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Repositioning Literacy Pedagogy in a Whole-School Read

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Repositioning Literacy Pedagogy in a Whole-School Read Pamela Jewett University of South Carolina, Columbia jewett_at_mailbox.sc.edu Jennifer Wilson – PowerPoint PPT presentation

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Title: Repositioning Literacy Pedagogy in a Whole-School Read


1
Repositioning Literacy Pedagogy in a Whole-School
Read
  • Pamela Jewett
  • University of South Carolina, Columbia
  • jewett_at_mailbox.sc.edu
  • Jennifer Wilson
  • University of South Carolina, Columbia
  • jlwilson_at_mailbox.sc.edu
  • Michelle Vanderburg
  • University of South Carolina, Columbia
  • vanderba_at_mailbox.sc.edu

2
Inspiration City-Wide Reads
  • Chicago, IL In the Time of the Butterflies
    (Alvarez, 1995)
  • Columbia, MO Enders Game (Card, 1985)
  • Seattle, WA Persepolis The Story of a Childhood
    (Satrapi, 2004)
  • Vermont Seedfolks (Fleischman, 1999)

3
Inspiration Whole-School Reads
  • Syracuse University The Kite Runner (Hosseini,
    2004)
  • University of South Carolina When the Emperor
    Was Divine (Otsuka, 2004)
  • Stephenson High School in Stone Mountain,
    Georgia The Giver (Lowry, 1993)
  • Waterloo Middle School in Waterloo, Wisconsin
    Hidden Talents (Lubar, 2003).
  • Summerland Middle School in British Columbia
    Run (Walters, 2005).

4
  • It would be nice to have something to pull us
    together at the beginning of the year. Something
    that would be common ground.
  • -Maura Wilson

5
A Common Ground
  • Library Media Connection
  • Book Selection
  • Teacher created guide
  • University Research Role

6
Theoretical Frameworks that Guided Us
  • Socio-Cultural
  • (Larson Marsh, 2005 Lewis, Encisco, Moje,
    2007)
  • Visible and Invisible Pedagogy (Berstein, 1974
    1977)

7
Methodology
  • Data collection
  • Data analysis

8
Findings
  • Served as a relational idea that created spaces
    for visible invisible pedagogy
  • Interrupted the schools reproduction of
    traditional academic learning spaces which led to
    more integrated curricula

9
Served as a relational idea that created spaces
for visible invisible pedagogy
  • Teachers moved between visible and invisible
  • Teachers entertained uncertainty toward learning
    outcomes
  • Even though we finished with Seedfolks, we can
    see that different characters bring to the
    novel,.,, and I havent done this yet so I dont
    know what patterns were going to see. I am not
    sure what thats going to yield.
  • Intentional selection of text supported critical
    dialogue
  • You could relate it to what they ware
    already feeling, some of the emotions they
    already have, some misconceptions they already
    have, some of the doubts they have

10
Interrupted the schools reproduction of
traditional academic learning spaces which led to
more integrated curricula
  • Students and teachers expanded social communities
    and classrooms
  • Teachers collaborated with other teachers across
    grade levels
  • Previously segregated subject areas were blurred
  • Students moved toward greater visibility within
    the school community.

11
Students and teachers expanded social communities
and classrooms
James like, it was done with everyday things.
And so it means in essence about how
you should respect other people. And
how, like, theres sic very
different kinds of people in the
world and everything. Maurice And how one person
can start a good thing. Mark How
it shows no matter what your race or nationality
is, you can still work together and live in a
peaceful community. I got a lot of
information, in terms of getting to know my
students as thinkers and just learn more about
their history, which is something so critical. I
do appreciate how much I learned about them
because Im going to be able to now recall
stories about their past and bring it into future
discussions in the classroom. -7th grade ELA
teacher
12
Teachers collaborated with other teachers across
grade levels
  • Were kind of separated when it comes to grade
    levels and schedules and teachers dont get to
    meet. And its just kind of nice that we started
    the year with Seedfolks and I didnt get to
    talk to a whole lot of people unless I saw them
    in the hallway. But, at least, when I did, we had
    something that we could commonly talk about. And
    I appreciate the fact, you know.
  • -8th grade ELA teacher

13
Previously segregated subject areas were blurred
  • Ms. Sawyer Its not just the literature, the
    reading literature part. Were also supposed to
    bring out the cultural differences and the
    differences like that, and Carol also teaches
    social studies.
  • Ms. Taylor I want as the year progresses and
    everything as we study different cultures is to
    talk about and bring up the book how they work
    together and stuff like that. And then, we have
    the 6th grade level plan with Carol, and then
    well be able to collaborate and together and
    talk about how we can bring up certain issues and
    certain instances that stand out to the students.

14
Students moved toward greater visibility within
the school community.
  • Shavawn I think its cool that everybody in the
    whole-school is going to read it and, like, that
    everybodys doing projects on it and they are
    analyzing the story.
  • Keisha Because when everybody talks about it,
    each other can, like, relate to it.
  • Marisa And understand.
  • Shavawn And it doesnt have like a grade level.
    Its just like everybody, just like, yah.

15
Producing Something Beautiful and Worthwhile
  • Alternative Views
  • The Golden Rule (Cooper, 2007)
  • Implications for further research

16
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