"Help Me Understand What I’m Reading”: Aligning Racial Literacy Instruction With Students’ Stated Literacy Goals (Poster 30)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Research in Reading and Literacy Poster Session 1

Abstract

Racial literacy pedagogies reject student learning outcomes focused on mastery of standard language conventions, instead emphasizing the development of students’ racial consciousness and linguistic dexterity. Through a self-regulated learning lens, this study examined first-time-in-college students’ literacy goals and their self-reported and demonstrated progress towards those goals in college developmental literacy classes. Students from diverse raciolinguistic backgrounds appreciated their developmental literacy class's instructional focus on racial consciousness; however, reiterative thematic analysis of focus groups and think-aloud protocols with 37 students illuminated students’ literacy goals for reading and writing skills development and metacognitive awareness. Implications are shared for incorporating students’ own literacy goals as a necessary component of racial literacy instruction.

Authors

• Candice P. Oelschlegel, Texas State University

• Emily Suh, Texas State University

• Ayse Melodi Edizer, Texas State University