Exploring the discursive positioning of members of a literacy professional learning community

Brock, Cynthia H.; Robertson, Dana A.; Borti, Adeline; Thrailkill, Laurie; Khasilova, Dilnoza

doi:10.1080/19415257.2021.2013930

Cited by 4 publications

(5 citation statements)

References 18 publications

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“…Therefore, it is our responsibility to view each teacher through an asset-based lens with an understanding that each person brings expertise and content area knowledge to the discussion (Puig & Froelich, 2022) and that each teacher has varied lived experiences. Professional learning must be ongoing and collaborative, encourage reflective professional conversations (Brock et al, 2021), and be co-designed among community members (Elish-Piper et al, 2016) who equally share in vulnerability (Kelly & Cherkowski, 2017) to problem-solve together (Timpereley et al, 2020) on how to best support adolescent literacy (Dobbs et al, 2017;Ippolito et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers may not understand the impact of racial, ethnic, sexual, gender, social class, national origin, and linguistic differences, calling for a need to learn how to incorporate culturally responsive and sustaining practices (Ladson‐Billings & Dixson, 2022; Milner, 2021) and what this looks like within each discipline (Ippolito et al., 2019; Kinloch et al., 2020). This type of learning requires vulnerability (Kelly & Cherkowski, 2017) and ongoing reflective dialogue (Brock et al., 2021) across all community members to determine what they already know to increase their efficacy.…”

Section: Discussionmentioning

confidence: 99%

“…An essential aspect of a community of practice is the need for reflective and ongoing dialogue (Brock et al., 2021; Dobbs et al., 2016), where all community members presume some sense of vulnerability to learn with and from others (Kelly & Cherkowski, 2017). A back‐and‐forth is necessary so that community members do not feel isolated or dependent on others telling them what to do.…”

Section: Professional Learningmentioning

confidence: 99%

See 2 more Smart Citations

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

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School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Professional Learningmentioning

confidence: 99%

See 1 more Smart Citation

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

View full text Add to dashboard Cite

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“…Which roles, which identities, which stories, what face, what fronts, which acts, performance, and costumes? (Brock et al, 2021;Goffman, (Sue) 'Wagga wall' paper installation, Susan Davis 2021 I have been wondering about how responding to the COVID-19 pandemic has changed us for better and for worse. For example, benefiting the planet through reducing emissions by moving to Zoom meetings and conferences, which also means that we lack the nuanced, sensorial, embodied connection that kanohi ki te kanohi (face-to-face) encounters provide.…”

Section: Kindness Courage Optimism and Contagionmentioning

confidence: 99%

“…Which roles, which identities, which stories, what face, what fronts, which acts, performance, and costumes? (Brock et al, 2021; Goffman, 1959) (Sue)…”

Section: Herewith Our Covid Storying Patches…mentioning

confidence: 99%

Teaching and Learning in COVID-19: Pandemic Quilt Storying

Ritchie

Phillips

Brock

et al. 2023

International Review of Qualitative Research

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Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the quilt in this collaboration and hold quilting as a Feminist intervention, a return to her-stories and ways of knowing through story as we stitch together cultural and material stories of place. Our COVID-19 chronicles are a creative, collaborative exploration of the initial impact of the COVID-19 pandemic on learning and teaching across our respective countries. This paper is a collaboration of critical auto-ethnographies (Holman Jones, 2016), quilted and stitched together by a group of education scholars who united to research the impact of online emergency teaching that forced education site closures globally. Through this collaborative image quilting, we curated responses to our initial 100-word stories of pandemic life in 2020, that we had posted on a collaborative Padlet. Feminist, storying, and ethnographic theory inform alignment and stitching of each 100-word patch.

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Hurdles and Straightaways: Building a Cross-School Community of Practice

Savitz,

Broemmel

2024

Action in Teacher Education

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Exploring the discursive positioning of members of a literacy professional learning community

Cited by 4 publications

References 18 publications

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Teaching and Learning in COVID-19: Pandemic Quilt Storying

Hurdles and Straightaways: Building a Cross-School Community of Practice

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