Redesigning a Reading Specialist Certification Program: Developing Introspective Literacy Leaders Through Action Research

• In Event: Practitioner Inquiry as a (Re)Imagined Space: Action Researchers’ Voices From the Field — Envisioning Possibilities

Abstract

This qualitative study examined the experiences of graduate students in a Reading Specialist Certification (K-12) program who engaged in literacy-related action research that was woven throughout the course of their program. Qualitative data sources included students’ video self-analyses, students’ reflection blog entries, student artifacts and work samples. Changes in students’ conceptions about and expertise in literacy, literacy leadership, critical inquiry, and action research are discussed.

Authors

• Katia Ciampa, Widener University

• Dana Reisboard, Widener University