Publication Date

8-11-2022

Document Type

Article

Publication Title

Action in Teacher Education

Volume

44

Issue

4

DOI

10.1080/01626620.2022.2108162

First Page

290

Last Page

307

Abstract

Drawing on critical literacy as a theoretical framework, this paper explores how a children’s book writing assignment designed to center the experiences of underrepresented communities in children’s literature contributed to shifts in awareness among predominantly White teacher candidates. The study occurred at a large urban university in California and included 77 participants who all participated in a required Literacy Methods course in a teacher preparation program. Teacher candidate surveys and critical content analysis of candidate-authored books revealed that candidates: (1) selected topics to write about because they had a personal connection to the issue or because of its relevance to their students; (2) created books that evidenced their ability to apply traditional literacy concepts through a critical lens, (3) evidenced a deepened understanding of representation and diversity in children’s literature. Findings highlight the importance of critical literacy experiences in teacher preparation as a way to develop teacher candidates’ critical lens. Implications include the importance of integrating critical literacy with traditional literacy content – it is not something “extra;” the need for a critical perspective to be an integral part of Teacher Performance Expectations and standards; and the need for ongoing professional development for both teachers and teacher educators.

Keywords

Pre-service teachers preparation, literacy, diverse texts

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Action in Teacher Education on 11 Aug 2022, available online: http://www.tandfonline.com/10.1080/01626620.2022.2108162.

Department

Teacher Education

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