Form Letters, Canvassing, and TikTok: How Teachers Use Literacy to Respond to Policy

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Teachers and Children Responding to Policy and Political Contexts Through Multiple Literacies

Abstract

This study explored how three Florida P-12 teachers utilize their literacy practices in response to policy-based decisions. Using sociocultural theories of literacy and ethnographic methods, I examined teacher experiences, including how teachers engage with the policy language used to dictate their working lives and the diverse types of texts that they navigate and produce in response. The breadth and depth of these teachers’ literacy practices illustrate how teachers share their experiences of teacher labor and education policy with different audiences. Deeper understandings of the range and diversity of teacher literacy practices in relation to complex policy contexts could serve to inform teacher education and certification processes, in-service professional development, and informal learning spaces.

Author

• Katharine Hull, University of South Florida