Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

Abstract

This academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.