Curating a Literacy Life spotlights the idea of curation as a process for inspiring student-centered learning with digital media. Young people need to learn to become purposeful collectors and, thus, curators of their own learning. In this book, Kist shows educators how to empower students as they make sense of all the books, videos, websites, and social media they access. Packed with ideas and activities developed over time in a high school setting, the author presents a model for learning to learn—a way of processing, making meaning, and repurposing all the texts around us. Kist demonstrates how curating can happen no matter where the teaching and learning are taking place, whether virtually or face-to-face, in school or out of school. Using Smart phones; a Netflix account, and access to a variety of YA, canonical, and media texts, this resource provides a foundation for becoming lifelong scholars and artists. Curating a Literacy Life is for both teachers and parents who are interested in helping young people harness, manage, and learn from the multiple messages and texts they encounter every day. Book Features: A powerful model to help teens make sense of and even repurpose the texts they encounter daily.Ideas for making use of digital media in ways that are meaningful to today’s students.Strategies for bridging the divide between in-school and out-of-school literacies. Activities developed during the author’s years as an instructional coach at Cleveland’s Glenville High School.

Curating a Literacy Life spotlights the idea of curation as a process for inspiring student-centered learning with digital media. Young people need to learn to become purposeful collectors and, thus, curators of their own learning. In this book, Kist shows educators how to empower students as they make sense of all the books, videos, websites, and social media they access. Packed with ideas and activities developed over time in a high school setting, the book presents a model for learning to learn--a way of processing, making meaning, and repurposing all the texts around us. Kist demonstrates how curating can happen no matter where the teaching and learning are taking place, whether virtually or face-to-face, in school or out of school. Using smartphones, a Netflix account, and access to a variety of YA, canonical, and media texts, this resource provides a foundation for becoming lifelong scholars and artists. Curating a Literacy Life is for both teachers and parents who are interested in helping young people harness, manage, and learn from the multiple messages and texts they encounter every day. Book Features: A powerful model to help teens make sense of and even repurpose the texts they encounter daily. Ideas for making use of digital media in ways that are meaningful to today's students. Strategies for bridging the divide between in-school and out-of-school literacies. Activities developed during the author's years as an instructional coach at Cleveland's Glenville High School.

Differences in performance between students of poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. This book argues that significant attention must be given to eliminating the barriers that produce educational inequities in student achievement. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students’ racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students’ strengths and needs; and go beyond the impact of short-term testing to support optimal and sustainable learning. Educators and school leaders can use this resource to transform schools into nurturing and vibrant communities that are committed to change, equity, and diversity. Book Features: Provides recommendations and detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty.Includes vignettes from leading literacy educators and researchers that demonstrate high-quality literacy instruction implemented in K–8 classrooms.Presents instruction that is responsive to differences and honors the languages, literacies, and cultural resources that students bring to their learning.Offers specific recommendations and practices that can guide advocacy for change. “The authors correct the deficit misperceptions by showing how students experiencing poverty are the targets, not the causes, of educational disparities. . . . What a different world schools would be if we each embraced these lessons.” —From the Afterword by Paul C. Gorski, founder, Equity Literacy Institute

What do we mean when we say that a text is relevant to a young person or to a group of young people? And how might a reimagining of relevance, shaped through the voices of young men of color, enhance literacy teaching and learning? Based on case studies of six young Black, Latino, and South Asian men and their reading experiences, this book reconceptualizes the term relevance as it applies to and is applied within literacy education (middle school through college). The author reveals how four dimensions of relevance--Identity, Spatiality, Temporality, and Ideology--can guide educators in supporting the reading and meaning-making experiences of students in ways that honor the complexities of their lives and enhance their criticality. Sciurba frames relevance from a student-centered perspective as conditions that are practically, socially, and/or conceptually applicable to one's life. Readers can use this book to disrupt problematic enactments of relevance in literacy spaces that are rooted in assumptions about who young people are, culturally or otherwise, as well as how they think and maneuver through their complex worlds. Book Features: Provides a nuanced understanding of relevance in literacy education in order to successfully enact culturally relevant pedagogy. Draws on scholarly literature from a broad range of fields, including sociology, cultural studies, literary studies, and physical science studies. Showcases what a nondeficit approach to working with Black, Latino, South Asian, and other young people of color can look like in educational contexts. Examines data from longitudinal qualitative studies with six students and young men of color that took place across 10 years beginning in a New York City middle school.

"The principles of freedom dreaming and abolitionist teaching are used to enact arts-infused writing pedagogies across a multitude of settings. Includes vignettes, mixed media artwork, and lesson plans"--

"Black African immigrant youth and young adults from countries south of the Sahara, among the most rapidly growing immigrant groups in the US given immigration, resettlement, and asylum programs, have long demonstrated varied racial, ethnic, gendered, cultural, linguistic, religious, and transnational identities in their diverse schooling and education practices. Moreover, African immigrant youth enacting complex, embodied practices within and across varied schooling and educational contexts, and at the interplay of language, literacy, and civic learning and action taking, complicate urgent questions of which students may engage civically in schools and communities, and how they may do so. Thus, transformative education research to support diverse schooling, education, and civic engagement experiences for African immigrant and refugee students will increasingly depend on enacting generative research frameworks, teaching approaches, and innovative methodologies. Such research and teaching hold possibilities for assisting and preparing researchers, teacher educators, teachers, and community-based educators to identify key schooling, education and civic engagement practices associated with student's varied identities, and / or taking up research approaches and learning contexts that affirm and extend the identified practices"--

Learn how to teach multilingual students effectively and equitably with this practical and accessible resource. The authors share real-world examples from the classrooms of ESOL teachers, unpack the teachersÕ thinking about their instruction, and identify six core practices that are foundational to teaching multilingual students: knowing your multilingual students, building a positive learning environment, integrating content and language instruction, supporting language and literacy development, using assessment, and developing positive relationships and engaging in advocacy. The book focuses on how K–12 teachers can use these core practices in ways that humanize their instruction—positioning students as whole human beings, valuing the assets and resources they bring to the classroom, actively involving them in rigorous instruction that draws on their experiences and knowledge, responding to each unique learning context, and disrupting traditional power dynamics in education. This text will help pre- and in-service teachers of multilingual students to center equity and justice in their practice and understand how to move humanizing mindsets into action. Book Features: Identifies and describes core practices for teaching multilingual students.Offers opportunities to analyze teachersÕ instruction using core practices.Includes templates and additional resources that help teachers extend the use of core practices to their own planning. Supports teacher educators in preparing teachers to move humanizing mindsets to humanizing practices.Provides access to supplementary video clips depicting teachers as they engage in these practices and discuss their use.