Storytime on the Syllabus: A case study exploring how Iraqi pre-service teachers leverage and reflect on their experiences reading aloud picture books

• In Event: Roundtable Session III
  In Roundtable Session: Sensitive approaches to supporting material and pedagogic resourcing of childhood literacy in diverse settings

Abstract

In this quasi design-based study, qualitative techniques were used to explore the practicum experiences of an inaugural cohort of Iraqi pre-service teachers who planned and executed their first read-aloud lessons. Using “funds of knowledge” and “intertextuality” as lenses for analysis, we privileged the experiences of participants as additional “texts” that enhanced the pedagogical magic of storytime. Preliminary findings suggest that interactive read-alouds embolden Iraqi teachers to leverage their funds to foster community in post-conflict classrooms.

Authors

• Erica Lee Payne, Vanderbilt University

• Robert Oliver Martin, American University of Iraq, Baghdad