"Check (and Explore) Yourself": A Culturally Sustaining Approach to Digital Reading Curriculum

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Reframing Digital and Multimodal Literacies and Rethinking Online Learning (Table 11)

Abstract

Reading today largely occurs online, with most adolescents engaging with internet-connected devices every day. Research on pedagogies for teaching online reading have focused on new skills and strategies related to searching, navigating, evaluating, and synthesizing online. Less emphasized within online reading pedagogy are the sociocultural elements of digital reading or the cultural contexts of students’ existing reading lives online. Drawing on culturally sustaining pedagogy as a framework, this paper presents the results of a case study in which five middle school English teachers collaboratively developed a culturally sustaining curriculum for digital reading. In this approach, students learn and apply critical reading strategies through extensive inquiries into their own digital literacies and the cultural contexts surrounding their digital reading.

Author

• Brady L. Nash, Miami University (OH)