Changing Teaching Practices in Literary Reading: From Professional Learning Contexts to the Classroom and Beyond

• In Event: 61.032 - Literacies and Language Across the Curriculum

Abstract

The phrase “post-truth” highlights the importance of preparing citizens to be critical consumers of information, armed with the knowledge and skills required to analyze and evaluate information, explore multiple and often conflicting interpretations of “the same” information, and critique the reasoning and quality of evidence used to support claims around societal issues. This paper focuses on how teachers learn to better support students in achieving disciplinary standards. We present a case study of a high-school English teacher learning to change her practice, focusing on key learning experiences and how they informed her classroom teaching practices and interactions with peers.

Authors

• Angela Fortune, The University of Illinois at Chicago

• Allison H. Hall, University of Illinois at Chicago

• Susan R. Goldman, University of Illinois at Chicago

• Jessica Chambers, University of Illinois at Chicago