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Location
College of Education (COE)
Session Format
Oral Presentation
Co-Presenters and Faculty Mentors or Advisors
Dr. Anne Katz, Faculty Advisor
Abstract
READ 3231, Early Language and Literacy Development, is designed to help pre-service teachers understand the foundations of literacy and provide techniques that can be taken into the classroom to help students from all developmental levels thrive. Students were provided with authentic opportunities to practice applications of these strategies, both in the classroom, as well as with families and schools in our community. During the class, we participated in a community-based research project where we exchanged place-based short stories with a group of local middle school students inspired by the mentor text Look Both Ways: A Tale Told in 10 Blocks, a book by Jason Reynolds, the National Ambassador for Young People’s Literature. Methods included a reader and writer self-study, chapter journal reflections, video conferences, and student writing debriefs. We also created literacy letters and activities for the families of Wesley Community Center. Despite the pandemic, pre-service teachers were able to connect with the community in a meaningful way and build a portfolio of literacy activities and methods that can be taken into our classrooms upon graduation. These experiences have helped us build a foundation of self-efficacy that will support us as we move into the next chapter of our lives.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (Open Access)
Recommended Citation
Roberts, Diamond, "Community Literacy in Focus" (2021). GS4 Georgia Southern Student Scholars Symposium. 66.
https://digitalcommons.georgiasouthern.edu/research_symposium/2021/2021/66
Community Literacy in Focus
College of Education (COE)
READ 3231, Early Language and Literacy Development, is designed to help pre-service teachers understand the foundations of literacy and provide techniques that can be taken into the classroom to help students from all developmental levels thrive. Students were provided with authentic opportunities to practice applications of these strategies, both in the classroom, as well as with families and schools in our community. During the class, we participated in a community-based research project where we exchanged place-based short stories with a group of local middle school students inspired by the mentor text Look Both Ways: A Tale Told in 10 Blocks, a book by Jason Reynolds, the National Ambassador for Young People’s Literature. Methods included a reader and writer self-study, chapter journal reflections, video conferences, and student writing debriefs. We also created literacy letters and activities for the families of Wesley Community Center. Despite the pandemic, pre-service teachers were able to connect with the community in a meaningful way and build a portfolio of literacy activities and methods that can be taken into our classrooms upon graduation. These experiences have helped us build a foundation of self-efficacy that will support us as we move into the next chapter of our lives.
