Planning for Change Through Participatory Inquiry: A Multicase Study of School-Based Literacy Plans

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Culturally Responsive Sustaining Education and Critical Assessment of Multimodal Texts (Table 2)

Abstract

A well-developed school-based literacy plan can support the creation of more equitable teaching and learning contexts to support all learners. This paper will examine the development of school literacy plans through a multiple case study of six schools, including elementary and high schools from urban, suburban, and rural districts. Data include quantitative survey responses and qualitative analysis of documents and interviews. The discussion will explore how literacy plans might be used as tools for participatory inquiry in order to effectively “build systems that realize the full potential of people and communities” (Nasir, Peele-Eady, & Tipton, 2021, p.1).

Authors

• Katherine O'Daniels, University of Missouri - St. Louis

• Nancy R. Singer, University of Missouri - St. Louis

• Shea Kerkhoff, University of Missouri - St. Louis

• Nermin Vehabovic, Elon University

• Diana Hammond, University of Missouri - St. Louis

• Tracy Brosch, University of Missouri - St. Louis