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| degree in literacy education: Teaching Interpretation Sonja Cherry-Paul, Dana Johansen, 2014 What does interpretation really mean? What does it look like in the classroom? How can we effectively teach students at all reading levels to be successful at constructing interpretations?-- Back cover. |
| degree in literacy education: Standards for Reading Professionals , 1998 This is a set of professional standards for teachers of reading. It was produced by the International Reading Association, a professional organisation concerned with the promotion of literacy through the instruction of reading, writing, listening and speaking with all forms of literature at all levels of education. Three sets of proficiencies are presented for 10 professional roles: early childhood teacher, elementary school teacher, middle and secondary school teacher, special - education teacher, adult education teacher, reading specialist, reading coordinator, teacher educator, related service professional and administrator. Table of contents: * Part 1: Core beliefs about the knowledge base for teaching and learning that inform the Standards for Reading Professionals * Part 2: Role descriptions and academic preparation of reading professionals * Part 3: Matrix of competencies * Appendix A: Suggested readings * Appendix B: Related web sites * Appendix C: Competencies for the paraprofessional * Appendix D: Conferences and conventions where Standards for Reading Professionals was reviewed * Appendix E: International Reading Association Code of Ethics. |
| degree in literacy education: Topical Exploration in Literacy Education Cheu - Jey Lee, This book is a Topical Exploration in Literacy Education. It's critically examine two interrelated aspects of literacy education and It's attempts to explore issues on literacy by addressing two specific questions, what do we mean by literacy and what does it imply for literacy education. |
| degree in literacy education: Cultivating Genius Gholdy Muhammad, 2019-12-23 In Cultivating Genius, Dr. Gholdy E. Muhammad presents a four-layered equity framework--one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy, was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits: Identity Development--Helping youth to make sense of themselves and others Skill Development-- Developing proficiencies across the academic disciplines Intellectual Development--Gaining knowledge and becoming smarter Criticality--Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression When these four learning pursuits are taught together--through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers. |
| degree in literacy education: Collaborative Learning Communities in Middle School Literacy Education Jolene T. Malavasic, 2019-06-18 Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students’ personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students’ motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further. |
| degree in literacy education: Comprehensive Literacy for All Karen A. Erickson, Karen Erickson, David Koppenhaver, 2019-12-17 An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential. |
| degree in literacy education: Literacy Enrichment and Technology Integration in Pre-Service Teacher Education Keengwe, Jared, 2013-12-31 With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines. |
| degree in literacy education: The Science of Reading Margaret J. Snowling, Charles Hulme, 2008-04-15 The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field |
| degree in literacy education: Academic Literacy and the Nature of Expertise Cheryl Geisler, 1994 First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company. |
| degree in literacy education: Contemporary Readings in Literacy Education Marva Cappello, Barbara Moss, 2009-12-08 Contemporary Readings in Literacy Education is designed to provide students with high-quality journal and research articles in literacy education. The readings are contextualized with introductions and discussion questions by the editors of the text. The text will help instructors to easily integrate the latest research into their course in a meaningful way. This reader, with edited content and contextualizing material, makes the latest research more interesting and accessible to the students of literacy education. |
| degree in literacy education: Poverty Impacts on Literacy Education Tussey, Jill, Haas, Leslie, 2021-09-24 Income disparity for students in both K-12 and higher education settings has become increasingly apparent since the onset of the COVID-19 pandemic. In the wake of these changes, impoverished students face a variety of challenges both internal and external. Educators must deepen their awareness of the obstacles students face beyond the classroom to support learning. Traditional literacy education must evolve to become culturally, linguistically, and socially relevant to bridge the gap between poverty and academic literacy opportunities. Poverty Impacts on Literacy Education develops a conceptual framework and pedagogical support for literacy education practices related to students in poverty. The research provides protocols supporting student success through explored connections between income disparity and literacy instruction. Covering topics such as food insecurity, integrated instruction, and the poverty narrative, this is an essential resource for administration in both K-12 and higher education settings, professors and teachers in literacy, curriculum directors, researchers, instructional facilitators, pre-service teachers, school counselors, teacher preparation programs, and students. |
| degree in literacy education: Improving Adult Literacy Instruction National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, 2012-04-26 A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. |
| degree in literacy education: Practising Information Literacy Annemaree Lloyd, Sanna Talja, 2010-06-01 This book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kinds of challenges and outcomes that emerge from incorporating information literacy into education and training courses? And, most importantly, what kinds of theories and philosophies regarding the nature of learning, information, and knowledge, should information literacies education and research efforts be based on? |
| degree in literacy education: Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders Tonya Huber, Philip S. Roberson, 2018-04-01 The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities. |
| degree in literacy education: Pierre Bourdieu and Literacy Education James Albright, Allan Luke, 2010-04-26 In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas. |
| degree in literacy education: Literacy and Education Kate Pahl, Jennifer Rowsell, 2012-04-24 Literacy and Education continues to be an accessible guide to current theory on literacy with practical applications in the classroom. This new edition has a new focus on the ecologies of literacy and on participatory and visual ways of researching literacy. The new edition examines - new literacy studies - material culture and literacy - digital literacies - the ecological, place-based approaches to literacy education - timescales and identities, and - ways in which research has moved on to inform literacy education. Classroom teachers, teacher trainers and students of literacy will find this a user-friendly guide to new theory in literacy education, clearly demonstrating how to implement this theory in the classroom in a way that is inclusive and listens to the students of today. |
| degree in literacy education: Service-Learning in Literacy Education Valerie Kinloch, Peter Smagorinsky, 2014-03-01 This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own. Additionally, this edited collection will fill a great gap in the field’s knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization. The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators. |
| degree in literacy education: Remote Learning Paula Saine, 2021-12-08 Remote Learning: Engaging in K-12 Literacy Instruction is about teacher candidates engaging K-12 students in remote literacy instruction during their teacher preparation programs. This book includes new case studies for tutoring diverse students remotely with diverse literacy learning needs that ranges from English Language Learners to students with special needs. It also includes remote teaching in diverse settings such as, intervention programs, virtual and private schools, and so forth. Many more web meeting tools such as, Adobe Connect, Zoom, Google Classroom made it possible for synchronous tutoring. And be sure to check out the wide range of digital resources that supported K-12 remote literacy instruction. The digital tools included CommonLit, IXL, RoomRecess, ABC Mouse, and more! |
| degree in literacy education: Best Practices in Literacy Instruction, Fourth Edition Lesley Mandel Morrow, Linda B. Gambrell, 2011-06-16 A highly regarded teacher resource and widely adopted text, this book is grounded in current knowledge about literacy teaching and learning in grades PreK–8. The field's leading authorities present accessible recommendations for best practices that can be tailored to fit specific classroom circumstances and student populations. Provided are strategies for helping all students succeed—including struggling readers and English language learners—and for teaching each of the major components of literacy. The book also addresses ways to organize instruction and innovative uses of technology. Chapters include concrete examples, Engagement Activities, and resources for further learning. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on motivation, content-area teaching, new literacies, and family literacy. *Addresses timely topics such as response to intervention, the new common core standards, English language learning, and policy issues. |
| degree in literacy education: Information Literacy Instruction John Walsh, 2011-09-28 An invaluable guide for MLS professionals and students, this new book explains how librarians can select an effective method of library instruction based on their users, the objectives of the instruction and the delivery environment. The content describes the different methods available and in what circumstances the methods are most effective. It includes descriptions of curriculums for the methods currently available and describes a range of objectives the curriculums meet and the common environments librarians use for instruction. Information Literacy Instruction also introduces two new ideas for methods of instruction: one which combines information literacy with cyber-literacy (MLI) forming an instructional method appropriate for internet users and internet information and the Fully Automated Reference Instruction (FARI) that actively involves users with the instruction while completing research they are currently involved in for specific targeted classes. - Introduction to multi-literacy instruction - Using instruction to protect users from disinformation on the Internet - New active learning idea for web based instruction (MLI and FARI) |
| degree in literacy education: Health Literacy Institute of Medicine, Board on Neuroscience and Behavioral Health, Committee on Health Literacy, 2004-06-29 To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today's complex modern health systems. This information may be provided in a variety of forms †ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy. Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations. |
| degree in literacy education: Best Practices in Literacy Instruction Lesley Mandel Morrow, Ernest Morrell, Heather Kenyon Casey, 2023-05-25 This authoritative text and PreK–12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with families and communities, and more. The book presents principles and strategies for teaching literature and nonfiction texts, organizing and differentiating instruction, supporting struggling readers, and promoting digital literacy. Pedagogical features include chapter-opening bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, with examples from exemplary classrooms; and end-of-chapter engagement activities. New to This Edition *Chapter on culturally responsive teaching, plus more attention to social justice and equity throughout. *Chapter on supporting students in the “invisible middle.” *Important new focus on social and emotional learning (SEL). *All chapters thoroughly revised or rewritten to reflect current research, theory, and instructional practices. |
| degree in literacy education: Excellence and Equity in Literacy Education William Tunmer, J. Chapman, 2015-06-13 Literacy is arguably the most important goal of schooling as, to a large extent, it determines young children’s educational and life chances and is fundamental in achieving social justice. New Zealand’s literacy education programme has long been regarded as one of the world’s most successful approaches to teaching literacy skills to young children. Excellence and Equity in Literacy Education questions this widely held assumption. In the late 1990s the New Zealand government developed a national literacy strategy aimed at reducing persistently large inequities in literacy achievement outcomes. The chapters in this edited volume present evidence indicating that the national literacy strategy has failed, examine the major factors responsible for the continuation of New Zealand’s comparatively wide spread of scores in literacy achievement, and describe the most effective strategies for reducing the literacy achievement gap and achieving excellence and equity in New Zealand literacy education. |
| degree in literacy education: Adolescent Literacies Kathleen A. Hinchman, Deborah A. Appleman, 2017-10-25 Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.ÿ |
| degree in literacy education: The Experiences of International Faculty in Institutions of Higher Education Chris R. Glass, Krishna Bista, Xi Lin, 2021-08-12 Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly. |
| degree in literacy education: Social Literacies Brian V. Street, 2014-06-03 Social Literacies develops new and critical approaches to the understanding of literacy in an international perspective. It represents part of the current trend towards a broader consideration of literacy as social practices, and as its title suggests, it focuses on the social nature of reading and writing and the multiple character of literacy practices. |
| degree in literacy education: Stardards for the Preparation of Literacy Professionals 2017 , 2018 (Standards 2017) sets forth the criteria for developing and evaluating preperation programs for literacy professionals. Developed by literacy experts across the United States, the standards focus on the knowledge, skills, and dispositions necessary for effective educational practice in a specific role and highlight contemporary research and evidence-based practices in curriculum, instruction, assessment, and leadership. -- Back cover. |
| degree in literacy education: Comprehensive Literacy Basics Timothy Rasinski, Barbara A. Nelson, Nancy Boyles, Michael P. Ford, Margaret Mary Policastro, Kathy Brown, Sharon Vaughn, Sarah Martino, Shari Frost, Chase Young, Hillary Wolfe, Michelle J. Kelley, Nicki Clausen-Grace, Elaine M. Weber, Connie Dierking, Becky McTague, Kristin Lems, Nancy Witherell, Mary C. McMackin, 2017 Teaching English language arts at grades K-5 is both a science and an art. Educators must teach literacy skills and content with best practices, while also keeping focus on each student's individual needs. They are challenged to monitor students working independently while also conducting small group instruction. And they must focus on providing differentiated support with a rather complicated text. With increased attention to rigor, requirements, and personalized instruction, it can be a challenge to make sure all students are receiving instruction that is just right. Comprehensive Literacy Basics: An Anthology by Capstone Professional contains useful tips to support educators. Chapters focus on each part of the literacy and language arts block, including whole group, small group, writing, and differentiation. A collection of expert authors specializing in literacy and language arts instruction contributed chapters to the book. The quick tips and suggestions within will reinforce current practices while providing an invaluable go-to reference. FAMIS #902792539 |
| degree in literacy education: All About Words Susan B. Neuman, Tanya S. Wright, 2015-04-25 ... A practical guide designed to help early childhood teachers take advantage of the unique opportunity provided by the common core state standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring children's word learning progress, along with helpful appendices that provide specific guidance on which words to teach--Cover, page [4]. |
| degree in literacy education: Research Perspectives and Best Practices in Educational Technology Integration Keengwe, Jared, 2013-02-28 With advancements in technology continuing to influence all areas of society, students in current classrooms have a different understanding and perspective of learning than the educational system has been designed to teach. Research Perspectives and Best Practices in Educational Technology Integration highlights the emerging digital age, its complex transformation of the current educational system, and the integration of educational technologies into teaching strategies. This book offers best practices in the process of incorporating learning technologies into instruction and is an essential resource for academicians, professionals, educational researchers in education and educational-related fields. |
| degree in literacy education: Handbook of Research on Supporting Social and Emotional Development Through Literacy Education Tussey, Jill, Haas, Leslie, 2021-06-25 The social and emotional welfare of students in both K-12 and higher education settings has become increasingly important during the third decade of the 21st century, as students face a variety of social-emotional learning (SEL) challenges related to a multitude of internal and external factors. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant, the connections between SEL and academic literacy opportunities warrant considerable exploration. The Handbook of Research on Supporting Social and Emotional Development Through Literacy Education develops a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. This text provides a variety of research and practice protocols supporting student success through the integration of SEL and literacy across grade levels. Covering topics such as culturally relevant literacy, digital literacy, and content-area literacy, this handbook is essential for curriculum directors, education faculty, instructional facilitators, literacy professionals, practicing teachers, pre-service teachers, professional development coordinators, school counselors, teacher preparation programs, academicians, researchers, and students. |
| degree in literacy education: Teaching Information Literacy in Higher Education Mariann Lokse, Torstein Lag, Mariann Solberg, Helene N. Andreassen, Mark Stenersen, 2017-03-22 Why do we teach information literacy? This book argues that the main purpose of information literacy teaching in higher education is to enhance student learning. With the impact of new technologies, a proliferation of information sources and a change in the student demography, information literacy has become increasingly important in academia. Also, students that know how to learn have a better chance of adapting their learning strategies to the demands of higher education, and thus completing their degree. The authors discuss the various aspects of how academic integrity and information literacy are linked to learning, and provide examples on how our theories can be put into practice. The book also provides insight on the normative side of higher education, namely academic formation and the personal development process of students. The cognitive aspects of the transition to higher education, including learning strategies and critical thinking, are explored; and finally the book asks how information literacy teaching in higher education might be improved to help students meet contemporary challenges. - Presents critical thinking and learning strategies as a basic foundation for information literacy - Covers information literacy as a way into deep learning/higher order thinking - Provides self-regulation, motivation, and self-respect as tools in learning - Emphasizes the interdependence of learning, academic integrity, critical thinking, and information literacy - A practical guide to teaching information literacy based on an increased focus on the learning process, an essential for Information literacy graduate students and higher education teaching staff in relevant fields |
| degree in literacy education: Doing Time, Writing Lives Patrick W. Berry, 2018 Doing Time, Writing Lives offers a much-needed analysis of the teaching of college writing in U.S. prisons, a racialized space that - despite housing more than 2.2 million people -remains nearly invisible to the general public. Through the examination of a college-in-prison program that promotes the belief that higher education in prison can reduce recidivism and improve life prospects for the incarcerated and their families, author Patrick W. Berry exposes not only incarcerated students' hopes and dreams for their futures but also their anxieties about whether education will help them. Beginning by exploring the need to move beyond narratives of hope when discussing literacy initiatives within prisons, Berry then illustrates how teachers and students frequently hold on to different beliefs about literacy and its power in the world. After discussing the possibilities and limitations of professional writing courses in prisons, the author argues that we need to pay greater attention to teachers and their motivations in prison education initiatives. Finally, he offers a case study of one formerly imprisoned student who uses writing in his current life and how this does (and does not) connect with what he learned in his prison education program. Combining case studies and interviews with the author's own personal experiences teaching writing in prison, Doing Time, Writing Lives chronicles how incarcerated students attempt to write themselves back into a society that has erased their lived histories. It challenges polarizing rhetoric often used to describe what literacy can and cannot deliver, suggesting more nuanced and ethical ways of understanding literacy and possibility in an age of mass incarceration. |
| degree in literacy education: Handbook of Research on Literacy and Digital Technology Integration in Teacher Education Keengwe, Jared, Onchwari, Grace, 2019-11-15 With widespread testing and standards-driven curriculum and accountability pressure in public schools, teachers are expected to be highly skilled practitioners. There is a pressing need for college faculty to prepare current and future teachers for the demands of modern classrooms and to address the academic readiness skills of their students to succeed in their programs. The Handbook of Research on Literacy and Digital Technology Integration in Teacher Education is an essential academic publication that provides comprehensive research on the influence of standards-driven education on educators and educator preparation as well as the applications of technology for the preparation of teachers. Featuring a wide range of topics such as academic success, professional development, and teacher education, this book is essential for academicians, educators, administrators, educational software developers, IT consultants, researchers, professionals, students, and curriculum designers. |
| degree in literacy education: Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe Patrick Lo, Andrew J. Stark, Stephanie H. S. Wu, Bradley Allard, 2024-05 Presents interviews with over 40 librarians from around the world who tell of their library programs. The volumes are arranged geographically with Volume 1 offering interviews from library professionals from the USA and Europe, and with Volume 2 sharing programs from Asia, Africa, Australia, and the Middle East. |
| degree in literacy education: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education Haas, Leslie, Tussey, Jill, 2021-01-15 The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration. Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education develops a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. This essential reference book supports student success through the integration of digital storytelling across content areas and grade levels. Covering topics that include immersive storytelling, multiliteracies, social justice, and pedagogical storytelling, it is intended for stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practices including but not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, teachers, pre-service teachers, professional development coordinators, teacher preparation programs, and students. |
| degree in literacy education: Culturally Informed Literacy Instruction in the Elementary Classroom Priscilla L. Griffith, Jiening Ruan, 2023-05-25 This text introduces an original, scalable instructional framework called Telling Our Stories (TOS), an approach for supporting culturally informed literacy instruction in the elementary classroom. Connecting the theory to practice, the TOS framework centers the cultural heritage and experiences of students and offers a roadmap to scientifically and pedagogically sound instruction. Aligned with current curriculum standards, chapters feature authentic examples and case studies, reflection questions, and writing activities that will foster a culture of inclusion, community, and academic rigor. The many practical strategies promote students’ learning and appreciation of diversity through academic reading and writing as well as positive school-family and school-community relations. Readers will come away with new ideas, tools, and a thorough understanding of how to integrate culturally informed practices in ways that support the learning of all children. Accessible and comprehensive, this is an essential text for pre-service teachers in courses on ELA methods and literacy instruction, as well as practicing teachers. |
| degree in literacy education: Best Practices in Literacy Instruction, Sixth Edition Lesley Mandel Morrow, Linda B. Gambrell, 2018-11-21 Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK–12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning. *Chapters offering fresh, expanded perspectives on writing and vocabulary. *Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts. |
| degree in literacy education: Conflicting Paradigms in Adult Literacy Education George Demetrion, 2013-06-17 The book provides a historical overview of adult literacy theory, policy, practice, and research from the mid-1980s to the present. The main focus is a descriptive analysis of three distinctive schools of literacy: the Freirean-based participatory literacy movement grounded in oppositional politics and grass-roots community activism; the British-based New Literacy Studies that focuses on the ways in which diverse students utilize various literacy practices in their daily lives; and the U.S. federal government's focus on functional literacy linked to a 45-year policy emphasis on workforce readiness. These three schools of thought lead to substantially different implications over such critical areas as curriculum, assessment and accountability, and the socio-cultural role of literacy, policy, and political culture, which are discussed throughout the chapters of the book. This discussion includes a chapter on research traditions that closely parallels these perspectives on literacy education. Demetrion argues that unless values grounded ultimately in political culture emerge, it is exceedingly unlikely that the adult literacy field will be able to move from its current marginalized status toward that of achieving the level of public and policy legitimacy many believe it needs for its long-term institutional flourishing. It is argued that any settlement of this issue must be accomplished in the field of practice rather than the ground of theory, even as theoretical insight can help to frame the issues. Conflicting Paradigms in Adult Literacy Education: In Quest of a U.S. Democratic Politics of Literacy speaks to a wide audience, including not only the adult literacy community, but anyone interested in educational theory, practice, policy, research traditions, or political culture, and more fundamentally, in their intersection. Given the breadth of the topics covered, as well as the broad scope of the argument, the book is also meant for those who would like to gain a useful perspective on contemporary U.S. culture, through the window of these conflicting tensions within the field of adult literacy education. |
| degree in literacy education: Charting an Asian Trajectory for Literacy Education Su Li Chong, 2021-03-15 Weaving outwards from a centripetal force of biographical stances, this book presents the collective perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, the Philippines and Taiwan. It represents the first all-Asian initiative to showcase the region’s post-colonial, multilingual and multicultural narratives of literacy education. This book provides a much-needed platform that initiates important conversations about literacy as a sociocultural practice in a region that is both challenged and shaped by sociocultural influence unique to Asia’s historical and geopolitical trajectory. Driven by the authors’ lived experiences of becoming literate as well as their empirical research work in later years, each chapter brings decades of biographical narratives and collective empirical research findings to bear. Within the book are negotiations about literacy across and within home and school contexts; transactions of literature, text and reader; and considerations of the literacy policy-practice nexus. These trajectories, while divergent in their issues, come together as shared lived experience located in local contexts considered through global perspectives. As Asia looks set to become the 21st century’s new economic and labour force, the need to understand the sociocultural milieu of this region cannot be understated. This book on literacy education in Asia contributes to the larger narrative. |
Master of Arts in Education (Literacy Education)
This program prepares students to be leaders of literacy education who understand the sociocultural, historical and political settings in which reading, writing, oral language and the …
Online Masters Degree in Reading Curriculum and Instruction
• demonstrate foundational knowledge of literacy, literacy development, and multiple literacies, • demonstrate use of assessment, curricular, and instructional knowledge to determine and …
MASTER’S DEGREE IN - Texas Tech University Departments
Oct 31, 2022 · The Master’s degree in Language & Literacy Education is a 36-hour, online program designed to prepare teachers to provide reading and literacy leadership in K-12 …
Department of Teacher Education - The University of Texas at …
Dec 4, 2019 · LITERACY EDUCATION . Additional Certifications . All Levels (EC -12) Reading Specialist Certification. Reading specialists are professionals who work to improve reading …
DEPARTMENT OF LITERACY - catalog.wcupa.edu
how literacy differences are influenced by social, emotional, psychological, physical, and educational factors. Best practices in teaching, supporting, and assessing students with literacy
2025 – 2026 Master of Education in Literacy - uscb.edu
M. Ed. Candidates are required to pass the Praxis for the Literacy Teacher (5204) certification before taking EDRD B650 Capstone: Literacy Coaching Seminar, in the spring semester of …
Literacy Education (M.S.Ed.) - grad-catalog.sage.edu
Sage’s graduate literacy programs prepare master’s level teachers for developmental and remedial literacy instruction. It refines teachers’ theoretical and practical knowledge about …
MASTER of EDUCATION in Curriculum & Instruction - LSU
The School of Education offers a Master of Education (M.Ed.) degree in Curriculum & Instruction which allows interested students to pursue a specialization in literacy/reading education. The …
Planned Program: Masters of Education Degree in Literacy …
Planned Program: Masters of Education Degree in Literacy Studies Emphasis in Reading/Language Arts Additional information on certification requirements can be found on …
Degree handbook MA Education Literacy Ed 2024-25
Fully online courses include digital technologies, multimodal literature, language and literacy for diverse learners, and literacy assessment and instruction for children and adolescents, as well …
University of Florida Online Master’s Degree in Reading
Reading and Literacy Education at the University of Florida offers a Master of Education Degree (M.Ed.) in reading education. Nationally accredited and highly ranked, this program was …
Master of Education in Literacy Education - Texas Woman's …
30 semester credit hours (SCH), including 3 seminar hours in literacy research culminating in an electronic professional portfolio. No grade below a B is accepted toward the master’s degree. …
LITERACY EDUCATION MASTER OF ARTS IN LANGUAGE AND
The ladderized Diploma and Master of Arts in Language and Literacy Education programs are designed to upgrade and update language and literacy professionals, which include literacy …
ONE-YEAR / ONLINE / MASTER’S DEGREE
Western T State University has a one-year, online, MSED in Literacy & Language Arts K-12 Program. Requirements: 2.7 undergrad GPA; S Ed. degree & valid teaching certification.
Degree Plan CU Boulder EDCI - Curriculum and Instruction …
MA Degree Plan CU Boulder EDCI - Curriculum and Instruction – Literacy (with CO Reading Teacher Endorsement) Rev. July 15 School of Education, University of Colorado at Boulder, …
Degree handbook MA Education Literacy Ed 2021-22
The MA in Education (Literacy Education) allows you to investigate theoretical and pedagogical perspectives that will equip you to be a leader in literacy in any education context, in particular …
Childhood/Literacy Education (M.S.) - grad-catalog.sage.edu
Childhood/Literacy Education (M.S.) Degree Type M.S. The Master of Science (M.S.) in Childhood/Literacy Education is a dual program designed for teachers who do not have a …
BOARD FOR PROPRIETARY EDUCATION - IN.gov
One Education Doctorate Degree and One Education Specialist Degree Program Offered Exclusively through Distance Education Institutional Profile See Attachment Staff …
Master of Education in Literacy Education - catalog.twu.edu
30 semester credit hours (SCH), including 3 seminar hours in literacy research culminating in an electronic professional portfolio. No grade below a B is accepted toward the master’s degree. …
DOCTORAL HANDBOOK For Literacy - St. John's University
The PhD in Literacy Program in the Department of Education Specialties within The School of Education requires candidates to: (a) develop a broad understanding of theoretical and policy …
Master of Arts in Education (Literacy Education)
This program prepares students to be leaders of literacy education who understand the sociocultural, historical and political settings in which reading, writing, oral language and the …
Online Masters Degree in Reading Curriculum and Instruction
• demonstrate foundational knowledge of literacy, literacy development, and multiple literacies, • demonstrate use of assessment, curricular, and instructional knowledge to determine and …
MASTER’S DEGREE IN - Texas Tech University Departments
Oct 31, 2022 · The Master’s degree in Language & Literacy Education is a 36-hour, online program designed to prepare teachers to provide reading and literacy leadership in K-12 …
Department of Teacher Education - The University of Texas …
Dec 4, 2019 · LITERACY EDUCATION . Additional Certifications . All Levels (EC -12) Reading Specialist Certification. Reading specialists are professionals who work to improve reading …
DEPARTMENT OF LITERACY - catalog.wcupa.edu
how literacy differences are influenced by social, emotional, psychological, physical, and educational factors. Best practices in teaching, supporting, and assessing students with literacy
2025 – 2026 Master of Education in Literacy - uscb.edu
M. Ed. Candidates are required to pass the Praxis for the Literacy Teacher (5204) certification before taking EDRD B650 Capstone: Literacy Coaching Seminar, in the spring semester of …
Literacy Education (M.S.Ed.) - grad-catalog.sage.edu
Sage’s graduate literacy programs prepare master’s level teachers for developmental and remedial literacy instruction. It refines teachers’ theoretical and practical knowledge about …
MASTER of EDUCATION in Curriculum & Instruction - LSU
The School of Education offers a Master of Education (M.Ed.) degree in Curriculum & Instruction which allows interested students to pursue a specialization in literacy/reading education. The …
Planned Program: Masters of Education Degree in Literacy …
Planned Program: Masters of Education Degree in Literacy Studies Emphasis in Reading/Language Arts Additional information on certification requirements can be found on …
Degree handbook MA Education Literacy Ed 2024-25
Fully online courses include digital technologies, multimodal literature, language and literacy for diverse learners, and literacy assessment and instruction for children and adolescents, as well …
University of Florida Online Master’s Degree in Reading
Reading and Literacy Education at the University of Florida offers a Master of Education Degree (M.Ed.) in reading education. Nationally accredited and highly ranked, this program was …
Master of Education in Literacy Education - Texas Woman's …
30 semester credit hours (SCH), including 3 seminar hours in literacy research culminating in an electronic professional portfolio. No grade below a B is accepted toward the master’s degree. …
LITERACY EDUCATION MASTER OF ARTS IN …
The ladderized Diploma and Master of Arts in Language and Literacy Education programs are designed to upgrade and update language and literacy professionals, which include literacy …
ONE-YEAR / ONLINE / MASTER’S DEGREE
Western T State University has a one-year, online, MSED in Literacy & Language Arts K-12 Program. Requirements: 2.7 undergrad GPA; S Ed. degree & valid teaching certification.
Degree Plan CU Boulder EDCI - Curriculum and Instruction …
MA Degree Plan CU Boulder EDCI - Curriculum and Instruction – Literacy (with CO Reading Teacher Endorsement) Rev. July 15 School of Education, University of Colorado at Boulder, …
Degree handbook MA Education Literacy Ed 2021-22
The MA in Education (Literacy Education) allows you to investigate theoretical and pedagogical perspectives that will equip you to be a leader in literacy in any education context, in particular …
Childhood/Literacy Education (M.S.) - grad-catalog.sage.edu
Childhood/Literacy Education (M.S.) Degree Type M.S. The Master of Science (M.S.) in Childhood/Literacy Education is a dual program designed for teachers who do not have a …
BOARD FOR PROPRIETARY EDUCATION - IN.gov
One Education Doctorate Degree and One Education Specialist Degree Program Offered Exclusively through Distance Education Institutional Profile See Attachment Staff …
Master of Education in Literacy Education - catalog.twu.edu
30 semester credit hours (SCH), including 3 seminar hours in literacy research culminating in an electronic professional portfolio. No grade below a B is accepted toward the master’s degree. …
DOCTORAL HANDBOOK For Literacy - St. John's University
The PhD in Literacy Program in the Department of Education Specialties within The School of Education requires candidates to: (a) develop a broad understanding of theoretical and policy …
