Abstract Scholars contend that agency is at the heart of cultivating equitable learning spaces for all learners. While it is intuitive that literacy educators support agency during instruction, there is diverse terminology surrounding the concept of agency in the field. As a result, aligning the construct to instructional practices and developing a conceptual understanding of agency in practice has been challenging. Our research team completed a systematic literature review of agency during literacy instruction. In this article, we describe findings of this review of empirical research on agency in literacy spanning from 1975–2017. Findings highlight the complexities associated with defining agency as well as the need for diverse methodological approaches to examining agency in literacy contexts.

中文翻译：

---

识字的学生中介：对文学的系统评价

摘要学者认为代理是为所有学习者培养公平学习空间的核心。直觉上讲，扫盲教育工作者在教学过程中会支持中介，但在该领域，围绕中介的概念有多种术语。结果，使结构与教学实践保持一致并在实践中发展对代理的概念性理解一直是一项挑战。我们的研究团队在扫盲教学中完成了有关代理商的系统文献综述。在本文中，我们描述了从1975年至2017年这段关于扫盲中代理现象的实证研究的结论。调查结果突显了与界定代理机构相关的复杂性，以及在识字情况下采用多种方法来检查代理机构的需求。