- Browse/Search the Program
Search
Browse By Day
Browse By Person
Browse By Room
Browse By Content Area
Browse By Session Type
- Information Menu
Search Tips
LRA Home Page
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
Entrée into discourse analysis: Six discourse studies and a collaborative journey of becoming discourse analysts
Wed, December 4, 8:30 to 10:00am, Westin Peachtree Plaza, Floor: 8th, Peachtree 1Session Submission Type: Alternative Format Session
Abstract
We report on findings from six studies that use discourse analysis to explore the many facets of our roles as literacy scholars. Studies share a common goal of understanding how students, preservice teachers, and inservice teachers story their experiences and navigate multiple discourses related to literacy education. We will also discuss our questions, struggles, and triumphs as novices entering a methodological community as well as how we empowered each other through our collaborative working group.
Content Area
Chair
Discussant
Individual Presentations
Examining how institutional discourses circulate in preservice teacher’s talk about inquiry-based literacy mentoring - Molly Marek, The University of Texas at Austin
Re-reading horror fiction: Learning alongside student authors - Christopher Terrazas, The University of Texas at Austin
Examining the role of stories in developing teacher leader mentor identities - Valerie Taylor, The University of Texas at Austin
Labors of equitable and responsive literacy instruction amid policy change and discourses of “learning loss” on one elementary campus - Kerry H Alexander, University of Maryland College Park
Preservice teachers figuring themselves through historically and culturally responsive literature circles - Kelsie Corriston Burnett, University of Texas at Austin
Navigating preservice teacher's text selection under the specter of censorship discourses - Erin Ashcraft, University of North Texas; Jessica Anne Murdter-Atkinson, The University of North Texas; Rachel Ranschaert, University of North Texas