Teaching & Learning

Have you ever thought about becoming a teacher? Are you preparing to enter the teaching profession and wondering what you will bring to your future classroom? Or are you already a teacher seeking to pause, reflect, and better understand your identity as an educator? Before we teach others, we must first understand ourselves. The Professional Identity Formation Journal: The 7 Characteristics of Teacher Identity is a reflective professional journey designed to guide aspiring and practicing educators through one of the most important and often overlooked steps in becoming an effective teacher: forming a professional educator identity. Teaching is more than delivering lessons and managing a classroom. Who we are as educators influences how we build relationships, respond to students, navigate differences, create learning environments, care for others, and ultimately impact the lives of the young people we serve. Yet professional identity is rarely something we stop to intentionally examine. This journal invites educators to do exactly that. Through thoughtful explanations, guided reflection, and purposeful prompts, readers will explore seven essential characteristics of educator identity: Personal Characteristic: Who am I, and what personal qualities do I bring to my role as an educator? Cultural Characteristic: How have my culture, experiences, beliefs, and perspectives shaped the way I understand and interact with others? Relationships Characteristic: How do I build authentic, trusting, and meaningful relationships with students, families, and colleagues? Class Manager Characteristic: How do I envision creating a classroom environment where students feel safe, valued, respected, and ready to learn? Caretaker Characteristic: How will I balance caring for students with maintaining healthy boundaries and caring for myself? Content Knowledge Characteristic: What do I know, what do I need to learn, and how will I continue growing in my area of expertise? Deliverer of Content Characteristic: How will I transform what I know into meaningful, accessible, engaging learning experiences for every student? What makes this journal unique is its two-year reflective process. Each identity is examined from two perspectives: before entering the classroom and during the second year of teaching. This intentional structure allows readers to capture their expectations, beliefs, questions, strengths, and areas for growth before they begin teaching and then return to those same ideas after experiencing the realities of the classroom. The result is more than a collection of journal entries. It becomes a personal record of professional growth and transformation. Whether you are a teacher candidate preparing for your first classroom, a new educator navigating the early years of teaching, or an experienced teacher seeking to reconnect with your purpose, this journal provides space to ask meaningful questions, recognize your growth, challenge your assumptions, and celebrate the educator you are becoming. Your teaching journey begins long before the first day of school. It begins with understanding who you are. We invite you to explore, reflect, and discover how your individual identity transforms as you begin and or continue your teaching journey.Perfect for courses such as: Introduction to Education; Diversity, Equity, and Inclusion in Education; Reflective Teaching Practices; Culturally Responsive Teaching; Portfolio Development and Professional Growth; Classroom Management and Learning Environments; Curriculum Design and Evaluation

Literacy and Life: Serendipity, Generosity, and Goodwill in the Academic Study of Literacy as Social Practices is a retrospective account of a serendipitous academic life that unfolded over 40 years as an organic interplay of fortunate happenstance, regular acts of collegial kindness, and a personal disposition to spontaneously follow ideas, events, and arguments wherever they led. Early chapters explore how a chance encounter with Space Invaders players inspired an initial interest in literacy as a phenomenon, and how the work of Paulo Freire led to considering functional literacy and critical literacy as a social praxis. Middle chapters describe how experiences of literacy and everyday life in a rural Nicaraguan village, and exploring literacy in the context of the "new capitalism" of the 1990s, led to multiple rethinkings of critical literacy. Later chapters trace work done over more than 20 years with Michele Knobel around their shared interests in “new literacies” and pedagogical approaches to enhancing teacher research literacy. Literacy and Life celebrates rich experiences of collegiality and goodwill throughout an entire trajectory of thinking, researching, writing, and teaching about literacy as social practices. Each chapter describes how the author’s activity and endeavor were mediated and powerfully enabled by generosity, collaborative support, sharing, and trust on the part of many people, from many different walks of life in many different countries. Literacy and Life bears witness to a life blessed with everyday experiences where beneficence was very much an enabling and personally liberating norm.Perfect for courses such as: Literacy in Society; Literacy as Social Practice; Literacy Education: Research, Practice, Policy and Politics; Contemporary Literacies; Literature/Composition courses on Memoir; Approaches to Teaching and Learning in a Complex World; Thinking, Learning and Reflective Practice (Philosophy)

How do ideas change practices and people? In Ideas That Changed Literacy Practices, 32 influential scholars in literacy education get personal about how they have worked on ideas and how those ideas have worked on them. Together, the essays offer never-before revealed personal histories of the authors’ published writing about ideas that have shaped the field of literacy education. As a collection, the essays highlight some of the major themes that have guided and changed literacy practices over the last few decades. They also offer a rare glimpse into the complex ways histories of research emerge alongside personal and political influences on policy and practice. The volume includes an introductory chapter by Sumara and Alvermann in which they detail the processes they used in creating a context for the significance of this work. They begin with the premise that most literacy scholars rarely, if ever, reveal their personal and intellectual investments in ideas that have animated their research and other scholarly endeavors. That this observation rang true for all of the contributors was evidenced in their responses to the invitation. For example, some replied by saying this was the most exciting project they had engaged in because it required reflection on what motivated them to write the requested 3,500-word essay; others mentioned they were looking forward to reading what their peers would share. Ideas That Changed Literacy Practices is a unique collection of autobiographical essays that situates literacy learning and teaching in a rich context of personal and professional knowledge that highlights and celebrates the vibrant complexities of the field of literacy education. It is a unique and valuable resource for researchers and educators, whether in K-12 or higher education. Perfect for courses such as: Introduction to Literacy Research ӏ Literacy Research and Methods ӏ Language, Literacy and Culture ӏ Literacy Policy and Practice ӏ Narrative Research ӏ Interpretive Inquiry ӏ Research Methods in Education ӏ Foundations of Literacy Education ӏ Research Methods in Language and Literacy ӏ Popular Culture in Literacy Classrooms ӏ New and Digital Literacies ӏ History of Literacy Practices ӏ Educational Philosophy ӏ Reading and Language Arts ӏ Critical Theory ӏ Poststructuralism ӏ Digital Media Education ӏ Creative Writing ӏ Politics of Literacy

Navigating Media Literacy: A Pedagogical Tour of Disneyland is an education playbook applied to the vast mediated universe of Disney. Readers of all ages can critically apply media literacy principles while still conscientiously participating as consumer-citizens, media creators, and agents of change. Media literacy is defined throughout this book as an instructional method rather than a political movement. The book counterbalances the frequently myopic critiques of cultural scholars and the critical exemption granted by those across the world who find Disney to be a source of great pleasure. Integrated theory and practical examples allow readers to investigate of themselves and draw their own conclusions based on real inquisitive, observatory, and creative experiences that constitute media literacy (access, analyze, evaluate, create, reflect and act). Each chapter is ideologically mapped to an actual physical realm of Disneyland (e.g., Main Street, USA; Adventureland; Tomorrowland; Frontierland; Fantasyland). Each site provides a pedagogical playground for experimenting with each media literacy concept (e.g., context, audience, language, ownership, representation). The reader will come away with a deeper pedagogical understanding of how to cultivate media literacy using any context or subject—not just Disney. Each chapter includes discursive excerpts from students, along with assignments, discussion prompts, and classroom exercises, making it a valuable resource as a classroom textbook.Perfect for courses such as: Media Literacy | Communication and Media Arts | Film Studies | Media History | Transmedia Studies | Business | Marketing

This new release of the classic text Pragmatism is absolutely timely. James' seminal statement of pragmatism's underpinnings and its treatment of essential philosophical questions (the nature of truth; the one and the many; free will; etc.) could not come at a more appropriate time. In a “post-truth” era of fake news, alternative facts, and a belief that "truth isn't truth," James' presentation of pragmatism as a method of adjudicating truth-claims is a must-read.Perfect for courses in: Philosophy of Education (Graduate Level), American Philosophy (Graduate and Upper-Level Undergraduate), American Studies, Special topics class on William James or Pragmatism, Sociology of Education (Graduate Level), Religious Studies.