The Impact of Sociocultural Literacy Theories on Teacher Candidates and Practicing Teachers

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Sociocultural and Design Frameworks for Advancing Teacher Knowledge (Table 7)

Abstract

This paper discusses the outcomes of a study that looked at the impact of sociocultural literacy theory in an undergraduate and graduate level course that focused on literacy in secondary schools. The course was taught by two different instructors and data was collected from each section. A thematic analysis of the data revealed that students were limited in their understanding of institutionalized obstacles, but willing to be reflective. They were also enthusiastic about the promise of young adult, multicultural literature and creative collaborations that pushed standardized boundaries around literacy instruction. While the students were able to make great strides, it was clear that this kind of training would serve them better earlier on in their educational careers.

Authors

• Bess Collins Van Asselt, Moravian University
  Presenting Author

• Huijing Wen, Moravian University
  Presenting Author