Reflecting on and Embracing the Complexity of Literacy Theories in Practice

Autor/inn/en	Lare, Christine; Silvestri, Katarina N.
Titel	Reflecting on and Embracing the Complexity of Literacy Theories in Practice
Quelle	In: Language and Literacy Spectrum, 33 (2023) 1, Artikel 1 (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reflection; Literacy Education; Educational Theories; Theory Practice Relationship; Teaching Methods; Elementary School Teachers; Teacher Empowerment; Teacher Attitudes; Goal Orientation; Data Collection; Feedback (Response); Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Zielorientierung; Zielvorstellung; Data capture; Datensammlung; Aktives Lernen
Abstract	This paper responds to the need to support complexities of literacy instruction by identifying and illustrating teaching strategies used by a practicing special education teacher rooted in a multi-theoretical approach to teaching literacy. We argue the importance of teaching from multiple theoretical standpoints and utilizing student-centered, asset-based approaches to pedagogy, assessment, and learning relating to literacy. We share our multi-theoretical approach to understanding and teaching literacy, defining literacy and its complexities. Then, we illustrate several teaching practices including using growth mindset, implementing asset-based data collection, utilizing feedback, and integrating inquiry-based learning that ultimately supports the cultivation of empowered literacy learners who deem learning as both interesting and valuable. Finally, we discuss tensions and challenges inherent to implementing a multi-theoretical approach. Throughout, we provide reflection points to empower teachers to rely on their agency, self-efficacy, and expertise and to feel capable in their knowledge and agency in an era where teachers are increasingly experiencing deprofessionalization through disempowering factors. (As Provided).
Anmerkungen	New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01