Häftad, Engelska, 2027

Literacy Pedagogy with Whole-Earth Consciousness

A Place-Based Approach for Educators

Av Rebecca Rogers, Inda Schaenen

659 kr

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Beskrivning

Thanks to Literacy Pedagogy with Whole-Earth Consciousness, teachers of young and older novice readers alike no longer have to separate structured reading instruction from meaningful, engaging, age-appropriate content. In clear language and with multiple examples drawn directly from practice – including case studies, vignettes, discourse analyses, text sets, samples of curriculum, and more – this book shows how literacy pedagogy can be merged with science-based concepts, understandings, and practices relating to caring for ourselves, caring for others, and caring for the earth as a whole. With environmental challenges pressing ever more closely on everyday life – including effects of extreme heat, flooding, tornadoes, hurricanes, and wildfire, among others – Literacy Pedagogy with Whole-Earth Consciousness offers a hopeful path forward for literacy educators, science educators, elementary educators, tutors, university faculty and students, homeschooling families, and childcare providers. Readers will draw inspiration from seeing how earth-conscious literacy pedagogy unfolds in multiple educational contexts: an afterschool program, a virtual literacy tutorial, a 3-week school enrichment program, and a graduate-level literacy course. Rogers and Schaenen showcase how place-based approaches to literacy instruction can empower students and teachers alike as readers while also dramatically deepening their relationships with the environment. Uniquely, Literacy Pedagogy with Whole-Earth Consciousness merges together teacher action research, discourse analysis, literacy teacher education, and eco-justice pedagogies. What results is a timely, conceptually rich guide to an experiential and evidence-based approach to literacy teaching and learning. Experiential approaches to literacy learning can help enrich the understanding young people have about themselves, other people, and their sense of belonging on planet Earth. Literacy Pedagogy with Whole-Earth Consciousness can be a central adopted text in undergraduate and graduate classrooms: with student reading scores seemingly stuck or worsening, what's urgently needed are innovative, thoughtful, authentic approaches to teaching literacy comprehensively at the earliest and intermediate stages, especially in classes preparing teachers for service or extending the repertoires of in-service teachers at the graduate level. It will also be a useful adopted text in graduate classes that explore discourse analysis and teacher action research. Because the book will include examples of critically oriented discourse analysis within an action research framework, Literacy Pedagogy with Whole-Earth Consciousness will appeal to fellow critical literacy researchers, as well as scholars and practitioners of discourse analysis. The book will extend approaches to critical discourse studies in educational 4 settings by engaging eco-linguistics as a pedagogical and research tool. For this reason, literacy clinic directors and their affiliated faculty will also be interested readers. As a guide to cutting-edge curriculum and instruction with regard to literacy and the environment, college, university, and public libraries will want to include this book in their collections. The authors write with clarity for the ever-growing number of homeschooling families, microschools, and indeed any caregivers of young children who are interested in merging research-based developmental literacy with environmental content in age-appropriate ways. Literacy Pedagogy with Whole-Earth Consciousness is accessible and useful to all participants in an ever-growing and collaborative community of learners. The authors made the decision to jump into the kind of work that would foreground relationships, seek continuities, embrace non-linear patterns of change, and adhere to a basic ecological principle of favoring diversity over monoculture. Through a two-year inquiry across multiple contexts, they have worked to envision and construct a conceptual and practical trellis that will support the fruits of comprehensive literacy development – phonics, comprehension, fluency, writing, spelling, curiosity, and joy – while remaining grounded in place-based content and care. Along the way, they have engaged in reflexive research, documenting, analyzing, synthesizing, and reflecting on their practice across multiple learning ecologies. Perfect for courses such as: Eco-Literacy; Action Research/Teacher Research; Foundations of Teaching Literacy; Teaching Reading and Writing in School and Community Settings; Education and Society Through Service Learning; Climate Change Narratives; Literacy and Social Justice; Discourse Analysis; Theory and Practice of Literacy Tutoring; Teaching and Learning in Environmental Education; Science Communications; Science Literacy

Produktinformation

Utgivningsdatum: 2027-01-30
Mått: 152 x 229 x 17 mm
Vikt: 363 g
Format: Häftad
Språk: Engelska
Antal sidor: 240
Förlag: Myers Education Press
ISBN: 9781975509859

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Mer information

Rebecca Rogers is a Professor of Literacy Studies at the University of Missouri-St. Louis. Before becoming a Professor of Literacy Education, she was a K-12 literacy specialist and coordinator for a volunteer literacy organization in upstate New York. She earned her PhD from the University of Albany's Reading Department (State University of New York) in 2000. Her research examines how educators work collectively to create the conditions for deep and meaningful literacy learning. Rogers has published eight academic books and over 125 articles and chapters in journals such as: Reading Research Quarterly, Linguistics & Education, Critical Discourse Studies, Discourse, Language Arts, The Reading Teacher, Critical Inquiry into Language Studies, the Journal of Literacy Research, Review of Research in Education and Race, Ethnicity and Education. Most recently, Cathy Compton-Lilly, Tisha Lewis Ellison and Rogers co-authored Making sense of literacy scholarship: Approaches to synthesizing literacy research (Routledge, 2021). The Womyn Peace Collective, which Rogers is part of, collectively authored a children's book called Un día de las madres por la paz: A Celebration of Mothers day for peace: A Herstory (Shires Press, 2021). At the University of Missouri-St. Louis, Rogers teaches undergraduate and graduate courses in literacy education and research methods. She is the E. Des Lee Endowed Professor of Tutorial Education. As such, she is part of a team of literacy faculty who coordinate clinically rich literacy teacher education and Literacy Clinics. The Clinic operates on campus, in schools around the Metro-St. Louis area, and online. They have enriched several clinic learning ecologies with climate and environmentally centered foci. Rogers is a Fulbright Fellow and Past-President of the Literacy Research Association, an international organization of 1,500 members devoted to literacy research in a multilingual world.Inda Schaenen is a Scholar in Residence at the University of Missouri-St. Louis. She is also the founder and executive director of Project Lab St. Louis, an education nonprofit that develops and implements project-based curricula in public schools. These projects are cross-curricular, literacy-focused, and inspired by the meaningful experiences, questions, and concerns expressed by students. Schaenen founded Project Lab St. Louis in 2015 when she was a middle school English Language Arts teacher in the Normandy Schools Collaborative, the district that hosted the very first literacy clinic established by the University of Missouri–St. Louis, where she earned her doctoral degree. Schaenen's teaching career began in 2002, when she first taught creative writing for Springboard to Learning, a private-public arts organization that implemented enrichment programs in Saint Louis Public Schools. Since then, her education-related publications include both academic scholarship and essays/articles for a general readership. In 2015, Schaenen authored an oral history, Speaking of Fourth Grade: What Listening to Kids Tells Us About Education in America (The New Press). Between 1982 and 2002, Schaenen was a professional journalist and author. The newspapers and magazines she wrote for include The Bernardsville News (New Jersey); the Baltimore Messenger; the Towson Times; the Baltimore Evening Sun; Baltimore Magazine; Baltimore Jewish Times; salon.com (a national on-line magazine); the St. Louis Post-Dispatch Commentary Page; the New York Post; Washington University's Law School Magazine and Arts and Sciences Magazine; the St. Louis and Southern Illinois Labor Tribune; the St. Louis Jewish Light. The books she has authored for middle grade readers include three novels in The Saddle Wise series: Rainy Day Rescue, The Quarter Horse Foal, and School Day Rides (Running Press, 2009). Schaenen also wrote the middle grade novel, All the Cats of Cairo (Brown Barn Books, 2007).

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