Honouring student voices: clearly, I am a literate being.

• Autores: Victoria Seeger, Stephanie McNemar
• Localización: Support for learning, ISSN 0268-2141, Vol. 35, Nº. 3, 2020, págs. 312-325
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Two studies, one of middle school students and the other of high school students, demonstrated that students who were labeled as 'struggling' in the area of literacy saw themselves quite differently when their voices were heard. When these labeled students were viewed through a strengths lens rather than a deficits one, competent literacy skills of the students surfaced, and they were empowered by what they learned about their literacy skills. These research studies explore self‐efficacy and resiliency for literacy, the importance of knowing students deeply, relationship building, and the role of growth mindset for students who have been labeled but consider themselves literate beings.