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Teachers’ Multiliteracies: Exploring Agentic and Empowering Possibilities
Sat, April 26, 8:00 to 9:30am MDT (8:00 to 9:30am MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 708Session Type: Symposium
Abstract
This symposium brings together three projects that center teachers’ multimodal literacies as they inquire into problems of practice situated in their unique social, cultural, and political contexts. The study authors and a teacher-participant illustrate how leveraging teachers’ own inquiry-driven learning through multiliteracies practices can lead to advocacy for oneself, one’s students, and just and meaningful curricula. Connected to theories of multimodality and teacher collectivity, each of these studies illustrates the importance of intentionally designing research that offers teachers the space to work through issues and ideas that they find relevant, such as climate justice, navigating education policy, and school-community relationships.
Sub Unit
Chair
Papers
Pod Clubs for Teacher-Driven Professional Learning - Lindsay E. Persohn, University of South Florida Sarasota-Manatee; Leah Burger, University of South Florida; Kristin Valle Geren, University of South Florida
Teachers’ Ecojustice Literacies Inquiries in Politically and Ecologically Vulnerable Places - Alexandra Panos, University of South Florida; Kristin Valle Geren, University of South Florida; Katharine Hull, University of South Florida
Policy Literacies and Inquiry for Pre-Service Teachers - Katharine Hull, University of South Florida; Kristin Valle Geren, University of South Florida; Alexandra Panos, University of South Florida
"I Am": Teacher-Participant Reflections on Inquiry-Driven Professional Learning - Margaret Robertson Stemme, University of South Florida - Tampa