Handbook of Instructional Practices for Literacy Teacher-educators: Examples and Reflections From the Teaching Lives of Literacy Scholars

This volume offers a glimpse into the teaching approaches and thinking of a wide range of literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programmes and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the programme in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in the light of student input. The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory and classroom practice. It is accompanied by an interactive website http://LiteracyTeacherEducators.gsu.edu. This on-line resource provides additional information about the authors’ courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.