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.
Highlights
I have gained a unique experience by being a part of the Let’s Read! team
The program has been a great outlet for my creative energies as a teacher candidate, and has made me a much more confident and competent teacher
It would be difficult to imagine my university career without being part of Let’s Read! I am proud to say I have contributed to such a fantastic, successful program! (Jordyn, teacher candidate)
Summary
I have gained a unique experience by being a part of the Let’s Read! team. The program has been a great outlet for my creative energies as a teacher candidate, and has made me a much more confident and competent teacher. The program Jordyn describes is a community-based literacy initiative in Northern Ontario, designed and implemented by teacher candidates, and offered free to the local community since 2008. I decided to initiate a study with the goal of learning more about the program, including its history, goals, and the ways in which teacher candidates might be implementing concepts discussed both from within or outside of their Language Arts coursework. 2. What challenges or limitations, both within the university and the community, does Let’s Read! Support, challenge or prompt teacher candidate’s understandings of teaching/learning language arts and literacy? This paper explores what I learned from the teacher candidates, those taking a leadership role with Let’s Read!, and includes a consideration of my evolving role as teacher educator, researcher, and advisor to the program In what ways does Let’s Read! support, challenge or prompt teacher candidate’s understandings of teaching/learning language arts and literacy? This paper explores what I learned from the teacher candidates, those taking a leadership role with Let’s Read!, and includes a consideration of my evolving role as teacher educator, researcher, and advisor to the program
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