The essays, research studies, and pedagogical examples in this book provide a window into the emb... more The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.
Given the vast range of diversity among children's backgrounds and needs, literacy educators must... more Given the vast range of diversity among children's backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children's literacy achievement place pressure on educators to find immediate ways to impact children's learning. This qualitative inquiry explores three graduate students' yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants' constructions of action research as they developed research questions, entered various research sites, and engaged in a cyclical process of research-reflection-action in order to impact student learning in those classroom communities. With these case studies, we argue that for teachers to fully embrace and incorporate action research into their practice, they need to go beyond completing the steps to frame action research as a constant way of thinking, a daily practice, and an ongoing process of continuously spiraling mini-cycles that change instruction in incremental, yet ultimately powerful ways.
This article examines the significance of the “struggling reader” identity on students' classroom... more This article examines the significance of the “struggling reader” identity on students' classroom experiences. Drawing upon sociocultural theories of literacy, performance theories of education, and psychosocial qualities of identity, I argue that such an identity is felt, lived, and embodied throughout students' daily interactions. Once identified as struggling readers, students internalized a sense of loss and exclusion while reading in the classroom and attempted to reposition themselves as readers through various embodied performances with print.
The essays, research studies, and pedagogical examples in this book provide a window into the emb... more The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.
Given the vast range of diversity among children's backgrounds and needs, literacy educators must... more Given the vast range of diversity among children's backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children's literacy achievement place pressure on educators to find immediate ways to impact children's learning. This qualitative inquiry explores three graduate students' yearlong engagement in literacy-related action research within ethnically and socioeconomically diverse, urban K-6 classrooms. Grounded in a social practice perspective on literacy and a sociocultural perspective on literacy learning, we examined participants' constructions of action research as they developed research questions, entered various research sites, and engaged in a cyclical process of research-reflection-action in order to impact student learning in those classroom communities. With these case studies, we argue that for teachers to fully embrace and incorporate action research into their practice, they need to go beyond completing the steps to frame action research as a constant way of thinking, a daily practice, and an ongoing process of continuously spiraling mini-cycles that change instruction in incremental, yet ultimately powerful ways.
This article examines the significance of the “struggling reader” identity on students' classroom... more This article examines the significance of the “struggling reader” identity on students' classroom experiences. Drawing upon sociocultural theories of literacy, performance theories of education, and psychosocial qualities of identity, I argue that such an identity is felt, lived, and embodied throughout students' daily interactions. Once identified as struggling readers, students internalized a sense of loss and exclusion while reading in the classroom and attempted to reposition themselves as readers through various embodied performances with print.
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