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Language and Literacy Education Commons™
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- Literacy (3)
- Education (2)
- : autobiography; subjectivity; learning; personalized learning; holistic learning; lifeworld; pedagogy; Covid-19; inclusivity; DEI (1)
- Catherynne M. Valente (1)
- Children’s picturebooks (1)
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- Children’s/YA literature (1)
- Dialogue journaling (1)
- Disabilities (1)
- Elementary Education (1)
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- Erin Morgenstern (1)
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- Interactive read-alouds (1)
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- Postpandemic (1)
- Qualitative research (1)
- Rachel Pollack (1)
- Reading motivation (1)
- Representation (1)
- Social and Emotional Learning (1)
- Strengths-based (1)
- Survey research (1)
Articles 1 - 9 of 9
Full-Text Articles in Language and Literacy Education
Safeguarding Learning Before, During, And After Emergency Remote Teaching, Carol Ann Paul, Lisa Reason
Safeguarding Learning Before, During, And After Emergency Remote Teaching, Carol Ann Paul, Lisa Reason
Michigan Reading Journal
This qualitative study explores 25 elementary educators’ experiences after Emergency Remote Teaching (ERT) and examines the role of technology and face-to-face (f2f) interactions in the literacy classroom. Teachers in the study found substantial learning lags and extreme difficulty getting students reacclimated back into the classroom postpandemic. While they found technology to be adequate for differentiation and instant feedback, they noted the importance of f2f interaction for building relationships, social and emotional learning (SEL), reading, language, and fine motor skills. Aligned with Duke and Cartwright’s (2021) Active View of Reading Model, the study’s results advocate integrating SEL and literacy instruction, along …
Supporting Students’ Social-Emotional And Literacy Development With Read-Alouds, Allison Phillippe
Supporting Students’ Social-Emotional And Literacy Development With Read-Alouds, Allison Phillippe
Michigan Reading Journal
Literacy practices involving children’s literature, such as interactive read-alouds, are one way to integrate transformative SEL and literacy to simultaneously support children’s academic and social-emotional education goals. While there is plenty of evidence that supports social-emotional learning (SEL) and literacy integration, more research is needed to explore approaches that integrate transformative SEL aimed at fostering more equitable learning enviornments and providing suggestions for teachers to replicate this type of instruction in their own classrooms. In this article, I describe my researcher-practitioner collaboration with a fifth-grade teacher to design a justice-oriented approach to integrate SEL and literacy called Read Alouds for …
Book Review: How Education Policy Shapes Literacy Instruction: Understanding The Persistent Problems Of Policy And Practice, Nicole Hertz
Book Review: How Education Policy Shapes Literacy Instruction: Understanding The Persistent Problems Of Policy And Practice, Nicole Hertz
The Language and Literacy Spectrum
Abstract: This review of How Education Policy Shapes Literacy Instruction: Understanding the Persistent Problems of Policy and Practice, edited by Rachael Gabriel, explores the most pressing educational concerns and their relationship to history and policy, written by scholars from all over the country, such as retention, intervention, early childhood and English language literacy acquisition, and coaching. With the current Science of Reading (SoR) movement and all the related laws that are being passed throughout the United States based on current educational reform measures, this review explores the relationship to past, present, and future literacy legislation, through a historical lens, …
Exploring The Relationships Between Grade, Gender, And Immigration Status On Reading Motivation Among Multilingual Elementary Students, Bong Gee Jang, Selena Protacio
Exploring The Relationships Between Grade, Gender, And Immigration Status On Reading Motivation Among Multilingual Elementary Students, Bong Gee Jang, Selena Protacio
The Language and Literacy Spectrum
In this study, we aim to address this gap by investigating how various individual learner characteristics such as grade level, gender, and immigration status affected upper-elementary school MLs’ reading motivation in English. To achieve the goal, we adopted a three-factor reading motivation model that includes three interrelated constructs (instrumental, integrative, and social motivation) based on factors which have been found to motivate individuals to learn a second or additional language. The sample for this survey research included 132 MLs in fourth-to-sixth grades from six schools in a Midwestern state. Findings indicate that while social motivation, which is prominent in the …
The Literary Tarot, The Literary Classics Edition Guidebook, And Oracle's Atlas: A Companion To The Literary Tarot Classics Edition From The Brink Literacy Project, Emily E. Auger
Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature
Review of The Literary Tarot, The Literary Tarot Classics Edition Guidebook, and Oracle's Atlas: A Companion to the Literary Tarot Classics Edition. © 2022 Brink Literacy Project. UPC 195893099603.
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
“Not A Stereotype”: A Teacher Framework For Evaluating Disability Representation In Children’S Picture Books, H. Emily Hayden, Angela M.T. Prince
Reading Horizons: A Journal of Literacy and Language Arts
Researchers and educators have explored representations of people with marginalized identities in children’s picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a disability, and most will spend the majority of their school day in general education classrooms. Like other diverse students, they may not see their identities mirrored in classroom literature. Picturebooks featuring main characters with a disability are rare, and some still foreground medical models, limiting individuals with narrow, ableist notions …
Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, Michael Maser
Your Story, Your Life, Your Learning: Autobiography Reveals Basis For Supporting Personalized, Holistic Pedagogy, Michael Maser
Journal of Contemplative and Holistic Education
Each person ongoingly experiences the world uniquely through vital processes shaping their subjectivity, personhood and sense of self. Learning, an innate characteristic or modality of each human life, of living, likewise arises subjectively or idiosyncratically. In this paper, a phenomenological lens is applied to auto/biographical excerpts concerned with various learning experiences to help reveal essential, subjective characteristics of emergent learning. The insights help establish a basis for challenging the primacy of objectivist learning evaluations. The insights also confirm the importance of personalizing learning as a pedagogical gesture nurturing and enfranchising student learning in significant ways beyond conventional educational approaches …
“We Flourish”: The Role Of Bipoc Parents In Diversifying Children’S Literature, Kayla Neal
“We Flourish”: The Role Of Bipoc Parents In Diversifying Children’S Literature, Kayla Neal
The Journal of Purdue Undergraduate Research
No abstract provided.
Back To The Future: Looking At Nostalgic Practices To Conceptualize A More Inclusive Literacy Future (Part 1), Rebecca Witte, Darreth Rice
Back To The Future: Looking At Nostalgic Practices To Conceptualize A More Inclusive Literacy Future (Part 1), Rebecca Witte, Darreth Rice
Michigan Reading Journal
In the first of two articles, the authors, two girls that “Just Want to Have Fun,” reminisce about educational literacy practices of the past, specifically one nostalgic writing practice, dialogue journaling. Using the analogy of a familiar toy from the 1980s, the View Master, they aim to revitalize an antiquated practice using modern theoretical frameworks (reels) that make current classroom practices more inclusive for today’s students. Looking to “reels” of academic (using current state standards), culturally relevant pedagogy (Ladson-Billings, 1995), social emotional learning (Mussey, 2019), and humanizing instruction (Freire, 1968), we support current teachers in analyzing their practices to foster …