1st Edition

Literacy Across the Community
Research, Praxis, and Trends





ISBN 9780367468620
Published December 18, 2020 by Routledge
396 Pages 41 B/W Illustrations

USD $48.95

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Book Description

This volume explores and evaluates community-based literacy programs, examining how they bridge gaps in literacy development, promote dialogue, and connect families, communities, and schools. Highlighting the diversity of existing literary initiatives across populations, this book brings together innovative and emerging scholarship on the relationship between P20 schools and community-based literacy programming. This volume not only identifies trends in research and practice, but it also addresses the challenges affecting these community-based programs and presents the best practices that emerge from them.

Collaborating with leading scholars to provide national and international perspectives, and offering a clear, birds-eye view of the state of community literacy praxis, chapters cover programming in a multitude of settings and for a wide range of learners, from early childhood to incarcerated youths and adults, and including immigrants, refugees, and indigenous communities. Topics include identity and empowerment, language and literacy development across the lifespan, rural and urban environments, and partnership programs. The breadth of community literacy programming gathered in a single volume represents a unique array of models and topics, and has relevance for researchers, scholars, graduate students, pre-service educators, and community educators in literacy.

Table of Contents

Forward  

Professional Literacies and Helping in the Community: The Limits of Dash-Literacies 

James R. King 

Introduction 

Part One: Language and Literacy Development 

Chapter 1 

The Language and Literacy Practices of Emergent Bilinguals in a Community-based Writing Program  

Stephanie Abraham, Kate E. Kedley, and Kate Seltzer 

Chapter 2 

Heritage Language and Literacy Education in East Asian Community-based Heritage Language Programs 

Kwangok Song 

Chapter 3 

Bilingual Family Literacy Challenges 

Matthew Knoester 

Chapter 4 

Nurturing Multiple Literacies: The Role of the Community and Creativity in an Intergenerational ESOL Class 

Lily Applebaum, Mara Imms-Donnelly, and Emily Schwab 

Chapter 5 

A University/School Partnership Practicum with Culturally Diverse Students and Teachers  

Joyce C. Fine 

Part Two: Unique Populations 

Chapter 6 

Fostering Young Children’s Literacy in Home and Community Settings: A Dialogic Approach to Developing Culturally Relevant and Sustaining Practices 

Pauline Harris, Alexandra Diamond, Bec Neill, Elspeth McInnes, Cynthia Brock, and Ufemia Camaitoga 

Chapter 7 

Literacy Learning in ‘Unofficial’ Spaces: Prospective Teachers’ Tutoring Initiative for Homeless Youth 

Heidi L. Hallman 

Chapter 8 

Family Literacy through Separation and Trauma: Integrated Perspectives for Fathers 

Angela M. Wiseman, Qiana R. Creyer-Coupet, Ashley A. Atkinson, and Stephen M. Gibson 

Chapter 9 

Incarcerated Languages and Literacies: Attempting Liberatory Language and Literacy Pedagogies in a Prison Setting 

Jim Sosnowski and Luz Murillo 

Chapter 10 

Sponsoring Older Adults’ Improvement of Metaliteracy Using iPads 

Julie A. Delello, Annamary L. Consalvo, Rochell R. McWhorter, and Gina Doepker 

Part Three: Unique Settings and Contexts 

Chapter 11 

Community-based Programs in Rural Settings 

Pamela J. Farris, Mary E. Gardner, and Teri Reed-Houck 

Chapter 12 

Literacy at the Public Library: An Intergenerational Book Club 

Molly K. Ness 

Chapter 13 

Beyond Visual Literacy: Listening, Speaking, Reading, and Writing in the Art Museum 

Meredith Lehman, Sabrina Mooroogen Phillips, and Ray Williams 

Chapter 14 

Doing Pedagogic Work to Illuminate the World: Participatory Literacy in a Community Museum  

Suriati Abas 

Chapter 15 

Health Services in the Literacy Landscape 

Sue Nichols 

Part Four: Identity Development and Empowerment 

Chapter 16 

Identity Matters in Service-Learning Literacies: Becoming Authentic and Agentic within Role Affordance 

James R. King, Steven Hart, and Deborah Kozdras 

Chapter 17 

Empowerment in Digital Literacy Acquisition Programs: Learners Who Become Tutors 

Jill Castek and Gloria E. Jacobs 

Chapter 18 

Art Museums, Literacy, and Intrinsic Motivation 

Mike Deetsch and Kate Blake 

Chapter 19 

PluggedInVA: Harnessing the Transformative Power of a Learner-centered Workforce Development Program 

Kathleen Rolander and Susan L. Watson 

Chapter 20 

Women Tutoring Women: A Community of Learners 

Heidi R. Bacon, Patricia, L. Anders, Nadia R. Granados, and Kelly Murphy 

Part Five: Partnership Programs 

Chapter 21 

Literacy Demands of Handbooks of Three National Youth Organizations 

Corrine M. Wickens, Donna E. Werderich, and Carol S. Walther 

Chapter 22 

Behind the Fence: A Reading Partnership with the Department of Juvenile Justice 

Mary E. Styslinger 

Chapter 23 

The Evolution of the MILE Reading Mentoring Program: The Role of Collaboration in a Teacher Education-Juvenile Corrections Partnership 

Joanna C. Weaver, Timothy J. Murnen, Meggan K. Hartzog, and Cynthia Bertelsen  

Chapter 24 

STEM Stories: Connecting STEM and Literacy in an Afterschool Program 

Mary-Kate Sableski, Margaret Pinnell, Shannon Driskell, Todd Smith, and Suzanne Franco 

Chapter 25 

A Sustained Program of Community Engagement in After-School Literacy Activities 

Kristen L. White and Judith Puncochar 

Chapter 26 

The Power of Literacy for Community Engagement: Partnering with Youth Community-based Organizations 

Crystal Chen Lee, Jose Picart, Nina Schoonover, and Kelsey Virginia Dufrense 

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Editor(s)

Biography

Laurie A. Henry is Professor of Literacy and Dean of the Seidel School of Education at Salisbury University in Maryland, USA.

Norman A. Stahl is Professor Emeritus of Literacy Education at Northern Illinois University, USA, and a Council of Learning Assistance and Development of Education Associations (CLADEA) National Fellow.