This page is always growing. Although we have grouped them into these two broad categories, essential to the research we use must be a socio-cultural stance overall which for us means: the development of student agency, collaboration, and self-efficacy. In our experience, these are at the heart of developing literacy (both the ability to read and the love for reading), and student empowerment, and which are deeply entwined with a culturally-responsive classroom that centralizes student voices and identities and starts from a place of building on their strengths.
Reading & Discussion
When we started to seek out a research basis for collaborative reading that isn’t dictated, directed and over-scaffolded by teachers, the work of Reznitskaya and Michael Nystrand came up everywhere. Dialogic instruction is how it sounds, focused on students building knowledge through dialogue. Reznitskaya’s works give specific reasons why this is necessary as well as enough real-world examples to build your approach. Auckerman’s work goes even deeper into why this must lead to transformation in our mindsets as teachers, especially teachers of language learners.
This is one of many texts that has helped us frame our argument against boxed-in writing instruction for emergent bilinguals.
Books that Aid Our Curricular Development
- 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents by Kelly Gallagher and Penny Kittle
we were shocked to see how much this reflected the approach we had in our design of our Reading & Discourse class, so we used to help us devise a tandem Writers class.
- Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers by Penny Kittle
Again, if you are looking for reasons to move away from mandating a single text for every student, or you wonder why “students just don’t like to read”, start here.
- Why They Can’t Write