Becoming Literacy Leaders: Teacher Candidates Initiate a Community-Based Literacy Program

Authors

  • Tara-Lynn Scheffel Nipissing University

DOI:

https://doi.org/10.20360/G2T592

Keywords:

literacy, teacher education, community-based literacy initiatives

Abstract

This paper presents a case study of a community-based literacy program that was initiated by teacher candidates. Program goals, purposes and opportunities for ongoing learning beyond coursework and practicum are explored. Key themes for discussion include: literacy as social and life-long; moving beyond print literacy; capitalizing on strengths; freedom in planning and freedom from assessment; feedback from the community; and, the opportunity to become literacy leaders. Mentorship roles are explored, along with questions for ongoing reflection and conversation.

Author Biography

Tara-Lynn Scheffel, Nipissing University

Tara-Lynn Scheffel is an Assistant Professor in the Schulich School of Education, Nipissing University, Ontario, Canada. Research interests include literacy engagement, teacher education and the sharing of practitioner stories.

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Published

2016-04-03

How to Cite

Scheffel, T.-L. (2016). Becoming Literacy Leaders: Teacher Candidates Initiate a Community-Based Literacy Program. Language and Literacy, 18(1), 130-147. https://doi.org/10.20360/G2T592