Reimagining Schooled Literacies
How are youth engaging with literacies in schools in ways that are often overlooked yet inherent to who and how they are becoming? How might an examination of youths' affective and multimodal engagement with literacies open up possibilities to how we think about literacy theory, research, and practice? How might teachers rethink their communities and identities to approach their teaching of writing and reading (of texts, of the world) in critically-informed ways?
These questions are driving the force of this research, which began through observing and spending time in a seventh grade English Language Arts classroom. Ultimately, this multifaceted project seeks to reimagine teaching, learning, and literacies based on who teachers and students are and who they are becoming. I believe this is necessary in a time when "schooling" seems to receive more attention and emphasis that the actual people for whom schooling is intended. This is also particularly important for the culturally, linguistically, racially, socioeconomically, and physically diverse students who tend to bear the most significant and long-lasting consequences from inequitable schooling practices.
Areas of focus and scholarship related to this project include:
youths' affective, multimodal, digital and critical literacies in classroom spaces
teachers' inquiry and teaching of writing
teachers' critical literacies approaches to professional learning
teachers' understandings and uses of critical literacies in the English Language Arts classroom