Many Pathways to Literacy

This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences. The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts.  Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools.  This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

Business & Money

Long, Susi

Gregory, Eve

Volk, Dinah

Education & Reference

Routledge

This unique and visionary text is a compilation of fascinating studies conducted in a variety of cross-cultural settings where children learn language and literacy with siblings, grandparents, peers and community members. Focusing on the knowledge and skills of children often invisible to educators, these illuminating studies highlight how children skilfully draw from their varied cultural and linguistic worlds to make sense of new experiences. The vastly experienced team of contributors provide powerful demonstrations of the generative activity of young children and their mediating partners - family members, peers, and community members - as they syncretise languages, literacies and cultural practices from varied contexts. Through studies grounded in home, school, community school, nursery and church settings, we see how children create for themselves radical forms of teaching and learning in ways that are not typically recognised, understood or valued in schools. This book will be invaluable reading for teachers, teacher educators, researchers and policy-makers who seek to understand the many pathways to literacy and use that knowledge to affect real change in schools.

Politics & Social Sciences

Social Sciences

"We’ve Been Doing It Your Way Long Enough": Choosing the Culturally Relevant Classroom (Language and Literacy Series)

Filled with day-to-day literacy practices, this book will help elementary school teachers understand their role in dismantling the imbalance of privilege in literacy education. Chapters take readers into classrooms where they will see, hear, and feel decolonizing and humanizing culturally relevant pedagogies as students learn literacy and a critical stance through musical literacies, oral histories, heritage lessons, and building a critical consciousness. The authors also share strategies to help teachers examine their own educational spaces, start the school year in culturally relevant ways, build reciprocal relationships with families and communities, and teach within standards and testing mandates while challenging unjust systems. Practices are brought to life through students, families, and community members who voice the realities of pedagogical privilege and oppression and urge educators to take action for change. Book Features: <ul>
<li>Classroom practices that build literacy proficiency and a critical consciousness while re-centering omitted, distorted, and marginalized histories and heritage.</li> <li>A strong foundation and rationale for why decolonizing and humanizing culturally relevant pedagogies are necessary.</li> <li>Strategies to help teachers and schools engage in self-examination and take action for change.</li> <li>Strategies for nurturing mutually respectful relationships with families and community members as teachers affirm and learn from their wisdom.</li> <li>Culturally relevant teaching grounded in the ethics of African cultural practice with an emphasis on its value for every student.</li> <li>Lists of children’s books, professional books, and websites to support the practices described throughout the book.</li>
</ul>

Education & Teaching

Tisdale, Carmen

Baines, Janice R.

Schools & Teaching

Teachers' College Press

Filled with day-to-day literacy practices, this book will help elementary school teachers understand their role in dismantling the imbalance of privilege in literacy education. Chapters take readers into classrooms where they will see, hear, and feel decolonizing and humanizing culturally relevant pedagogies as students learn literacy and a critical stance through musical literacies, oral histories, heritage lessons, and building a critical consciousness. The authors also share strategies to help teachers examine their own educational spaces, start the school year in culturally relevant ways, build reciprocal relationships with families and communities, and teach within standards and testing mandates while challenging unjust systems. Practices are brought to life through students, families, and community members who voice the realities of pedagogical privilege and oppression and urge educators to take action for change.Book Features:Classroom practices that build literacy proficiency and a critical consciousness while re-centering omitted, distorted, and marginalized histories and heritage.A strong foundation and rationale for why decolonizing and humanizing culturally relevant pedagogies are necessary.Strategies to help teachers and schools engage in self-examination and take action for change.Strategies for nurturing mutually respectful relationships with families and community members as teachers affirm and learn from their wisdom.Culturally relevant teaching grounded in the ethics of African cultural practice with an emphasis on its value for every student.Lists of children’s books, professional books, and websites to support the practices described throughout the book.

From Mary's second-grade classroom inquiries to Freida's insect investigations, Carmen's hand jive reading lessons, Nancy's poetry through photography, Julia's pláticas literarias (and more!), teachers in this book demonstrate great teaching that builds from knowledge of children and literacy education addressing standards without being constrained by them. The goal of the book is to provide insights and resources for teachers, administrators, and policymakers working with the Common Core State Standards (CCSS) by championing a critical perspective and teaching that promote students' development as competent and critical problem solvers. Susi Long and colleagues begin with guiding principles for good teaching: starting with the child, developing caring relationships, understanding culturally responsive teaching, assessing to inform instruction, building professional knowledge, and advocating for equity and excellence. From this foundation, the book provides an overview of the CCSS; addresses myths, questions, and concerns; and offers advice and resources. Then the attention turns to nine classroom vignettes that highlight teaching and learning moments, teachers' strategies for negotiating beyond challenges, and connections to NCTE principles and to standards. Finally, the book offers ideas on planning for teaching, for sustaining professional learning communities, and for supporting teachers' advocacy efforts.

Supporting Students in a Time of Core Standards: English Language Arts, Grades PreK-2

Hutchinson, William

National Council of Teachers of English (NCTE)

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Books by Long, Susi