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Intersections of diversity, literacy, and learner difficultiesconversations between teacher, students and researchers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intersections of diversity, literacy, and learner difficultiesedited by Theresa Abodeeb-Gentile, Dennis A. Conrad.
Reminder of title:	conversations between teacher, students and researchers /
other author:	Abodeeb-Gentile, Theresa L.
Published:	Singapore :Springer Nature Singapore :2022.
Description:	xi, 235 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Literacy.
Online resource:	https://doi.org/10.1007/978-981-19-3532-9
ISBN:	9789811935329$q(electronic bk.)

Intersections of diversity, literacy, and learner difficultiesconversations between teacher, students and researchers /
Intersections of diversity, literacy, and learner difficultiesconversations between teacher, students and researchers /[electronic resource] :edited by Theresa Abodeeb-Gentile, Dennis A. Conrad. - Singapore :Springer Nature Singapore :2022. - xi, 235 p. :ill., digital ;24 cm.

1. Premise of the Book: Considering Learner Difference and Literacy -- Section I Literacy Contexts: A Matter of Difference -- 2. "I'm Writing to Teach Those Who Do Not Know": Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise -- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field -- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs -- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction -- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children -- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom -- Section II It's Personal: Advocacy and Action -- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective -- 9. The Construction of Literacy Identity: Alice's Story -- 10. An Ecological Examination of "Literacies": A Mother's Journey -- Section III Moving Forward & Building Bridges -- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings -- 12. Moving all up at Sireira Moderna Academy -- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to? -- Afterword.

This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors' goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.

ISBN: 9789811935329$q(electronic bk.)

Standard No.: 10.1007/978-981-19-3532-9doiSubjects--Topical Terms:

179383
Literacy.

LC Class. No.: LC149 / .I57 2022

Dewey Class. No.: 372.6

Intersections of diversity, literacy, and learner difficultiesconversations between teacher, students and researchers /
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505 0 $a 1. Premise of the Book: Considering Learner Difference and Literacy -- Section I Literacy Contexts: A Matter of Difference -- 2. "I'm Writing to Teach Those Who Do Not Know": Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students' Expertise -- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field -- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs -- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction -- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children -- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom -- Section II It's Personal: Advocacy and Action -- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective -- 9. The Construction of Literacy Identity: Alice's Story -- 10. An Ecological Examination of "Literacies": A Mother's Journey -- Section III Moving Forward & Building Bridges -- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings -- 12. Moving all up at Sireira Moderna Academy -- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to? -- Afterword.
520 $a This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors' goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.
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