How U.S. Sociopolitical Context Shapes Literacy Instruction, Book Selection, and Discussion

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Revolutionizing Biliteracy and Social Emotional Learning in Educative Spaces (Table 2)

Abstract

We conducted a survey with 339 U.S. literacy teachers and librarians to understand how the current U.S. sociopolitical context impacts teachers’ literacy instruction practices and teachers’ and librarians’ book selections and discussion. The 55-question survey used skip logic and was distributed online using Qualtrics via social media outlets and emails. Data were analyzed using summary statistics and qualitative analysis (for open-ended questions). Findings showed that U.S. sociopolitics are influencing teachers’ and librarians’ practices, and that more resources and support for research-based instructional practices and text selection and discussion are needed.

Authors

• Jennifer Ostheimer, Oakland University

• Kimberly Stein, Oakland University

• Danielle Alexander, Oakland University

• Nathaniel Heim, Oakland University

• Yujie Mao, Oakland University

• Mary Patillo-Dunn, Michigan State University

• Tanya M. Christ, East Carolina University