Overview

This book presents recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners. Over the last decade, issues of diversity have promulgated within the field of literacy. Recent revisions to teacher education standards call for new approaches to professional development to ensure that educators are positioned to view and utilize diversity as an advantage within their classrooms and notions of what constitutes diversity are expanding. As the population of learners continues to diversify, literacy teachers must be equipped with knowledge of who their learners are and how to effectively build upon their individual experiences, lifestyles, and ways of seeing the world. A systematic change is needed and this volume is directed at advancing research within the intersectionality between literacy and diversity to contribute towards this important mission. This volume features prominent literacy researchers sharing their evidence-based successes that are founded upon longstanding and newfound theoretical frameworks. It is suitable for both educators in K-12 and university classroom contexts for teachers, administrators, graduate students, and professors alike.

Full Product Details

Author:   Professor Evan Ortlieb (St John's University, USA) ,  Professor Earl H. Cheek, Jr (Louisiana State University, USA)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Volume:   8
Dimensions:   Width: 15.20cm , Height: 2.70cm , Length: 22.90cm
Weight:   0.462kg
ISBN:  

9781787140493

ISBN 10:   1787140490
Pages:   296
Publication Date:   16 November 2017
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Toward Equity Through Opportunities to Learn; Nancy Frey and Douglas Fisher  2. More Than One Voice: Utilizing Home Languages and Cultural Experiences in Reading Recovery; Sarah Catto  3. Teaching Grammar While Valuing Language Diversity: Lessons from Urban Classrooms; Emily Machado, Rebecca Woodard, Andrea Vaughan, And Rick Coppola  4. Multicultural Ell Educators' Perspectives of Sociocultural Dynamics in Adolescent Classrooms; Nancy Laguna Luque, Earl H. Cheek, Jr., and Evan Ortlieb  5. Scenarios and Suggestions: Literacy Instruction For English Language Learners; Tess Dussling  6. Rad Dad: A Chicano Man (Re) Constructing Masculinity and Fatherhood Through Zines; Barbara Guzzetti and Leslie Foley   7. Expanding Novice Teachers' Definitions of Student Diversity to Include Economic Disparities and Lifestyle Differences; Jacqueline Lee Darvin  8. Greating Lgbtq+ Inclusive Spaces Through Literacy Practice and Social Justice Teaching; Autumn M. Dodge  9. Accentuating Social and Cultural Connections to Revitalize Literacy Achievement; Wally Thompson and Debra Coffey  10. Building on Emergent Bilinguals' Funds of Knowledge Using Digital Tools; Sally Brown   11. Teaching For Global Readiness: A Model For Locally Situated Yet Globally Connected Literacy Instruction; Shea N. Kerkhoff  12. Utilizing a Rubric to Identify Diversity in Children's Literature; Jackie Arnold and Mary-Kate Sableski  13. Addressing Diversity Through the Universal Design For Learning Lens; Jodi Louise Pilgrim and Angela Kris Ward  14. The Fierce Urgency of Now: Cdf Freedom Schools and Culturally Relevant Pedagogy; Alysia D. Roehrig, Kristal Moore Clemons and Keely Norris

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Author Information

Evan Ortlieb is a Professor and Coordinator of the Literacy Program in the Department of Education Specialties at St. John’s University in New York City, USA. His expertise includes addressing literacy improvement, literacy teacher preparation, language diversity, and differentiated literacy instruction.  Earl H. Cheek, Jr is the Patrick and Edwidge Olinde Endowed Professor Emeritus in the Department of Educational Theory, Policy, and Practice at Louisiana State University, USA. As a lifelong literacy leader, he has published widely across fields of content area reading, reading teacher education, diagnostic-perspective methods, and dyslexia.

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