An equity-conscious, culturally sustaining approach to literacy education.
Every student comes to the classroom with unique funds of knowledge in addition to unique needs. How can teachers celebrate and draw upon the valuable literacies each child already possesses to engage them more effectively in school literacy practices?
In Literacy for All, Shawna Coppola shows how a literacy pedagogy founded on anti-oppressive principles can transform the experiences of teachers and students alike. Using her framework, which highlights the social and cultural aspects of literacy, teachers can help students participate in literacy experiences that illuminate their individual strengths.
Coppola’s book, an ideal introduction for equity-conscious literacy educators, shows how to design instructional and assessment practices that reflect both the cognitive processes and the social practices inherent in learning to read and write.
Author(s): Shawna Coppola
Series: Equity and Social Justice in Education Series
Edition: 1
Publisher: Routledge
Year: 2024
Language: English
Pages: xxi; 170
City: New York
Tags: Literacy and ELA; Instructional Leadership; Leadership for Diversity and Social Justice; K-12 Teachers; K-12 Resources; K-12 Leaders
Cover
Endorsements Page
Half Title
Series page
Title Page
Copyright Page
Dedication
Table of Contents
Acknowledgments
Introduction
1 The Anti-Oppressive Literacy Education Framework
The Importance of Paying Attention to Research—and to How It’s Interpreted
The Anti-Oppressive Literacy Education Framework
Before Proceeding . . .
2 Literacy Involves Both Cognitive Processes and Social Practices
The Autonomous Model of Literacy
The Ideological Model of Literacy
Why Is This Important?
Acknowledging Both the Cognitive and the Social in Our Literacy Instructional Practices
Acknowledging Both the Cognitive and the Social in Our Literacy Assessment Practices
3 Literacy and Identity Are Inextricably Linked
Identity Matters
Two Frameworks for Defining and Expressing Identity
Identity and the Literacy Practices We Value
Identity and the Literacy Practices We Value
4 All Human Beings Engage in Literacy and Language Practices That Are Both Valid and Valuable
Unmasking Oppression
The Devaluing of Children’s Literacy and Language Practices in School Spaces
Nurturing a Learning Environment That Values the Literacy and Language Practices of All Students
Decentering Dominant Ideologies and Assumptions About Literacy and Language
5 Meaning-Making Occurs Within a Variety of Equally Valid Communicative Channels or Modes
The Preponderance of Print
Evidence in Favor of Using Multimodal Texts in the Classroom
Incorporating Multimodality Into Our Practice
Talking Back to the Naysayers
6 Literacy Can Be Used as a Tool for Liberation as Well as a Tool for Oppression
Historicizing Literacy in the United States
Literacy as Liberation: A Way Forward
Conclusion
References
