To Read or Not to Read Challenged Books?: Using Diverse Literature for Literacy Instruction (Stage 2, 5:02 PM)

• In Event: e-Lightning Ed-Talk Session 14 - Stage 2

Abstract

This study examined how reading challenged books, both fiction and nonfiction, featuring characters who were overcoming illiteracy, affected students’ understanding of literacy’s transformative power. University students registered in content area and disciplinary literacy courses across three universities participated in virtual book discussions, which focused on the limiting impact of illiteracy and the transformative power of becoming literate. The project’s purpose was to demonstrate the life-changing potential of literacy and illiteracy for their students through a social justice lens.

Authors

• Mae Lane, Sam Houston State University

• Chyllis Elayne Scott, University of Nevada - Las Vegas

• Cindy Lee Benge, Eastern New Mexico University

• Montana McCormick, Towson University

• Ben Morse, University of Nevada - Las Vegas

• Dana Griffo, University of Nevada - Las Vegas

• JoAnn Jones, University of Nevada - Las Vegas