By Marie LeJeune, Ph.D. & Tracy Smiles, Ph.D., Western Oregon University
Again we draw upon our framework that “reflects a mixture of our past experiences as literacy teachers, teacher researchers, and teacher educators, and our current perspectives on literary and pedagogical theories and how they might play out in practice.” Our framework revolves around three main aspects of the literacy invitation — the texts we choose, the literary theories we employ and ground our work within, and the actual pedagogical strategies and methods we engage in with students. This week we consider a new context for invitations — working with students in out of schooled spaces such as after school book groups, literacy clubs, and collaborative research.
This week’s blog focuses on Marie’s past work with a voluntary, after school book group for girls at the high school where she taught. Students met weekly over a semester, to read and discuss young adult literature related to issues of body image and embodied identity. All literature was self-selected by the group of girls and Marie drew on her past work with literature circles (Short, Harste & Burke, 1996) in her classroom to guide her role in the book group and with the girls.