Abstract
Effective learning, literacy and knowledge are framed within contextualized, real-world, place-based situations, not just within silos of expertise. Waite (2013) posits that “knowing” a place means being sensitive to, and aware of its nuances, similarities, differences, and complexity from one location/situation to another. There are four components of place-based education (PBE), learning in the place, learning of or about the place, learning from the place, and learning for the sake of the place (Granit-Dgani, 2021). Literacy is fundamental to everyday life, in everyday situations. Place-based literacy combines innovative pedagogy of PBE with the dynamics of disciplinary literacy offering relevant, meaningful, and student-centered learning opportunities. As part of their professional pedagogical coursework, preservice teachers discover the value of PBE while developing content area literacy strategies to support disciplinary literacy skills. Professionals approach reading and literacy tasks uniquely based upon what they do and where they are. Preservice teachers are challenged to take on the perspective of one who is a professional within their chosen content area and observe through that lens. Analyze the purpose, products, and perspectives of that place and those who interact in it. Examine how experts within that content read, write, listen, view, and speak. Grounded in that perspective preservice teachers construct learning experiences for students that focus on literacy, language, and content development that are requisite in the chosen place, for the chosen professionals.
Author Information
Leah A. McKeeman, Kansas State University, United States
Paper Information
Conference: PCE2024
Stream: Language Development & Literacy
This paper is part of the PCE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
McKeeman L. (2024) Read Like an Expert: Preservice Teachers Use of Place-Based Literacy to Ground Students Disciplinary Learning Experiences ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 159-166) https://doi.org/10.22492/issn.2758-0962.2024.13
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.13
Comments
Powered by WP LinkPress