The author describes how and why a team of literacy leaders fruitfully studied their own efforts to address the challenges they faced in supporting teacher colleagues’ learning and teaching. Actively resisting facilitation models that privilege facilitators’ power to fix colleagues’ dilemmas and consistent with their belief that professional learning is socially constructed, the facilitators adopted a view of power as a resource that, when circulated, offers people opportunities to be who they wish, and be seen as knowledgeable without challenge. To explore ways of circulating power, the facilitators studied transcripts of their interactions with colleagues. Through co‐analysis of their transcripts, the team identified five discursive strategies supporting circulation of power: identifying sticking points, listening, posing clarifying questions, reframing the challenge, and soliciting feedback. The facilitators’ efforts to circulate power cultivated generative social and discursive spaces, which afforded their colleagues opportunities to negotiate self‐identified dilemmas to advocate for themselves and their students’ literacy learning.

中文翻译：

---

便利素养：与老师同事进行专业学习对话中的循环力量

作者介绍了一个扫盲领袖团队如何以及为何有效地研究自己的努力，以解决他们在支持教师同事的学与教中面临的挑战。积极抵制调解模式，这种模式赋予调解人解决同事困境的权力，并与他们认为专业学习是社会建构的信念一致，调解人将权力视为一种资源，在传播时为人们提供了成为他们希望的人的机会，并被视为知识渊博，没有挑战。为了探索循环动力的方式，主持人研究了他们与同事互动的记录。通过对笔录的共同分析，团队确定了五种支持权力流通的话语策略：确定关键点，倾听，提出澄清问题，应对挑战，并征求反馈。主持人努力传播权力，培养了生成性的社交和话语空间，这为他们的同事提供了解决自我识别困境的机会，以倡导自己和学生的素养学习。