Student Literacy Practices and Perspectives: A Critical Look at the Literacy Experiences of Nondominant K–12 Students

Session Type: Symposium

Abstract

This symposium brings together four papers that critically investigate students’ literacy experiences and practices across K-12 settings in the United States. To create more equitable learning opportunities for marginalized students in the U.S., research must examine how students are making sense of their in-school experiences. Thus, each paper in this symposium focuses on a group of students from a specific non-dominant community - struggling readers, bilingual students, students of color - and investigates students’ perceptions and positioning across different types of literacy practices. The symposium will conclude with a discussion from a prominent critical literacy scholar to provide insight and connections across the papers.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Sera Jean Hernandez, San Diego State University

Papers

• Who Is a Strategic Reader and Writer? An Investigation of Multilingual Learners' Perspectives - Jennifer Marie Collett, Lehman College - CUNY

• "In Normal School, You Don't Talk About It": Student Perceptions of Social Justice Literacy Workshop - Tiffany M Nyachae, Buffalo State - SUNY

• "They Just Gave Me My Schedule": Examining Students' Understanding of Their Placement in Reading Intervention - Maneka Deanna Brooks, Texas State University; Katherine Rodela, Washington State University

• What Do Students Say About "Responsive Science Pedagogy"? Emergent Bilinguals Reflect on Literacy Experiences - Jorge L. Solis, The University of Texas - San Antonio; Vicki J Lynton, The University of Texas at San Antonio