Grouping and naming concepts, theories, and practices related to literacy instruction is no easy task. Everyone seems to have a different way of labeling terminology which only makes it more challenging to make sense of this inherently difficult task of designing literacy instruction. To do so, we must ask:
- How do we define 'literacy?'
- How does literacy happen?
- How do we support readers and writers along their literacy journeys?
1. Literac(ies) are tied to individual, community, and Societal identities.
2. literacy processes (reading, writing, speaking, listening, viewing, & visually representing) are sociocultural by nature.
3. formative assessment helps us to understand what students know and can do.
4. Strengths-based instruction values student voices and experiences.
5. literacy instruction should Engage readers and writers in meaningful and authentic acts.
Could we keep adding to this list? Most definitely! But this condensed list will give us a firm starting point for thinking about who our students are as readers, writers, and most importantly, individuals. From here, we approach literacy instruction as a process of learning from and alongside our students. As you explore content throughout this site, consider how these principles form an integrated vision for understanding readers, writers, and literacy instruction.