Figure 1 - uploaded by Juan Araujo
Content may be subject to copyright.
Source publication
This article shares the insights of a tutor as she works with a fourth-grade African American girl. For this case study, the authors use interactive read-alouds and writing samples to document the reading and writing events of this yearlong tutorial experience. They report on the power of critical literacy to engage a developing reader and improve...
Contexts in source publication
Context 1
... we started working with Shelby, she wrote like a first grader. Initially, writing took the form of a response journal- the tutor wrote "letters" that Shelby responded to at home (see Figures 1 through 5). We were hopeful that this strategy would allow her to make personal connections and help her take on a critical questioning stance about what she was noticing. ...
Context 2
... forward, Shelby needs to continue to think about the audience she is writing to, build on supporting details, consider words and choice, and explore a variety of sentence lengths to improve sentence fluency. Figure 11 demonstrates that Shelby did make some writing strides from her first initial attempts in the summer. Nonetheless, the writing still lacks organization, ideas, use of language, and extended use of conventions. ...
Context 3
... the final piece called "Baton twirling" (see Figure 11), Shelby had moved from a developing to a beginner writer with help of Teachers should try to engage in these conversations as early as possible when they notice students struggling to read and write. We learned that the best way to incorporate research-based effective practices to help Shelby was to construct literacy instruction so it does not look like school. ...
Similar publications
Picturebooks continue to play a significant role in the English language arts classroom as a way through which children learn about and experience worlds outside their own. Access to this knowledge is through both written text and visual images. It is imperative that teachers consider both the visual and the written when conducting discussions that...
Citations
This study examines critical digital literacy practices among 390 Black girls, ages 13–17. Through a data sharing initiative with a community organization, we conducted a qualitative analysis of 3120 narrative responses describing their views of technology. Grounded in Black feminist epistemologies, our study found that the girls reconciled their views of technology with their existing standpoints and desires for social change. Our findings highlight how Black girls leverage technologies to account for their ways of knowing and existing in the world, including using technology to author activist identities and express feelings of agency. Our findings challenge researchers and educators to expand their understanding of critical digital literacy in ways that honor Black girls’ complex experiences and existing practices.
