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What is Representation Matters

Chapter 27
Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
A popular catch phrase indicating that because we all bring different perspectives to the table, and those perspectives are informed by our experiences and our identities, that including the experiences and identities of those who are often left out of the school curriculum (traditional representation is that of the white male experience) should be included in texts, films, articles, artifacts, etc.
Published in Chapter:
Moving Beyond the Textbook to Reframe Disciplinary Literacy Using Text Sets: Content Area Literacy for Pre-Service Teachers
Marie A. LeJeune (Western Oregon University, USA) and Melanie Landon-Hays (Western Oregon University, USA)
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-7375-4.ch027
Abstract
This chapter details the authors' rationale for encouraging a hybrid content-area/disciplinary literacy approach to embracing diverse literature, especially youth-oriented literature such as children's literature, young adult literature, and multimodal texts. A synthesis of research in the areas of disciplinary literacy and literature instruction is provided as well as a recommended framework for selecting diverse literature within disciplinary classrooms. Several pedagogical tools are featured where preservice teachers have opportunities to explore, practice with, apply, and design their own disciplinary assignments centered in diverse literature and disciplinary texts. Examples and perspectives from preservice teachers are shared.
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