Reading Specialist Candidates Engage Reluctant Writers in a Virtual Literacy Clinic, Embedded in a Community Partner and University Collaboration

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Beyond Our Four Walls: Toward Culturally Responsive, Critical, and Community-Embedded Work With Teacher Candidates (Table 35)

Abstract

This study examined reading specialist candidates who engaged reluctant writers through an enactment of equity pedagogy, embedded in literature-based programming during remote literacy practicum experiences in conjunction with a Detroit agency. An examination of candidates’ enactment of equity pedagogy, situated in culturally relevant text sessions revealed the role that culture plays in supporting children’s writing motivation and stamina. An examination of perspectives of the agency coordinators revealed the benefits of the university partnership to bridge the achievement gap as a consequence longstanding effects of Covid-era schooling and support the literacy development of remote learners.

Author

• K. Dara Hill, University of Michigan - Dearborn