National Reading Survey and secondary data on reading ability, access to reading material, and enabling environmental indicators to provide a baseline for high-level longitudinal trends in the national reading environment.</p><p><strong>Results:</strong> The National Reading Barometer and National Reading Survey assisted to redefine the debate on reading cultures by providing evidence-based descriptions of varied reading cultures and situating these within the reading ecosystem.</p><p><strong>Conclusion:</strong> We conclude by proposing how this revised concept of reading cultures and the new tools for measuring impact may open research and policy advocacy opportunities in the literacy sector.</p><p><strong>Contribution:</strong> This article contributes a pluralistic, Afrocentric, and modernised understanding of reading cultures.</p>2024-03-15T09:00:00+01:00Copyright (c) 2024 Katherine Morse, Tara Polzer Ngwato, Katie Hustonhttps://rw.org.za/index.php/rw/article/view/478Erratum: Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation2024-03-12T23:32:39+01:00Florence M. Olifantolifantfm@tut.ac.zaNaomi Boakyenaomi.boakye@up.ac.zaMadoda CekisoCekisoMP@tut.ac.zaNo abstract available.2024-03-11T11:00:00+01:00Copyright (c) 2024 Florence M. Olifant, Naomi Boakye, Madoda Cekisohttps://rw.org.za/index.php/rw/article/view/437Playwriting as an emergent pedagogical tool for primary school student teachers2024-02-01T22:59:29+01:00Mosa N. Khasunkhasu@uj.ac.zaElizabeth Henningehenning@uj.ac.za<p><strong>Background:</strong> This research explored how classroom plays could serve as pedagogical tools to introduce children to Sesotho and isiZulu vocabulary of artificial intelligence (AI). The article captures how student teachers learned to write plays that they could produce when they become professional teachers.</p><p><strong>Objectives:</strong> The purpose of this study was to explore how student teachers engaged in a playwriting process, creating drama texts for early grades primary school learners about AI.</p><p><strong>Method:</strong> The qualitative study employed, a participatory action research design. Data were collected through semi-structured interviews with the student teachers, coupled with a dual analysis of their drama texts. An inductive thematic analysis approach was applied for the data from interviews with the students. A deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose.</p><p><strong>Results:</strong> The findings revealed that playwriting as a tool for pedagogy can be useful in developing student teachers’ vocabulary of AI in Sesotho or isiZulu and to develop their playwriting skills.</p><p><strong>Conclusion:</strong> The findings contribute to the corpus of pedagogies for the teaching of vocabulary in African languages, which includes writing the texts and aiming to use these for reading experience and for dramatic activity in early grades classrooms.</p><p><strong>Contribution:</strong> The contribution of this study is how playwriting can serve as a pedagogical tool for the teaching of reading and vocabulary in the primary school.</p>2024-01-31T14:28:00+01:00Copyright (c) 2024 Mosa N. Khasu, Elizabeth Henninghttps://rw.org.za/index.php/rw/article/view/410Using mobile reading devices to encourage positive leisure reading practices amongst adolescents – a case study from Zimbabwe2024-02-01T22:59:29+01:00Anna J. Hugoannajohugo@gmail.comIvan Bachisi34560556@mylife.unisa.ac.za<p><strong>Background:</strong> Literacy is an important skill that is necessary for people – especially adolescents – to access electronic media, including mobile devices. The only way to develop competence in reading is by reading more. Young people who enjoy leisure reading are usually more successful readers. In this study, the authors did research into a group of adolescents’ leisure practices by using mobile reading devices.</p><p><strong>Objectives:</strong> The objective was to identify the adolescents’ leisure reading identities, as the authors wished to know whether one model of leisure reading support suits everybody.</p><p><strong>Method:</strong> A qualitative research approach was employed, making use of literacy practice interviews, the adolescent participants’ mobile reading diaries, focus group discussions, and the researchers’ personal field notes.</p><p><strong>Results:</strong> Three distinct leisure reading identities were identified: eager readers, ‘fifty-fifty’ readers, and non-readers. It was thus evident that leisure reading practices require different types of support and encouragement from teachers and parents. Three reading identities surfaced during the study and it is acknowledged that there could be more reading identities.</p><p><strong>Conclusion:</strong> The influence of certain systems and antecedents that could influence the leisure reading habits of the sampled group also surfaced. It became evident that there should be differentiation when groups of adolescents are supported to enhance their leisure reading and, eventually, their reading abilities.</p><p><strong>Contribution:</strong> The article contributes to a better understanding of literacy practices among adolescent learners regarding the use of mobile devices to encourage leisure reading. It could also contribute to language teachers’ knowledge about factors in the education system that could influence learners’ reading abilities and the necessity to make provision for different reading identities in their teaching.</p>2024-01-31T06:00:00+01:00Copyright (c) 2024 Anna J. Hugo, Ivan Bachisihttps://rw.org.za/index.php/rw/article/view/426Technological literacy and its influence on teachers’ adoption of a blended learning approach2024-02-01T13:05:37+01:00Florah M. Teaneteanef@unisa.ac.za<p><strong>Background:</strong> The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and skills.</p><p><strong>Objectives:</strong> To identify which online tools Unisa imparted to teachers, investigate how the acquired skills and knowledge helped teachers to adopt a blended learning approach and find out challenges that go with the application of technology.</p><p><strong>Method:</strong> Data were obtained through observation, one-on-one individual interviews and focus group discussions.</p><p><strong>Results:</strong> The Unisa training helped develop teachers’ knowledge and skills in the use of TEAMS, Emails, WhatsApp, you tube and the electronic content- material. Teachers gave learners the electronic content (presentation slides and You-videos, question banks) for revision purposes. During the outbreak of coronavirus disease 2019 (COVID-19) learners were given work to do while at home using WhatsApp.</p><p><strong>Conclusion:</strong> The article concludes by indicating that partnerships between schools and institutions of higher learning are a necessity to empower teachers on the use of technology which will lead to the use of a blended learning approach.</p><p><strong>Contribution:</strong> The article adds to the body of knowledge by indicating the need for retraining of teachers especially on technological skills to prepare them for 4th Industrial Revolution and meet the needs of the new cohort of learners-born after technology.</p>2024-01-30T06:00:00+01:00Copyright (c) 2024 Florah M. Teanehttps://rw.org.za/index.php/rw/article/view/452Pre-service teacher investment through dialogic action learning2024-02-01T13:05:37+01:00Ilse Fouchéilse.fouche@wits.ac.za<p><strong>Background:</strong> A lack of student ‘buy-in’ and engagement are often major obstacles in academic literacy courses. To create a dialogic learning environment which encourages student investment and challenges traditional student-lecturer hierarchies of power, the curriculum of a first-year academic literacy course at a South African university was reconceptualised around an action-learning project.</p><p><strong>Objectives:</strong> The aim is to determine whether the reconceptualised course enabled dialogic learning that fostered a sense of investment in students.</p><p><strong>Method:</strong> An interpretivist paradigm was followed, drawing on a qualitative research approach. To explore the nature of student investment, discourse analysis was used to analyse group reflections submitted at the end of the 21-week course. Student reflections were coded thematically using an inductive approach.</p><p><strong>Results:</strong> These reflections indicate that specific mechanisms need to be in place for effective dialogic engagement. If in place, findings suggest that the dialogic approach could encourage critical thinking, help students to develop problem-solving skills, lead to cognisance of multiple perspectives, deepen understanding of course material and expectations, promote inclusivity, and encourage reflection on the learning process.</p><p><strong>Conclusion:</strong> This study indicates that purposefully embedding a dialogic approach into a curriculum through purpose-driven group activities, can lead to more engaged learning.</p><p><strong>Contribution:</strong> The paper contributes to the field of academic literacy studies by showing how academic literacy practitioners may use the now-established pedagogies of action-learning and dialogic teaching and learning to design courses that create an enabling environment for students to draw on deep approaches to learning.</p>2024-01-22T06:00:00+01:00Copyright (c) 2024 Ilse Fouchéhttps://rw.org.za/index.php/rw/article/view/458From the editor’s desk: Reading & Writing Journal Volume 14 (2023)2024-01-10T13:25:17+01:00Janet L. Condyeditor@rw.org.zaN/a2023-12-28T07:00:00+01:00Copyright (c) 2023 Janet L. Condyhttps://rw.org.za/index.php/rw/article/view/433Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation2024-03-11T10:27:28+01:00Florence M. Olifantolifantfm@tut.ac.zaMadoda P. CekisoCekisoMP@tut.ac.zaNaomi Boakyenaomi.boakye@up.ac.za<p><strong>Background:</strong> In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners’ access to reading materials and reading motivation.</p><p><strong>Objectives:</strong> The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners’ motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms.</p><p><strong>Method:</strong> Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data.</p><p><strong>Results:</strong> In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners’ low motivation and limited access to reading platforms.</p><p><strong>Conclusion:</strong> The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education.</p><p><strong>Contribution:</strong> The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners’ inclusion in the 4IR literacy pedagogy evolution.</p>2023-12-18T18:00:00+01:00Copyright (c) 2023 Florence M. Olifant, Madoda P. Cekiso, Naomi Boakyehttps://rw.org.za/index.php/rw/article/view/425Effectiveness of music education in developing and fostering reading and writing for learners2024-01-10T13:25:17+01:00Sakhiseni J. Yendesakhiseniyende@gmail.com<p><strong>Background:</strong> It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.</p><p><strong>Objective:</strong> Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.</p><p><strong>Method:</strong> A qualitative research method was used embedded within content analysis of existing scholarly writings.</p><p><strong>Results:</strong> Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.</p><p><strong>Conclusion:</strong> This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.</p><p><strong>Contribution:</strong> This article provides new insight about the role of music education in improving reading and writing for learners.</p>2023-12-18T07:08:00+01:00Copyright (c) 2023 Sakhiseni J. Yendehttps://rw.org.za/index.php/rw/article/view/454Acknowledgement to reviewers2023-12-04T08:35:56+01:00Editorial Officepublishing@aosis.co.zaNo abstract available.2023-11-30T09:02:00+01:00Copyright (c) 2023 Editorial Office