Teaching Disciplinary Literacy Practices while Supporting Student Agency in High School: Tools, Techniques, and Decisions Points in a Youth-Led Community Based Research Project

• In Event: Roundtable Session V
  In Roundtable Session: Critical Literacies in Action

Abstract

This study investigates tools, techniques, and instructional decisions used to scaffold student learning in a year-long research experience for high schoolers. Guided by principles of Youth Participatory Action Research, youth conceptualize, execute, and disseminate results of an original research study, with the goal of impacting local community change. As collaborators and co-researchers, valuing youth expertise and supporting youth agency, teachers engage in high-level instructional decision-making and hone tools for teaching through experience.

Authors

• Susan Watts-Taffe, University of Cincinnati

• Sarah Fankhauser, Oxford College, Emory University

• Jonathan Breiner, University of Cincinnati

• Meredith Hughes, University of Cincinnati

• TraciAmanda Washington, University of Cincinnati

• Keith Spangler, North College Hill High School

• Michael Kolkmeier, Goshen High School