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Author: Chestin Auzenne-Curl
Publisher: Emerald Group Publishing
ISBN: 183982266X
Category : Education
Languages : en
Pages : 288
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Book Description
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
Author: Chestin Auzenne-Curl
Publisher: Emerald Group Publishing
ISBN: 183982266X
Category : Education
Languages : en
Pages : 288
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Book Description
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
Author: Chestin Auzenne-Curl
Publisher: Emerald Group Publishing
ISBN: 1839822686
Category : Education
Languages : en
Pages : 216
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Book Description
Developing Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl.
Author: Eve Bearne
Publisher:
ISBN: 9781897638668
Category : Literacy
Languages : en
Pages : 60
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Book Description
Author: Elaine Chan
Publisher: Emerald Group Publishing
ISBN: 1837537429
Category : Education
Languages : en
Pages : 225
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Book Description
The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.
Author: Sondra Cuban
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Why have libraries and schoolsboth public institutions committed to community-based learningadopted new technologies in dramatically different ways? Exploring the differences in technology use between schools and libraries across the country, the authors describe ways that these two institutions can collaborate to improve teaching and learning while building communities. With a focus on literacy development, they investigate how new technologies are implemented and the lessons that institutions can learn from one another. Including case studies and surveys to illustrate concepts, the book discusses: The history and purposes of schools and libraries from the 1800s to the present; Leadership and staffing issues related to technology development; Differences in mission, structural approaches to literacy, and public expectations for schools and libraries; The uses of technology in both institutions to create stronger communities.
Author: Gerald Campano
Publisher: Teachers College Press
ISBN: 0807774235
Category : Language Arts & Disciplines
Languages : en
Pages : 177
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Book Description
In a period of increasing economic and social uncertainty, how do immigrant communities come together to advocate for educational access and their rights? This book is based on a 5-year university partnership with members from Indonesian, Vietnamese, Latino, Filipino, African American, and Irish American communities. Sharing rich examples, the authors examine how these diverse groups use language and literacy practices to advocate for greater opportunities. This unique partnership demonstrates how to draw on the knowledge and interests of a multilingual community to inform literacy teaching and learning, both in and out of school. It also provides guidelines for reimagining university/community collaborations and the practice of ethical partnering. Partnering with Immigrant Communities focuses on: Minoritized immigrant populations, including groups with undocumented status and those who came to the United States to flee religious persecution. The intellectual and activist legacies that are already present in communities as people come together to take action on matters that directly impact their lives. A local cosmopolitanism that serves as a refuge for many immigrants who may otherwise be scapegoated within the dominant culture. A coalition of multilingual, multiethnic communities whose experiences are intertwined by overlapping histories of colonization and shared present struggles.Ethical and effective community-based research, including concrete and theoretically informed examples. “Supported by theory and written with clarity, this inspiring account sets the gold standard for research that is both committed and ethical.” —Hilary Janks, emeritus professor,Wits University “A game-changing text.” —Elizabeth Dutro, University of Colorado, Boulder “A powerful illustration of intentional ethical engagement through practitioner and participatory research methodologies to support sustainable community-based inquiries toward social and political transformation.” —Tarajean Yazzie-Mintz, senior program officer for Tribal College and University (TCU) Early Childhood Education Initiatives, American Indian College Fund
Author: Teresa Cremin
Publisher: Routledge
ISBN: 131767958X
Category : Education
Languages : en
Pages : 221
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Book Description
‘A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes – reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families ‘this is what we do’ and ask that they should do the same.’ Eve Bearne, Cambridge University, UK In this new media age the potential for mismatch between children’s literacy practices at home and at school is considerable. Tensions exist between school conceptions of literacy as a set of self-contained skills and competences, and literacy as social practice. In indicating what families can do to support school literacy, schools often fail to recognise or build upon children’s lived experience of literacy, or available parental support for wider learning in the home and community. Based on the findings of a research project developed in partnership busy schools, Researching Literacy Lives explores how teachers, positioned as researchers, developed an understanding of the cultural, linguistic and social assets that children bring with them from home. It examines how the practitioners widened their conceptions of literacy, built new relationships with parents and children and sought to develop two-way communication between homes and schools. Key ideas and challenges explored include: positioning teachers as learners and researchers; understanding children’s everyday literacy lives and funds of knowledge; examining teachers’ own literacy histories, practices and identities; creating culturally responsive curricula; contesting implicit assumptions and deficit discourses about children and families; developing less school-centric ways of working with parents; constructing more equivalent, personal relationships with parents, families and children. Illustrated throughout with examples and case studies of the project teachers, Researching Literacy Lives challenges the profession to think more critically about children’s out-of school literacy lives and funds of knowledge, and to invest in cultural change such that curriculum and pedagogy build upon children’s assets for learning and new home-school communities are created.
Author: Bridget Crossman
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 242
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Book Description
Providing a treasury of community partnership opportunities and resources for innovative learning experiences, this title helps Future Ready Librarians to create authentic, student-centered experiences that address American Association of School Librarians (AASL) standards. As school librarians strive to become Future Ready and meet the new AASL standards, community partnerships can help them to build innovative programs within their districts to realize their school's mission and goals. Placing value on the importance of preparing students for the future, this book encourages librarians to "learn, leap, and grow" and form community partnerships to create learning experiences both in and outside of school. Innovative learning experiences can have a positive impact on student engagement, empathy, knowledge, skills, and local and global awareness. This book introduces ideas, materials, resources, and a step-by-step action plan while highlighting how learning experiences meet AASL standards. A user-friendly and invaluable resource for librarians who desire to be Future Ready, it will catapult librarians to the forefront of their practice and support them as they create innovative learning experiences for their students.
Author: Rachael W. Shah
Publisher: University Press of Colorado
ISBN: 1607329603
Category : Language Arts & Disciplines
Languages : en
Pages : 232
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Book Description
Winner of the IARSLCE 2021 Publication of the Year Award and the Coalition for Community Writing Outstanding Book Award. Community members are rarely tapped for their insights on engaged teaching and research, but without these perspectives, it is difficult to create ethical and effective practices. Rewriting Partnerships calls for a radical reorientation to the knowledges of community partners. Emphasizing the voices of community members themselves—the adult literacy learners, secondary students, and youth activists who work with college students—the book introduces Critical Community-Based Epistemologies, a deeply practical approach to knowledge construction that centers the perspectives of marginalized participants. Drawing on interviews with over eighty community members, Rewriting Partnerships features community knowledges in three common types of community-engaged learning: youth working with college students in a writing exchange program, nonprofit staff who serve as clients for student projects, and community members who work with graduate students. Interviewees from each type of partnership offer practical strategies for creating more ethical collaborations, including how programs are built, how projects are introduced to partners, and how graduate students are educated. The book also explores three approaches to partnership design that create space for community voices at the structural level: advisory boards, participatory evaluation, and community grading. Immediately applicable to teachers, researchers, community partners, and administrators involved in community engagement, Rewriting Partnerships offers concrete strategies for creating more community-responsive partnerships at the classroom level as well as at the level of program and research design. But most provocatively, the book challenges common assumptions about who can create knowledge about community-based learning, demonstrating that community partners have the potential to contribute significantly to community engagement scholarship and program decision-making.
Author: Joron Pihl
Publisher: Springer
ISBN: 9463008993
Category : Education
Languages : en
Pages : 8
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Book Description
This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. Teacher and librarian partnerships contribute significantly to the realization of the democratic mandate of the teaching and library profession. Partnerships respond to the educational challenges characterized by an unprecedented pace of knowledge development, digitalization, globalization and extensive transnational migration. The contributors reconceptualize literacy education based on teacher and librarian partnerships. Studies from Sweden, Norway and the U.K. analyze such partnerships as sociocultural and intercultural practices, documenting ways in which teacher and librarian partnerships in literacy education enhance reading literacy, learning, empowerment and social justice. The authors treat literacies as social practices, rather than as an autonomous skill, working with interdisciplinary perspectives that draw on educational research, New Literacy Studies, library and information science and interprofessional studies. Partnerships facilitate reading for pleasure and reading engagement in work with school subjects and curriculum goals, irrespective of socio-economic or cultural background or gender. The partnerships facilitate work with multimodal literacies and inquiry-based learning, both of which are essential in the 21st century. Equally important, the contributors show that the partnerships foster work with the multiple literacies of students and communities, and students’ attachment to the public and school library. The contributors also analyze tensions and contradictions in literacy education and in school library policy and practice, and attempts to deal with these challenges. Teacher and Librarian Partnerships in Literacy Education in the 21st Century brings together leading scholars in educational research and literacy studies, including Brian V. Street, Teresa Cremin, Joan Swann and Joron Pihl. The volume addresses scholars, and is relevant for students, teachers, librarians and politicians.
