Literacy Teacher Educators Creating Space for Children's Literature

• In Event: Reading Positionality, Writing Practice: Literacy in Preservice Teacher Education

Abstract

This qualitative research study examined the backgrounds, pedagogies, and practices of 30 literacy teacher educators (LTEs) in four countries: Canada, the United States, England, and Australia. This paper reports on a subset of ten LTEs who utilized children’s literature to invite preservice teachers to critically engage with complex social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside learners from culturally and linguistically diverse communities.

Authors

• Lydia Menna, University of Alberta

• Clare Kosnik, University of Toronto/OISE

• Pooja Dharamshi, Simon Fraser University