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Full-Text Articles in Education
What Counts As Literacy In The Polytechnic Hispanic Serving Institution? Culturally Sustaining Frameworks For Writing Assignments, Assessment, And Language Use, Lisa Tremain, Jill Anderson, Beth Eschenbach, Nicolette Amann, Kerry Marsden
What Counts As Literacy In The Polytechnic Hispanic Serving Institution? Culturally Sustaining Frameworks For Writing Assignments, Assessment, And Language Use, Lisa Tremain, Jill Anderson, Beth Eschenbach, Nicolette Amann, Kerry Marsden
Humboldt Journal of Social Relations
This article theorizes and describes classroom pedagogies that support the development of students’ disciplinary literacies through culturally sustaining, socially just approaches. Drawing primarily from the framework of culturally sustaining pedagogies (CSP) (Paris, 2012; Alim, Paris & Wong, 2020), the authors suggest strategies for writing assignment and assessment designs that support students’ multilingual and multiliterate ways of knowing. These strategies intentionally invite and integrate students’ multiple ways of knowing and being in and outside of the polytechnic HSI. They also ask instructors to decenter the ways that whiteness operates in their curricula and programs. The authors conclude the article by arguing …
Playing And Learning Through Text And Images: Examining Features Of Adolescent Literacy And The Potential Of Graphic Novels As A Supportive Tool, Emily Ann Bushta
Playing And Learning Through Text And Images: Examining Features Of Adolescent Literacy And The Potential Of Graphic Novels As A Supportive Tool, Emily Ann Bushta
Cal Poly Humboldt theses and projects
Graphic novels have been making their way into the classroom steadily during the past two decades. Whether their use is for a pedagogical purpose or pleasure, graphic novels are grabbing the attention of adults and youth alike. As general interest arises surrounding graphic novels, increased scholarship discussing their purpose, structure, and use has appeared across a variety of disciplines. Educators, especially those with younger students, are drawn to the genre. Their interest has produced a growing body of literature; however, these publications often lack quantitative data and typically offer qualitative conclusions about the benefits of graphic novels in classroom contexts. …