National Council of Teachers of English’s James R. Squire Office Releases New Policy Briefs to Promote Literacy Instruction That Prepares Students for an Increasingly Diverse and Digital World
The National Council of Teachers of English (NCTE) and its James R. Squire Office of Policy Research in English/Language Arts unveiled three new policy briefs to address the urgency in expanding literacy instruction to ensure students are prepared to thrive in a world that is increasingly diverse and influenced by digital media. To do so, the field must rethink and expand programs to support teachers and teacher-candidates in developing an understanding of and proficiency in racial literacy, translanguaging, and critical media literacy.
The briefs, authored by leading scholars and released during the 2021 NCTE Virtual Leadership and Advocacy Summit on April 19, focus on three timely issues impacting literacy educators and their students.
Racial Literacy by Yolanda Sealey-Ruiz author of Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces.
Critical Media Literacy and Popular Culture in ELA Classrooms by Jamila Lyiscott, University of Massachusetts Amherst; Nicole Mirra, Rutgers University; and Antero Garcia author of Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction and editor of Compose Our World: Project-Based Learning in Secondary English Language Arts.
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