Co-Constructing Practices That Respond to and Support Diverse Literacy Learners

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-19 - Disruptive, Powerful, and Adaptive Writing Pedagogies

Abstract

Many teachers struggle in their attempts to integrate responsive, constructivist and collaborative approaches into their literacy teaching, despite countless professional development initiatives to help them develop and/or change their practice in one or more of these areas. An overarching problem is that these professional development opportunities are rarely set up in ways to help teachers develop, explore and integrate situated understandings and practices that increase students’ access to and development of literacy learning. This study addresses these issues through a year-long case study of 16 educators' collaborative inquiries into literacy teaching in diverse inclusive classrooms in a community in the Arctic of Canada.

Authors

• Leyton Schnellert, The University of British Columbia - Okanagan Campus

• Deborah L. Butler, The University of British Columbia

• Shelley Moore, The University of British Columbia