Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students’ diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacy in Diverse Contexts shows how practical experiences can be used in creative ways to support educator development for teaching literacy in a global context.
Mentorship between a developing literacy
educator and an experienced teacher educator is central to the book, and to the
practical experiences in training or professional development that it focuses
on. Chapters share the creative solutions discovered during mentorship that supported
developing literacy educators to teach with authenticity in a number of
contexts, including the adult learning sector, a rural community in Africa and alongside
parents of very sick children. The authors demonstrate how this can be done in
a sensitive and culturally relevant manner by parents, volunteers and teachers
with varying degrees of experience in both formal and informal spaces.
Together, the chapters build a crucial resource for preparing a broad range of
literacy educators to teach literacy in many contexts where policy on how best
to teach reading and writing to diverse student bodies ebbs and flows.
Daftar Isi
GENERAL INTRODUCTION – Towards diverse clinical practices within literacy professional preparation programmes, Sinéad Harmey and Bobbie Kabuto
SECTION 1: Strategies for supporting literacy educators
Introduction to Section 1
1 Culturally relevant, culturally sustaining, and antiracist practices through an embedded literacy methods course, Eliza Braden, Michele Myers, Catherine Compton-Lilly
2 Supporting adult literacy learners: reviewing and reframing the place for phonics in the adult learning sector, Sinéad Harmey and Gemma Moss
3 Assessing phonological awareness in early childhood: scaffolding pre-service teachers’ play-based authentic assessments in field placements, Sara Michael-Luna and b Jody Silvester
4 Using video analysis to support the professional knowledge of literacy professionals, Sinéad Harmey and Bobbie Kabuto
5 Teacher dialogue in literacy continuing professional development: Developing reflective inquiry into practice, Helen Morris
SECTION 2: Teaching literacies in diverse settings with diverse populations
Introduction to Section 2
6 On the other side of pedagogy: Teaching and learning with South African rural elementary teachers, Peggy Albers and Amy Seely Flint
7 Designing effective summer literacy learning programmes in Malta, Sue Bodman
8 A literacy coaching collaborative: Preparing community responsive coaches, Bobbie Kabuto, Christopher Wagner, Deepa S. Vasudevan
9 Literacy support for children with cancer: Parents as partners in a non-traditional learning environment, Sabina Bragg
10 Teaching-Free literacy: Working with teenagers and young adults, Tricia Millar, Stefanie Boyle, Laney Muir
SECTION 3: Supporting literacy educators from a distance
Introduction to Section 3
11 Practice-based learning through online teacher inquiry: Connecting literacy teachers in specialised and isolated locations, Christopher Wagner
12 How in the world will we teach online? Re-envisioning literacy practicums for distance education, Kathleen Olmstead, Kathleen Colantonio-Yurko, Logan Rath
13 Virtual literacy coaching: moving beyond the traditional context, Celeste C. Bates and Meghan J. Malloy
Tentang Penulis
Bobbie Kabuto is Professor at Queens College, City University of New York, and Chairperson of the Department of Elementary and Early Childhood Education. She is the 2019 Recipient of the United Kingdom Literacy Association (UKLA)/Wiley Research in Literacy Education Award and served as a Provost Faculty Fellow from 2019-2020. She holds leadership roles in national organizations, including National Council of Teachers of English (NCTE) and the Centre for the Expansion of Language and Teaching (CELT), and sits on the editorial board for Literacy and the Journal of Adolescent and Adult Literacy.
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