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A Final Master's Portfolio, Martha Stai 2020 Bowling Green State University

A Final Master's Portfolio, Martha Stai

Master of Arts in English Plan II Graduate Projects

The following portfolio is submitted to meet the requirements for the degree of Master of Arts in the field of English with a specialization in English Teaching through Bowling Green State University. The pieces selected for the portfolio range from analysis to pedagogy. Selections include two substantive research essays, a writing-based unit plan, and a critical essay, all of which reflect the rigor and analysis required in the courses at Bowling Green State University.


Supporting Public School Students' Education And Adaptation To U.S. Schools While Celebrating Bilingualism, Allison Crosbie 2020 Purdue University

Supporting Public School Students' Education And Adaptation To U.S. Schools While Celebrating Bilingualism, Allison Crosbie

Purdue Journal of Service-Learning and International Engagement

In this paper, the author discusses her experience with the service-learning program Ayuda y Aprende while taking Spanish 301 at Purdue University. Ayuda y Aprende is a service-learning program through the Department of Spanish and Portuguese, in which advanced Spanish students work with Lafayette and West Lafayette elementary school children of Spanish-speaking families to help them adjust to the English language and American school culture, as well as improve their Spanish. During the weekly visits, university students work with children individually and in groups to assist them with school tasks such as classwork and homework. There was also time for ...


When You Don’T Know What You Don’T Know: How Two New Collections Librarians Right-Sized A Collections Budget, Cara M. Cadena, Marcia Lee 2020 Grand Valley State University

When You Don’T Know What You Don’T Know: How Two New Collections Librarians Right-Sized A Collections Budget, Cara M. Cadena, Marcia Lee

Charleston Library Conference

Due to impending campus-wide downsizing, the Grand Valley State University (GVSU) Libraries projected that a worst-case scenario would result in a 14% cut to the library’s collections budget for fiscal year 2020. In the same year, GVSU Libraries welcomed several new members of its leadership team, including the dean, two associate deans, head of systems, head of collections, business administrator, and a vacancy after the long-time acquisitions manager retired. Budget cuts and staff turnover are tough, but they prompted a much-needed reassessment of roles, culture, and priorities in the library. Different approaches to spending and curating the library’s ...


What Are Students Saying About Their Reference Needs?, Damon Zucca 2020 Oxford University Press

What Are Students Saying About Their Reference Needs?, Damon Zucca

Charleston Library Conference

Libraries and publishers rely on transactional data to support evidence-based decision making. However, by itself quantitative information does not provide a full picture. To anticipate the evolving needs of our audience we also need to hear from the individual users themselves. In this article, I will review the findings from several recent examples survey-based research into the question of how students use reference materials in and outside of their libraries. What are students actually saying about their needs and preferences when it comes to reference? While some uses cases for reference are moving out of the library into the open ...


Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher 2020 Brock University

Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher

Teaching/Writing: The Journal of Writing Teacher Education

This paper presents a collaborative approach to professional learning in which classroom teachers mentored teacher candidates to connect theory and practice through formative assessment to improve students’ writing. Professional learning sessions pairing the teachers and teacher candidates occurred in each of the fall and winter semesters in two years of this project. Data were collected at these sessions and during focus group debriefings. The findings are themes related to: lines of communication and levels of collaboration; teachers’ pedagogical decisions about blogging and writing in their classrooms; classroom teachers and teacher candidates enacting formative writing assessment in the blogging platform; the ...


Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe 2020 University of Massachusetts - Lowell

Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe

Teaching/Writing: The Journal of Writing Teacher Education

Teaching writing to elementary students can be a difficult instructional task for many teachers, due to the complexity of the writing process and the variety of skills that students must demonstrate to be considered proficient writers. Because quality instruction is highly predictive of students’ achievements, teachers need to feel competent in various subject-specific disciplines. This mixed-methods study examines the role of professional development in fostering elementary teachers’ writing proficiency, and improving their feelings of self-efficacy as writers. Results indicate that it is difficult for teachers whose students struggle with writing to feel confident in their own writing abilities.


Building Writing Identities: Integrating Explicit Strategies With Authentic Writing Experiences To Engage At-Promise Writers, Robert A. Griffin, Morris R. Council III, Tamra W. Ogletree, Jennifer K. Allen, Bethany L. Scullin 2020 University of West Georgia

Building Writing Identities: Integrating Explicit Strategies With Authentic Writing Experiences To Engage At-Promise Writers, Robert A. Griffin, Morris R. Council Iii, Tamra W. Ogletree, Jennifer K. Allen, Bethany L. Scullin

Teaching/Writing: The Journal of Writing Teacher Education

The message of what constitutes good writing instruction, though promulgated for decades, has not always nor consistently trickled down to P–12 schools, where writing instruction is often focused on preparing students for success on standardized tests and where prescriptive and formulaic approaches to teaching writing are prevalent. Part of the reason for this might be that teachers are not always familiar enough with authentic writing experiences that adequately engage all learners. As scholars in the fields of literacy and special education, respectively, the authors combine their collective expertise to address this concern. They offer skills-based tools and strategies that ...


Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen 2020 Brigham Young University

Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen

Teaching/Writing: The Journal of Writing Teacher Education

This study used stimulated-recall interviews throughout four secondary English preservice teachers’ (PSTs) semester-long student teaching internships to examine how critical teaching moments shaped their evolving conceptions of 21st-century writing. The article first describes the participants’ collective definitions of features and experiences of 21st-century writing in the ELA classroom, focusing specifically on how they understood digital and multimodal composition. It then examines two case studies that demonstrate how PSTs’ teaching experiences destabilized, challenged, and contradicted their emerging definitions. Findings suggest that English educators may engage PSTs in conceptualizing nuanced and flexible 21st-century writing pedagogies as they construct field experiences as reflective ...


Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell 2020 Teachers College

Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell

Teaching/Writing: The Journal of Writing Teacher Education

Starting from the question of how high school and college writing teachers and teacher educators understand and represent what happens in each others' spaces, this meta-analysis establishes a baseline taxonomy of the ways in which we cross the divide. Combing through literature published in representative high school and college English professional journals since the introduction of the Common Core State Standards (CCSS) in 2010, this analysis finds five thematic clusters of how writing instructors understand and represent each other across the high school-college divide: (a) document analysis of the CCSS and the Framework for Success in Postsecondary Writing; (b) studies ...


The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck 2020 University of Minnesota Crookston

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall ...


Teachers Writing, Healing, And Resisting, Anne Elrod Whitney 2020 Pennsylvania State University

Teachers Writing, Healing, And Resisting, Anne Elrod Whitney

Teaching/Writing: The Journal of Writing Teacher Education

For at least the past twenty years, writing education and writing teacher education have been carried out in more and more tightly managed, neoliberally influenced policy conditions as well as worsening conditions of inequality in educational resources based on both race and on income. The result is increasingly dehumanizing conditions for teaching and learning writing. This context intersects in interesting ways with the notion of the teacher-writer. This essay re-raises and reframes the idea of the teacher-writer to open up possibilities for both resilience, and resistance-- both in teachers’ individual lives, and for teachers in the collective sense.


A Phenomenological Study Of International Students In Us Graduate Programs Through The Lens Of Personal Growth Initiative Construct, Hannah E. Acquaye PhD, Cari Welch, Leah N. Jacobs, Arielle Ross 2020 University of Education

A Phenomenological Study Of International Students In Us Graduate Programs Through The Lens Of Personal Growth Initiative Construct, Hannah E. Acquaye Phd, Cari Welch, Leah N. Jacobs, Arielle Ross

The Qualitative Report

Humans, unlike other creatures, have an inherent desire to develop and grow. This desire to grow, Personal Growth Initiative, is an intentional way that humans cognitively and behaviorally navigate their environment and resources to effect change. While many researchers argue that this construct works only in individualistic cultures, others contend that the construct is applicable to collectivist cultures as well. We therefore undertook an exploration of the lived experiences of eight international students from predominantly collectivist cultures, through the lens of the Personal Growth Initiative theory. Using a phenomenological qualitative methodology, we interviewed these doctoral students via semi-structured interview questions ...


Bob Marley, Danayit Desalegn 2020 St. Cloud State University

Bob Marley, Danayit Desalegn

ESL for Academic Purposes

This integrated unit covers the life of a cultural icon and a famous Reggae artist, Bob Marley. The unit is intended for an advanced ESL or EFL listening and speaking course. It will be most engaging to young adults and adult learners. Learners should have a B2/C1 level of proficiency or higher on the CEFR language scale. By engaging with this unit, learners will enhance their academic vocabulary, grammar, reading, writing, critical thinking, listening, and speaking skills. This unit is intended to increase students' cultural awareness of a popular music genre and Rastafarianism.


Comparing Human Communication And Animal Communication, Firas Ismail 2020 St. Cloud State University

Comparing Human Communication And Animal Communication, Firas Ismail

ESL for Academic Purposes

What is language? People might say that humans are not the only living beings that use language. The types of communication that animals use is definitely useful and does meet some of the same goals as human speech, but it is not truly language. What are these differences in communication that separate humans from animals, and why are they important. This is the topic of the unit, which encourages not only practical applications of language use (Vocabulary, Reading, Writing, Grammar Usage, Speaking, and Listening), but also critical thinking on the concept of language itself. This unit tries to encourage metalinguistic ...


The Case For Mandatory Literacy Training For Elementary Education Principals, Catherine McGeehan, Meganlyn Norris 2020 Kutztown University

The Case For Mandatory Literacy Training For Elementary Education Principals, Catherine Mcgeehan, Meganlyn Norris

Journal of Organizational & Educational Leadership

The focus of this study was to examine how well Educational Leadership programs prepare principals to serve as literacy leaders. The role of a school leader is complex and multifaceted involving managerial duties and resource allocation (Jenkins, 2009). Yet, the primary role of the school leader is “…to promote the learning and success for all students” (Lunenburg, 2010, p. 1). In a 2017 report commissioned by the Learning Policy Institute, Sutcher, Podolsky and Espinoza noted a strong positive correlation between instructional leadership and student achievement. This raises questions and concerns regarding the extent to which leadership preparation programs are preparing ...


Writing That Counts: Grounding A Critique Of The Common Core English Language Arts Standards In Classroom Memories, Katie Nagrotsky, Anaisbely Franjul Grullon 2020 University of Connecticut

Writing That Counts: Grounding A Critique Of The Common Core English Language Arts Standards In Classroom Memories, Katie Nagrotsky, Anaisbely Franjul Grullon

Democracy and Education

The authors of this article call upon classroom memories to demonstrate the harm of the standardized testing apparatus in the English Language Arts (ELA) classroom. Goal setting under the Every Student Succeeds Act (ESSA) has led to targeted school intervention based on metrics, and many states have chosen to double down on standardized ELA and math test data to determine the quality of a school, student learning, and teacher effectiveness. The authors argue that the assessments associated with the ELA Common Core State Standards (CCSS) are harmful to all students, and particularly students from marginalized communities whose literacies are not ...


Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough 2020 Michigan State University

Linguistic Justice: Black Language, Literacy, Identity, And Pedagogy, Raven Jones Stanbrough

Michigan Reading Journal

No abstract provided.


Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams 2020 Wayne RESA

Essential Practices For Disciplinary Literacy Instruction In Secondary Classrooms, Laura Gabrion, Michelle Renna, Megan Schrauben, Jenelle Williams

Michigan Reading Journal

In response to the call for increased literacy and more equitable learning opportunities across the state of Michigan, the 6-12 Disciplinary Literacy Task Force formed. The group’s first charge was to revise and publish the Essential Practices for Disciplinary Literacy Instruction in the Secondary Classroom: Grades 6 to 12, based on the work of lead researchers from the University of Michigan, Drs. Elizabeth Moje and Darin Stockdill. During the 2019-2020 school year, education consultants and educators from around Michigan participated in the Regional One-Day Institute, which served as an introduction to the Essential Practices for Disciplinary Literacy Instruction in ...


Creating An Online Community Of Learners During The Covid-19 Shutdown Using Michigan’S Literacy Essentials, Annie P. Spear 2020 C.O.O.R. ISD/Central Michigan University

Creating An Online Community Of Learners During The Covid-19 Shutdown Using Michigan’S Literacy Essentials, Annie P. Spear

Michigan Reading Journal

When a global pandemic shuts down our educational system it is critical to mobilize quickly and effectively to support children and families. This article explores one educator's experience of setting up free online classes to support students during the COVID-19 shutdown. Participants ranged in age from 3 to 12 and were from Massachusetts, Michigan, New Hampshire, and Ohio. The author outlines how she designed classes, engaged with children and families, and provided instruction that was grounded in literacy research and Michigan's Essential Instructional Practices in Early Literacy while guided by developmentally appropriate pedagogy. Specific practices that foster motivation ...


I Wrote My Way Out, Sharon Murchie 2020 Bath High School

I Wrote My Way Out, Sharon Murchie

Michigan Reading Journal

When the pandemic caused schools to close, I challenged myself to write a blog post a day about the experience. I had expected to write funny posts about the ridiculousness of the entire situation, sheltering-in-place in a too-small space with too many people. Instead, I wrote about that and so much more. Throughout this journaling experience, I came to several realizations about me, about my students, about my family, about my profession, about our state, and about our country.


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