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The authors share findings from a study that incorporated two types of participatory interview approaches (conversational drawing interviews and walking tour interviews) to elicit young students’ (K–2) motivation‐related perceptions of a reading intervention to better understand and support their motivation for doing reading in the program. All 14 students shared perceived benefits of intervention participation, and 10 students shared perceived costs. For five students, the perceived costs appeared to outweigh the perceived benefits; these students reported that if allowed to choose, they would not participate in the reading intervention. A perceived lack of autonomy within the intervention was a common theme woven through these students’ responses. Given the connection between motivation and achievement, the authors emphasize the importance of eliciting students’ motivation‐related perceptions of reading instruction and offer suggestions for probing young students’ understandings.

This book is a rigorous yet accessible introduction to contemporary practice theories, discussing their distinctive contribution to the study of work and organizations. It surveys their origins, theoretical assumptions, concepts, and application.

To illustrate an approach to data analysis in qualitative case study methodology. There is often little detail in case study research about how data were analysed. However, it is important that comprehensive analysis procedures are used because there are often large sets of data from multiple sources of evidence. Furthermore, the ability to describe in detail how the analysis was conducted ensures rigour in reporting qualitative research. The research example used is a multiple case study that explored the role of the clinical skills laboratory in preparing students for the real world of practice. Data analysis was conducted using a framework guided by the four stages of analysis outlined by Morse ( 1994 ): comprehending, synthesising, theorising and recontextualising. The specific strategies for analysis in these stages centred on the work of Miles and Huberman ( 1994 ), which has been successfully used in case study research. The data were managed using NVivo software. Literature examining qualitative data analysis was reviewed and strategies illustrated by the case study example provided. Discussion Each stage of the analysis framework is described with illustration from the research example for the purpose of highlighting the benefits of a systematic approach to handling large data sets from multiple sources. By providing an example of how each stage of the analysis was conducted, it is hoped that researchers will be able to consider the benefits of such an approach to their own case study analysis. This paper illustrates specific strategies that can be employed when conducting data analysis in case study research and other qualitative research designs.

This case study examines one African American adolescent male's digital choices and experiences during the creation of a digital story about Minecraft. This study introduces digital participatory choice cultures as a framework to consider how he might recognize and use existing meaning‐making and composition strategies to bridge what young people know, do, and learn both within and outside educational settings. Data include interviews, observations, photo elicitation, digital photos, and digital and nondigital texts. First, the author highlights the student's choices to create a topic and digital story. Second, the author examines how the student's digital choices illustrate the literacies, agency, and identities inherent in digital participatory choice culture, which helped him express himself in both cultural and digital ways. The analysis demonstrates how race mattered in the student's digital composition, which suggests that literacy educators can design instruction to learn about and build from their students’ already existing funds of knowledge.

Due to the advent of technologies and mediascapes, young adults in the Arab region are engaging in new multiliteracies and making meaning through remixing multimodal modes of representations. One such practice is cosplaying. This study explores three Arab cosplayers’ designing experiences as an embodied text. The participants’ experiences are juxtaposed against the dimensions of meaning schema. The results reveal that the participants deployed repositories of meaning making that mediated different representational, organizational, social, contextual, and transformational schemes. Furthermore, cosplaying enabled the participants to negotiate and express multiple facets of their identities while simultaneously maintaining aspects of their cultural and familial principles.

Young people around the world are engaging in innovative literacy practices through their creation of, and engagement with, spoken word poetry. From community‐based slams to school‐based workshops to online videos, this genre has become increasingly popular with marginalized youth who have an opportunity to have their often‐silenced voices heard and receive instantaneous feedback on their creative work. Situated in Sydney, Australia, the authors used a multicase embedded research approach to investigate how spoken word poetry workshops employ culturally sustaining pedagogy, create a third space for literacy development, and encourage diverse students to develop and strengthen their critical literacy skills. The authors highlight a rich array of diverse voices, explore the instrumental role of mentor poets, and provide teachers with practical approaches to incorporating culturally sustaining pedagogy while enhancing students’ critical literacy.

The United States is the biggest resettlement country of refugees referred by the United Nations High Commissioner for Refugees; however, educational resettlement efforts have been unsuccessful in responding to the needs of refugee students, and educational research has thus far presented a deficit‐oriented narrative that ignores the skills and agency of these students. This study challenges such deficit‐oriented presentations by examining how Zein, an adolescent refugee English learner, uses language to construct his identity and position himself as a digital bricoleur (someone creatively using different materials to produce new artifacts). We learn from Zein that classroom tasks with multimodal dimensions can provide spaces for refugee students to negotiate their engagement with classroom tasks to better align them to their interests and identities, make connections between their school‐based and out‐of‐school literacy practices, and practice their agency to produce counternarratives that challenge deficit perspectives of refugee students.

Print‐based literacy is no longer sufficient for the global digital age. However, distribution of the resources needed to learn new literacies is unequal. The authors describe a qualitative case study conducted with teachers in Kenya who participated in a professional development series on new literacies and inquiry. The professional development involved an inquiry‐based literacy approach that is technology‐rich and learner‐centered. Three themes emerged from the data: shifting to learner‐centered pedagogies: “I’m inspired to improve my teaching”; change is slow but coming: “We need to be empowered with more information about new technologies”; and strategies for teaching new literacies: “Creating is better than just talking.” The discussion focuses on the enduring challenges for educational transformation in Kenya coupled with the substantive changes that are being made by pioneering Kenyan educators.

This article describes a recent teacher researcher's investigation of digitized literature study at a Midwestern U.S. high school during the 2015–2016 school year that explored the use of digital literacies to support student‐centered literary analysis. Digital literacy practices position literature students to connect with texts in authentic ways. In their reading of The Outsiders by S.E. Hinton, students used the video game Minecraft to re‐create scenes, respond to literary elements, and analyze deeper meanings. The analyses of one particular student resulted in powerful explorations of identity. Using qualitative research tools, the author analyzed her case through observations, interviews, and student‐created artifacts to understand how this popular technology could facilitate literary analysis at the secondary level.

The author explores how one teacher at a newcomer school (a school for recently arrived immigrants) used dialogue journaling and write-alouds as instructional and community-building tools in her work with multilingual ninth-grade students with limited or interrupted formal education in their home countries. The analysis shows how the focal teacher used dialogue journaling to engage students in meaningful writing opportunities that identified and built background knowledge and facilitated context-rich literacy instruction through accompanying scaffolded write-alouds in which comprehensible input was provided. The author concludes with recommendations for how other teachers of language learners can utilize write-alouds and dialogue journaling in their instruction of culturally and linguistically diverse students.