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Language and Literacy Education

Grand Valley State University

Journal

2022

Articles 1 - 15 of 15

Full-Text Articles in Education

Justifying Juneteenth: A Critical Pairing Of Two Children's Texts, Rebecca Witte, Amber Lawson Nov 2022

Justifying Juneteenth: A Critical Pairing Of Two Children's Texts, Rebecca Witte, Amber Lawson

Michigan Reading Journal

No abstract provided.

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The Spirit Murdering Of Black Kindergarteners By The Lock And Load Literacy Routine, Amber Lawson Jul 2022

The Spirit Murdering Of Black Kindergarteners By The Lock And Load Literacy Routine, Amber Lawson

Michigan Reading Journal

No abstract provided.

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Great Lakes Great Books: A New Season, Lynette Marten Suckow Jul 2022

Great Lakes Great Books: A New Season, Lynette Marten Suckow

Michigan Reading Journal

Five book reviews from the Great Lakes Great Books list for the 2022-2023 school year.

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Using Crossover And Traditional Picturebooks To Discuss Emotions, William P. Bintz, Shabnam Moini Chaghervand Jul 2022

Using Crossover And Traditional Picturebooks To Discuss Emotions, William P. Bintz, Shabnam Moini Chaghervand

Michigan Reading Journal

This article describes how literature, particularly crossover picturebooks, can be used to provide teachers and their students with a helpful perspective on the complex nature of problems, especially human problems with physical and mental health. We begin with an example of a picturebook that provides a unique perspective on the value of problems; namely, problems as unexpected gifts that can promote understanding, the first step in wellness. Next, we introduce crossover literature as an innovative genre for better understanding complex and controversial problems. Then, we share specific examples of crossover picturebooks, along with research-based instructional strategies, that teachers can use …

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Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams Jul 2022

Taking Up The Work: Snapshots Of Disciplinary Literacy Instruction, Part I, Laura Gabrion, Jenelle Williams

Michigan Reading Journal

This article is part of a series devoted to unpacking disciplinary literacy instructional practices for educators at all levels. Here, we explore the role of disciplinary literacy instruction at all levels, in light of recent changes to Michigan's teacher certification grade bands. This article provides suggestions for getting started with addressing disciplinary literacy in instruction, as well as practical examples of what this might look like within English Language Arts classrooms.

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Journeying Toward Liberation: Creating Civic Utopias Through Restorative Literacies, Rae L. Oviatt, Megan Mcelwee, Owen Farney Jun 2022

Journeying Toward Liberation: Creating Civic Utopias Through Restorative Literacies, Rae L. Oviatt, Megan Mcelwee, Owen Farney

Language Arts Journal of Michigan

In this article, we forward three narratives from educators whose lived experiences moving from underrepresented youth to queer educators support the necessity of furthering representation for historically marginalized youth across classroom spaces. We begin with situating our argument in response to current policies that would seek to silence historically marginalized voices, histories, literacies, and thereby inhibit a more just social and civic future. Our narratives provide three varied perspectives of lived experiences as youth moving toward our current status as queer educators. Finally, we seek to call in other educators to engage advocacy and resources to support this work in …

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Enacting Disciplinary Literacy Instruction: Essential Practices In Action, Darin B. Stockdill, Stacie B. Woodward Jun 2022

Enacting Disciplinary Literacy Instruction: Essential Practices In Action, Darin B. Stockdill, Stacie B. Woodward

Language Arts Journal of Michigan

In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven …

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Literacy As A Civil Right In The Past, Present And Future: Disciplinary Literacies As An Act Of Advocacy, Liberation, And Community-Building, Rosalyn Shahid Ph.D, Melissa A. Brooks-Yip Jun 2022

Literacy As A Civil Right In The Past, Present And Future: Disciplinary Literacies As An Act Of Advocacy, Liberation, And Community-Building, Rosalyn Shahid Ph.D, Melissa A. Brooks-Yip

Language Arts Journal of Michigan

The Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom were presented to the educational community in 2016; in this article, we look back at history and ahead to classroom instruction to present the evolution of the purpose and practices of disciplinary literacies. By examining literacy as a civil right throughout history and the creation of the Essential Instructional Practices for Disciplinary Literacy, a path is revealed for educators to collaborate, differentiate professional learning, and implement classroom practices to engage students with content knowledge to foster real and relevant literacies for life.

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Great Lakes Great Books Go Graphic, Lynette Marten Suckow May 2022

Great Lakes Great Books Go Graphic, Lynette Marten Suckow

Michigan Reading Journal

Reviews of grade level graphic novels and illustrated books that rely on the use of picture and text together for effective storytelling.

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Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion May 2022

Teacher Of Literature And Literacy: Rethinking Secondary English Language Arts, Jenelle Williams, Laura Gabrion

Michigan Reading Journal

This article aims to explore the complexity of instruction in secondary English Language Arts (ELA) classes, addressing the role of teacher identity, educator preparation programs, equity and access, and the role of the Essential Instructional Practices for Disciplinary Literacy in the Secondary Classroom. We suggest that there is a possibility to attend to both teaching literature and literacy within middle- and high-school ELA classrooms and provide a vision for working toward this balance.

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Power Of Yet: The Integration Of The Culturally Responsive Literature With The Productive Struggle In Mathematics, Kathleen Crawford-Mckinney, Asli Ozgun-Koca, Kristy Rebar May 2022

Power Of Yet: The Integration Of The Culturally Responsive Literature With The Productive Struggle In Mathematics, Kathleen Crawford-Mckinney, Asli Ozgun-Koca, Kristy Rebar

Michigan Reading Journal

We used a children's book with three groups of students (ages 6-9) to foster mathematical engagement through read alouds. We will share lessons learned from this experience as we integrate children’s literature with mathematics through the lens of Power of Yet.

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Free To Read: Growing Elementary Students' Literacy In The Summer, Allison M. Nieboer May 2022

Free To Read: Growing Elementary Students' Literacy In The Summer, Allison M. Nieboer

Michigan Reading Journal

This article describes the implementation of “Free to Read”, a summer reading program with three key components: free student-selected books, Little Free Libraries and one-minute parent videos. The author explains how these three components come together to form a summer reading program that provides access and choice to a community of readers. Recommendations on creating such a program are shared at the end of the article.

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Writing As A Vessel For Thinking: Incorporating Self-Regulation, Metacognition, And Formative Assessment In The Middle School Ela Classroom, Alyssha N. Ginzel May 2022

Writing As A Vessel For Thinking: Incorporating Self-Regulation, Metacognition, And Formative Assessment In The Middle School Ela Classroom, Alyssha N. Ginzel

Michigan Reading Journal

This article examines three approaches to teaching writing: self-regulated instruction (Graham, 2018; Graham, 2020; Graham & Perin, 2007), metacognitive strategies (Hacker, 2018; Madison et al., 2019), and formative assessment (Black & Wiliam, 1998; Fleischer, 2013; Madison et al., 2019). Implementing these approaches, secondary ELA teachers can strike a balance between order and chaos while empowering adolescents to recognize, develop, and take ownership of their thinking and writing. Writing can and should be about grappling with big ideas that ultimately help us come to deeper, fuller understandings of ourselves and the world. This article explores how secondary ELA teachers can help …

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The Stance, The Text, And The Talk: Three Components Of A Critical Race-Oriented Interactive Read Aloud, Rebecca Witte May 2022

The Stance, The Text, And The Talk: Three Components Of A Critical Race-Oriented Interactive Read Aloud, Rebecca Witte

Michigan Reading Journal

The flexible structure of an interactive read aloud (IRA) provides a platform to address issues of race for those educators who have the desire, but may not know how or where to start. Using a visual of a three circle diagram, the paper illustrates the importance of aligning a critical racial stance, the text, and the talk together to maximize student learning. One text, Can I Touch Your Hair? (Latham & Waters, 2019) is highlighted as a model to show the possible convergence of the three components. In addition, the author notes the importance of reflexivity and provides suggestions on …

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Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice, Elizabeth Isidro, Laura Teichert May 2022

Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice, Elizabeth Isidro, Laura Teichert

Michigan Reading Journal

This study inquires into pre-service teachers’ teaching experiences within a virtual tutoring practicum in a literacy methods course. Using Woods’ (2018) model of Socially Just Literacy Pedagogy, we approach the research question: What are undergraduate pre-service teachers’ experiences in virtual tutoring that align with socially just literacy teaching? Drawing from interviews, we engaged in Narrative Inquiry as a way to highlight participants’ experiences while providing us rich contextual, temporal, and social understandings of their experiences that move towards socially just literacy teaching. Our findings suggest socially just literacy teaching practices along the dimensions of knowledge and skills in literacy pedagogy, …

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