Overview

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.

Full Product Details

Author:   Laurie A Henry ,  Norman A Stahl
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.539kg
ISBN:  

9780367468620

ISBN 10:   036746862
Pages:   364
Publication Date:   18 December 2020
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword 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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Author Information

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.

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