Rebecca Rogers

Thanks to Literacy Pedagogy with Whole-Earth Consciousness, teachers of young and older novice readers alike no longer have to separate structured reading instruction from meaningful, engaging, age-appropriate content. In clear language and with multiple examples drawn directly from practice – including case studies, vignettes, discourse analyses, text sets, samples of curriculum, and more – this book shows how literacy pedagogy can be merged with science-based concepts, understandings, and practices relating to caring for ourselves, caring for others, and caring for the earth as a whole. With environmental challenges pressing ever more closely on everyday life – including effects of extreme heat, flooding, tornadoes, hurricanes, and wildfire, among others – Literacy Pedagogy with Whole-Earth Consciousness offers a hopeful path forward for literacy educators, science educators, elementary educators, tutors, university faculty and students, homeschooling families, and childcare providers. Readers will draw inspiration from seeing how earth-conscious literacy pedagogy unfolds in multiple educational contexts: an afterschool program, a virtual literacy tutorial, a 3-week school enrichment program, and a graduate-level literacy course. Rogers and Schaenen showcase how place-based approaches to literacy instruction can empower students and teachers alike as readers while also dramatically deepening their relationships with the environment. Uniquely, Literacy Pedagogy with Whole-Earth Consciousness merges together teacher action research, discourse analysis, literacy teacher education, and eco-justice pedagogies. What results is a timely, conceptually rich guide to an experiential and evidence-based approach to literacy teaching and learning. Experiential approaches to literacy learning can help enrich the understanding young people have about themselves, other people, and their sense of belonging on planet Earth. Literacy Pedagogy with Whole-Earth Consciousness can be a central adopted text in undergraduate and graduate classrooms: with student reading scores seemingly stuck or worsening, what’s urgently needed are innovative, thoughtful, authentic approaches to teaching literacy comprehensively at the earliest and intermediate stages, especially in classes preparing teachers for service or extending the repertoires of in-service teachers at the graduate level. It will also be a useful adopted text in graduate classes that explore discourse analysis and teacher action research. Because the book will include examples of critically oriented discourse analysis within an action research framework, Literacy Pedagogy with Whole-Earth Consciousness will appeal to fellow critical literacy researchers, as well as scholars and practitioners of discourse analysis. The book will extend approaches to critical discourse studies in educational 4 settings by engaging eco-linguistics as a pedagogical and research tool. For this reason, literacy clinic directors and their affiliated faculty will also be interested readers. As a guide to cutting-edge curriculum and instruction with regard to literacy and the environment, college, university, and public libraries will want to include this book in their collections. The authors write with clarity for the ever-growing number of homeschooling families, microschools, and indeed any caregivers of young children who are interested in merging research-based developmental literacy with environmental content in age-appropriate ways. Literacy Pedagogy with Whole-Earth Consciousness is accessible and useful to all participants in an ever-growing and collaborative community of learners. The authors made the decision to jump into the kind of work that would foreground relationships, seek continuities, embrace non-linear patterns of change, and adhere to a basic ecological principle of favoring diversity over monoculture. Through a two-year inquiry across multiple contexts, they have worked to envision and construct a conceptual and practical trellis that will support the fruits of comprehensive literacy development – phonics, comprehension, fluency, writing, spelling, curiosity, and joy – while remaining grounded in place-based content and care. Along the way, they have engaged in reflexive research, documenting, analyzing, synthesizing, and reflecting on their practice across multiple learning ecologies.Perfect for courses such as: Eco-Literacy; Action Research/Teacher Research; Foundations of Teaching Literacy; Teaching Reading and Writing in School and Community Settings; Education and Society Through Service Learning; Climate Change Narratives; Literacy and Social Justice; Discourse Analysis; Theory and Practice of Literacy Tutoring; Teaching and Learning in Environmental Education; Science Communications; Science Literacy